ERIC Number: EJ1012162
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Initial Teacher Education: Does Self-Efficacy Influence Candidate Teacher Academic Achievement and Future Career Performance?
Shawer, Saad F.
Journal of Further and Higher Education, v37 n2 p201-223 2013
This quantitative investigation examined the influence of low and high self-efficacy on candidate teacher academic performance in a foreign language teaching methodology course through testing the speculation that high self-efficacy levels would improve pedagogical-content knowledge (PCK). Positivism guided the research design at the levels of ontology (a single conceptualization of self-efficacy) and epistemology (detachment from rather than interactions with the subjects). The positivist paradigm also guided this study at the methodology level through using a nomothetic research strategy (causal comparative), data collection methods (self-efficacy questionnaire and PCK achievement test), data analysis techniques (independent-groups t-test and its non-parametric counterpart Mann-Whitney U test). Data analysis indicated no significant differences between low and high self-efficacious students in their PCK. The study raised questions about examining self-efficacy through self-reporting measures and cast serious doubts on the positive influence of high self-efficacy on academic achievement. (Contains 9 tables and 1 figure.)
Descriptors: Teacher Education, Preservice Teachers, Self Efficacy, Academic Achievement, Instructional Effectiveness, Statistical Analysis, Second Language Instruction, Methods Courses, Pedagogical Content Knowledge, Epistemology, Questionnaires, Achievement Tests, Test Construction, Comparative Analysis, Measurement Techniques, Metacognition, Student Motivation, Correlation, Social Cognition, Measures (Individuals), Tables (Data), Learning Strategies, Reliability
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Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire