Keywords: TV instruction, academic self-efficacy, teaching practices, educational effectiveness Ključne reči: TV nastava, akademska samoefikasnost, nastavne prakse, obrazov- na efektivnost Psihološka istraživanja XXIV(1) 2021 The predictive effects of students’ perception of teaching practices in TV instruction on students’ self-efficacy Učenička percepcija nastavnih praksi kao prediktor učeničke samoefikasnosti u TV nastavi Univerzitet u Beogradu, Filozofski fakultet application/pdf 151881 bytes All rights reserved info:eu-repo/semantics/article https://phaidrabg.bg.ac.rs/o:26150 doi:10.5937/psistra24-32477 ISSN: 0352-7379 The COVID-19 pandemic forced school closures worldwide. TV instruction became one of the main distance-learning modalities across the globe. Given the scarce evidence of effects of TV instruction on students and broad evidence that quality of teaching is a vital factor of students’ achievements and motivational beliefs, the main objective of this study is to examine the relationship between the perceived quality of TV teaching practices and one of the most important student outcomes – academic self-efficacy. Sample consisted 1904 primary and lower secondary students. We constructed two measures of self-efficacy: a general measure of student’s self- efficacy with regard to the subject and a situational measure of self-efficacy towards the current TV lesson. Students’ perception of teaching practices was measured by a composite scale made of ten statements. We conducted regression and mediation analysis in order to identify potential mediation of general self-efficacy in the given subject. Students’ perception of teaching practices was found to be a significant predictor that explained 40.55% of the variance of situational self-efficacy towards the current lesson, and the 14% of total effect was mediated by general students’ self-efficacy. The results indicate that, even in the indirect and asynchronous TV instruction, teachers can nurture student self-efficacy towards current lessons and tasks by creating a supportive environment, providing clear representation of knowledge, emphasizing the relevance of the learning content by linking the new material and concepts to the students’ life experiences and prior knowledge, and by giving challenging tasks to enhance students’ engagement. Pandemija COVID-19 dovela je do zatvaranja škola širom sveta. U ovim okolnostima, jedan od glavnih modaliteta učenja i nastave na daljinu postala je TV nastava. S obzirom na brojne dokaze da je kvalitet nastave jedan od ključnih fak- tora učeničkih postignuća, ali i motivacionih uverenja, kao i malobrojne podatke o efektima TV nastave na učenike, glavni cilj ove studije bio je da ispita odnos između percipiranog kvaliteta nastavnih praksi u TV nastavi i jednog od najvaž- nijih obrazovnih ishoda – akademske samoefikasnosti. Podaci su dobijeni od 1904 učenika, od prvog do osmog razreda, osnovnih škola tokom maja 2020. godine. Koristili smo dve mere samoefikasnosti: meru generalne predmetne samoefika- snosti učenika i meru situacione samoefikasnosti u odnosu na zahteve konkretnog TV časa. Učenička percepcija nastavnih praksi merena je kompozitnom skalom sačinjenom od deset tvrdnji. Podaci su analizirani regresionom i medijacionom analizom, kako bi se identifikovala potencijalna posredujuća uloga generalne predmetne samoefikasnosti u relaciji između percepcije nastavnih praksi i situ- acione samoefikasnosti. Utvrđeno je da je učenička percepcija nastavnih praksi značajan prediktor koji objašnjava 40,55% varijanse situacione samoefikasnosti, a 14% ukupnog efekta posredovano je generalnom predmetnom samoefikasno- šću učenika. Rezultati pokazuju da, čak i u indirektnoj i asinhronoj TV nastavi, nastavnici mogu negovati samoefikasnost učenika stvaranjem podsticajnog okru- ženja, zadavanjem izazovnih zadataka, jasnom prezentacijom i naglašavanjem re- levantnosti nastavnog sadržaja kroz povezivanje sa životnim iskustvima i prethod- nim znanjima učenika. eng Плазинић, Љиљана