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The Multilevel Mediating Effects of Teacher Training And Extension Courses on the Relationships among Teacher Support, Motivation, and Self-Efficacy in Mathematics

ดร.สกุลกาญจน์ วลีอิทธิภัสร์ | -

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The Multilevel Mediating Effects of Teacher Training And Extension Courses on the Relationships among Teacher Support, Motivation, and Self-Efficacy in Mathematics

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Collection	RMUTK Research Repository (RMUTK IR) วารสารวิชาการ — e-Journal Articles
ID RMUTK Digital	RMUTK000091
Title	The Multilevel Mediating Effects of Teacher Training And Extension Courses on the Relationships among Teacher Support, Motivation, and Self-Efficacy in Mathematics
Alternative title	The Multilevel Mediating Effects of Teacher Training And Extension Courses on the Relationships among Teacher Support, Motivation, and Self-Efficacy in Mathematics
Authors	ดร.สกุลกาญจน์ วลีอิทธิภัสร์ ผู้แต่งหลัก
Faculty	คณะครุศาสตร์อุตสาหกรรม
Journal Title	Educational Administration: Theory and Practice
ISSN	2148-2403
Volume / Issue / Pages	Vol.30 \| No.6 \| pp.104–110
Published	2024-09-15
Year	2567
Level	ระดับนานาชาติ (SCOPUS)
Quartile	Q4
DOI	10.53555/kuey.v30i6.5118
Abstract	-
Abstract (EN)	Mathematics is fundamental knowledge that students can adopt on a regular basis as well as in future careers. It also allows students to think systematically and rationally, enhancing problem-solving skills (OECD., 2023). The current research aimed to 1) analyze multilevel mediating effects of teacher training and extension courses on the relationships among teacher support, motivation, and self-efficacy in mathematics. 2) study instruction to enhance motivation and self-efficacy in mathematics. Secondary data were adopted from PISA 2022, in the study of 6,196 students in Thailand who studied in 280 schools of all types. The data were then analyzed using MSEM by the Mplus program. The results revealed that the structural equation model of multilevel mediating effects of teacher training and extension courses on the relationships among teacher support, motivation, and self-efficacy in mathematics had a good fit with the empirical data. The statistical values were (χ2(1, N=6196)=3.48, p=0.062, CFI=0.997, TLI=0.980, RMSEA=0.020). The student-level model had full mediation in which teacher support had an indirect effect via motivation with a statistical significance of .05 and motivation had a direct effect on self-efficacy with a statistical significance of .05. In the school-level model, it was discovered that teacher training and extension courses had a direct effect on self-efficacy and motivation with no statistical significance of .05 and the participants of all instructions had higher averages for motivation and self-efficacy than those of non-participants.
Keywords (TH)	-
Keywords (EN)	Motivation Self-efficacy Teacher Support Extension Courses Teacher Training
Access Level	Open Access (เปิดสาธารณะ)

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