ERIC Number: EJ1366171
Record Type: Journal
Publication Date: 2022
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: EISSN-1469-5820
Investigating Teachers' Dyadic Self-Efficacy and Its Correlations to Students' Perceptions of Teacher Efficacy and Student Well-Being
Schwab, Susanne; Lindner, Katharina-Theresa; Savolainen, Hannu
Educational Psychology, v42 n7 p820-837 2022
Most studies, to date, have ignored variance in teachers' self-efficacy (TSE) in relation to teaching individual students (i.e., student-specific self-efficacy). However, TSE and teacher efficacy differ among students. Thus, this study examines dyadic TSE in four domains and their correlations with students' perceptions of teacher efficacy and student academic self-concept and well-being. Results of a paper-pencil survey involving 29 teachers and 469 students (39.9% girls, aged 10-17 years) from German secondary schools reveal a moderate overlap between dyadic TSE and students' perceptions of teacher efficacy. Furthermore, they reveal variance in how teachers' and students' ratings are related.
Descriptors: Self Efficacy, Teacher Student Relationship, Student Attitudes, Self Concept, Teacher Effectiveness, Secondary School Students, Secondary School Teachers, Foreign Countries, Academic Ability, Well Being, Correlation, Factor Analysis, Learner Engagement, Teaching Methods, Classroom Techniques
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A