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ERIC Number: EJ927517
Record Type: Journal
Publication Date: 2011-Jun
Pages: 16
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0022-4405
Supporting the Students Most in Need: Academic Self-Efficacy and Perceived Teacher Support in Relation to Within-Year Academic Growth
Mercer, Sterett H.; Nellis, Leah M.; Martinez, Rebecca S.; Kirk, Megan
Journal of School Psychology, v49 n3 p323-338 Jun 2011
Academic self-efficacy and perceived teacher support in relation to academic skill growth across one academic year were examined in the study. Participants included 193 5th-grade students. Teachers collected curriculum-based measures (CBM) of reading and math on three occasions as part of routine academic benchmarks, and researchers collected student-reported measures of academic self-efficacy and perceived teacher support in the spring of the same academic year. Results indicated that academic self-efficacy was positively related to fall reading and math CBM scores and that perceived teacher support was unrelated to fall scores or growth across the academic year. Academic self-efficacy and perceived teacher support interacted in relation to math CBM growth such that low levels of perceived teacher support were related to greater growth, particularly for students with high academic self-efficacy. Follow-up analyses indicated that students with the lowest fall CBM scores and smallest growth rates reported higher levels of perceived teacher support, suggesting that teachers support the students most in need. (Contains 2 figures and 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A