ERIC Number: EJ1139132
Record Type: Journal
Publication Date: 2017-May
Abstractor: As Provided
Reference Count: 80
Does Self-Efficacy Mediate the Effect of Primary School Teachers' Emotional Support on Learning Behavior and Academic Skills?
Kikas, Eve; Mägi, Katrin
Journal of Early Adolescence, v37 n5 p696-730 May 2017
This study examined the effects of first-grade teachers' emotional support on task persistence and academic skills in the sixth grade and the mediational role of children's academic self-concept in these effects. Participants were 524 children (263 boys, X-bar age in the first grade = 7.47 years), their first-grade homeroom teachers (n = 53), and sixth-grade math (n = 34) and literacy (n = 34) teachers. Academic skills were tested, and students' task persistence was reported by teachers in the first and in the sixth grade. Students reported on their academic self-concept and their first-grade teacher's emotional support retrospectively in the sixth grade. First-grade teachers' emotional support had low facilitative effect on children's task persistence in language and math lessons, and it supported reading skills. Teacher's emotional support was related to higher self-concept in reading, and it mediated the effect of emotional support on task persistence and reading skills.
Descriptors: Self Efficacy, Elementary School Teachers, Emotional Response, Student Behavior, Academic Ability, Grade 1, Elementary School Students, Grade 6, Persistence, Self Concept, Student Attitudes, Teacher Role, Language Arts, Mathematics Instruction, Reading Skills, Foreign Countries, Reading Tests, Mathematics Tests, Rating Scales, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education; Grade 6; Intermediate Grades; Middle Schools
Authoring Institution: N/A
Identifiers - Location: Estonia