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Table 3 Teacher ratings of classroom features regressed on student ratings (step 1) and additionally, teacher efficacy and emotional stability (step 2) (n = 82)

From: Class- and subject teachers’ self-efficacy and emotional stability and students’ perceptions of the teacher–student relationship, classroom management, and classroom disruptions

Variables

Final Model (step 2)

 

Classroom features

Psychological factors

  

ß SP

ß EMS

ß TSE

F(3/78)

p

R22

R12

p change

Class teacher

SET

0.49***

− 0.23*

− 0.10

13.440

< .001

0.32

0.25

.012

NON

0.30**

− 0.10

− 0.07

3.455

.020

0.08

0.09

.410

AGS

0.22*

− 0.13

0.03

1.951

.128

0.03

0.04

.547

REL

0.23*

0.22

0.19

6.016

.001

0.16

0.06

.006

CLA

− 0.01

0.28*

0.27*

6.700

< .001

0.17

0.00

 < .001

Subject teacher

SET

0.39***

− 0.14

− 0.33**

20.571

< .001

0.42

0.31

< .001

NON

0.20

− 0.07

− 0.38**

9.411

< .001

0.24

0.12

.001

AGS

0.40***

− 0.32**

0.10

9.892

< .001

0.25

0.18

.012

REL

0.01

0.02

0.43***

6.034

.001

0.16

0.02

.001

CLA

− 0.05

0.02

0.09

0.232

.874

0.00

0.00

.723

  1. SP = Student Perception; EMS = Emotional Stability; TSE = Teacher Self-Efficacy; R22adjusted R2 of the second step, additionally including teachers’ self-rated emotional stability and self-efficacy; R12 adjusted R2 of first step, including only student ratings of classroom features; p change informs if the inclusion of psychological variables (EMS and TSE) in the model explains significantly additional variance; *p < .05; **p < .01; ***p < .001. SET = methodological-didactic setting disruptions; NON = nonaggressive disruptions by students; AGS = aggressive disruptions by students; REL = teacher–student relationship; CLA = classroom management
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BMC Psychology

ISSN: 2050-7283

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