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ERIC Number: EJ1136916
Record Type: Journal
Publication Date: 2017-May
Pages: 16
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0033-3085
Social Persuasions by Teachers as a Source of Student Self-Efficacy: The Moderating Role of Perceived Teacher Credibility
Won, Sungjun; Lee, Sun-Young; Bong, Mimi
Psychology in the Schools, v54 n5 p532-547 May 2017
The primary purpose of this study was to ascertain whether the degree to which Korean middle school students perceived their teachers to be credible made a difference in the effectiveness of teachers' persuasion as a source of students' academic self-efficacy. In the contexts of both general school learning and a specific subject of Korean language and literature, social persuasions by teachers were a significant predictor of student self-efficacy. Students' academic self-efficacy, in turn, was a significant predictor of students' expected final examination scores. Although perceived teacher credibility did not predict student self-efficacy directly, it interacted significantly with teacher persuasion in the prediction of student self-efficacy, as determined by the latent interaction analysis. Consistent with Bandura's assertion and our hypothesis, students reported stronger academic self-efficacy as they perceived the teachers who delivered the social persuasion to be more credible.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea