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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