Data from: Teachers’ involvement and students’ self-efficacy: keys to achievement in higher education

We study the relative importance of the three dimensions of
need-supportive teaching (NST) and students’ self-efficacy to gain new
knowledge about students’ achievement in higher education. NST assumes
that teachers are key to the motivation of students, providing autonomy
support, structure (support of competence), and involvement (support of
relatedness). In turn, self-efficacy raises students’ confidence in their
ability to succeed in academic tasks. Drawing on 86,000 records of
teaching evaluations by students at the University of Girona (Spain), we
present evidence that teachers’ involvement and students’ self-efficacy
are the two elements most strongly and positively related to achievement.
Students obtain higher marks when they believe that their teachers are
dependable and available to offer resources, and when they feel capable of
organizing and implementing the courses of action necessary to acquire
knowledge. We also find that students’ experience of autonomy support and
structure are negatively (or not) correlated with achievement. Subgroup
analyses also indicate that students have different needs in different
knowledge areas.

本研究探讨高等教育中需求支持型教学（need-supportive teaching, NST）的三个维度与学生自我效能感（self-efficacy）对学生学业成就的相对重要性。NST认为教师是学生学习动机的核心，需提供自主支持、结构（能力支持）和参与（关联支持）；反之，自我效能感可增强学生完成学术任务的信心。基于西班牙赫罗纳大学（University of Girona）的86000条学生教学评估记录，本研究发现教师参与度与学生自我效能感是与学业成就呈最强正相关的两个要素——当学生认为教师可靠且愿意提供资源，同时感到自己有能力规划并执行获取知识所需的行动方案时，其学业成绩更优异。此外，研究还发现学生感受到的自主支持与结构支持与学业成就呈负相关（或无显著相关）；亚组分析进一步表明，不同知识领域的学生存在不同需求。