The Impact of Inclusive Teaching Practices on Academic
Self-Efficacy and Achievement: A Longitudinal Panel Data

k 2025

The Impact of Inclusive Teaching Practices on Academic Self-Efficacy and Achievement: A Longitudinal Panel Data

BULA, Marek Matouš; Jan NEHYBA; Petr SVOJANOVSKÝ a Jana OBROVSKÁ

Základní údaje

Originální název

The Impact of Inclusive Teaching Practices on Academic Self-Efficacy and Achievement: A Longitudinal Panel Data

Autoři

BULA, Marek Matouš; Jan NEHYBA; Petr SVOJANOVSKÝ a Jana OBROVSKÁ

Vydání

ATEE Annual Conference 2025 The Making of Authentic Teachers in Ages of Artificiality? 2025

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50300 5.3 Education

Stát vydavatele

Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

web konference

Označené pro přenos do RIV

Ano

Organizační jednotka

Pedagogická fakulta

Klíčová slova anglicky

inclusive teaching; self-efficaccy; panel data; networks

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 8. 4. 2026 16:58, Mgr. Jana Obrovská, Ph.D.

Anotace

V originále

This conference paper was presented at the conference of the Association of Teacher Education in Europe held in Dublin. It was created as part of a research project funded by the Czech Science Foundation (GA23-04764S). The use of inclusive teaching practices is recognized in contemporary pedagogy as a critical means of adapting educational processes to individual student needs. In light of increasing classroom heterogeneity, differentiation and personalization are emphasized as essential strategies. This study explores the role of differentiated instruction and personalization in inclusive education. The Students’ Inclusive Teaching Practices Scale (Schwab et al., 2022) measured personalization and differentiation. Academic self-efficacy was assessed using the Academic Self-Efficacy Questionnaire for Children (Bong & Skaalvik, 2003). Academic achievement was determined via average math grades. The longitudinal study involved 556 sixth to eighth grade students, with data collected in four waves. Psychometric network analysis examined the nested data structures. Preliminary analyses show that students’ perceptions of personalization correlate positively with academic self-efficacy and grades. Students with the highest grades reported significantly greater satisfaction with their educational needs compared to their peers. No differences were observed in perception between students with and without specific educational needs. Contemporary network analysis reveals that higher perceptions of need satisfaction by teachers at one time point might be associated with improved academic performance at a subsequent time point but not vice versa. Furthermore, students who achieve higher grades at one time point may perceive greater diversity in how teachers adapt tasks and deliver instructions at the following time point. In conclusion, the findings suggest that emphasizing the fulfillment of students’ individual needs could enhance academic success across the classroom. However, further research is required to investigate the mechanisms underlying these relationships. Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational Psychology Review, 15(1), 1–40. Schwab, S., Sharma, U., & Hoffmann, L. (2022). Development and validation of the Students’ Inclusive Teaching Practices Scale (S-ITPS). European Journal of Special Needs Education, 37(5), 745–758.

Návaznosti

GA23-04764S, projekt VaV

Název: Adresování individuálních vzdělávacích potřeb všech žáků: Etnografie tříd na druhém stupni základních škol

Investor: Grantová agentura ČR, Adresování individuálních vzdělávacích potřeb všech žáků: Etnografie tříd na druhém stupni základních škol

Citovat

BULA, Marek Matouš; Jan NEHYBA; Petr SVOJANOVSKÝ a Jana OBROVSKÁ. The Impact of Inclusive Teaching Practices on Academic Self-Efficacy and Achievement: A Longitudinal Panel Data. In ATEE Annual Conference 2025 The Making of Authentic Teachers in Ages of Artificiality? 2025.

@proceedings{2515919,
   author = {Bula, Marek Matouš and Nehyba, Jan and Svojanovský, Petr and Obrovská, Jana},
   booktitle = {ATEE Annual Conference 2025 The Making of Authentic Teachers in Ages of Artificiality?},
   keywords = {inclusive teaching; self-efficaccy; panel data; networks},
   language = {eng},
   title = {The Impact of Inclusive Teaching Practices on Academic Self-Efficacy and Achievement: A Longitudinal Panel Data},
   url = {https://atee.education/conferences/annual-conference/},
   year = {2025}
}

TY  - CONF
ID  - 2515919
AU  - Bula, Marek Matouš - Nehyba, Jan - Svojanovský, Petr - Obrovská, Jana
PY  - 2025
TI  - The Impact of Inclusive Teaching Practices on Academic Self-Efficacy and Achievement: A Longitudinal Panel Data
KW  - inclusive teaching
KW  - self-efficaccy
KW  - panel data
KW  - networks
UR  - https://atee.education/conferences/annual-conference/
N2  - This conference paper was presented at the conference of the Association of Teacher Education in Europe held in Dublin. It was created as part of a research project funded by the Czech Science Foundation (GA23-04764S). The use of inclusive teaching practices is recognized in contemporary pedagogy as a critical means of adapting educational processes to individual student needs. In light of increasing classroom heterogeneity, differentiation and personalization are emphasized as essential strategies. This study explores the role of differentiated instruction and personalization in inclusive education. The Students’ Inclusive Teaching Practices Scale (Schwab et al., 2022) measured personalization and differentiation. Academic self-efficacy was assessed using the Academic Self-Efficacy Questionnaire for Children (Bong & Skaalvik, 2003). Academic achievement was determined via average math grades. The longitudinal study involved 556 sixth to eighth grade students, with data collected in four waves. Psychometric network analysis examined the nested data structures. Preliminary analyses show that students’ perceptions of personalization correlate positively with academic self-efficacy and grades. Students with the highest grades reported significantly greater satisfaction with their educational needs compared to their peers. No differences were observed in perception between students with and without specific educational needs. Contemporary network analysis reveals that higher perceptions of need satisfaction by teachers at one time point might be associated with improved academic performance at a subsequent time point but not vice versa. Furthermore, students who achieve higher grades at one time point may perceive greater diversity in how teachers adapt tasks and deliver instructions at the following time point. In conclusion, the findings suggest that emphasizing the fulfillment of students’ individual needs could enhance academic success across the classroom. However, further research is required to investigate the mechanisms underlying these relationships. Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational Psychology Review, 15(1), 1–40. Schwab, S., Sharma, U., & Hoffmann, L. (2022). Development and validation of the Students’ Inclusive Teaching Practices Scale (S-ITPS). European Journal of Special Needs Education, 37(5), 745–758.
ER  -

BULA, Marek Matouš; Jan NEHYBA; Petr SVOJANOVSKÝ a Jana OBROVSKÁ. The Impact of Inclusive Teaching Practices on Academic Self-Efficacy and Achievement: A Longitudinal Panel Data. In \textit{ATEE Annual Conference 2025 The Making of Authentic Teachers in Ages of Artificiality?}. 2025.

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