ERIC Number: EJ1115457
Record Type: Journal
Publication Date: 2016-Oct
Abstractor: As Provided
Teachers' Self-Efficacy in Relation to Individual Students with a Variety of Social-Emotional Behaviors: A Multilevel Investigation
Zee, Marjolein; de Jong, Peter F.; Koomen, Helma M. Y.
Journal of Educational Psychology, v108 n7 p1013-1027 Oct 2016
The present study examined teachers' domain-specific self-efficacy (TSE) in relation to individual students with a variety of social-emotional behaviors in class. Using a sample of 526 third- to sixth-grade students and 69 teachers, multilevel modeling was conducted to examine students' externalizing, internalizing, and prosocial behaviors as predictors of TSE toward individual students, and the potential moderating roles of teaching experience and teachers' perceived amount of classroom misbehavior. Results showed that most of the variance in TSE occurred within teachers. Students' externalizing behavior was negatively associated with TSE for instructional strategies, behavior management, student engagement, and emotional support. In contrast, teachers reported higher levels of self-efficacy toward students with high levels of prosocial behavior, irrespective of teaching domain. Students' internalizing behavior predicted lower levels of TSE for instructional strategies and emotional support, and higher levels of TSE for behavior management. Last, teachers' perceived levels of classroom misbehavior exacerbated the negative association between externalizing student behavior and TSE for behavior management. These findings illustrate the importance of viewing TSE from a dyadic perspective.
Descriptors: Self Efficacy, Elementary School Teachers, Grade 3, Grade 4, Grade 5, Grade 6, Elementary School Students, Prosocial Behavior, Behavior Problems, Predictor Variables, Teacher Attitudes, Correlation, Teaching Methods, Classroom Techniques, Learner Engagement, Emotional Development, Behavior Modification, Foreign Countries, Child Behavior, Questionnaires, Screening Tests, Likert Scales, Statistical Analysis
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: firstname.lastname@example.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6
Authoring Institution: N/A
Identifiers - Location: Netherlands
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire