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Schwab, Susanne; Lindner, Katharina-Theresa; Savolainen, Hannu – Educational Psychology, 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…
Descriptors: Self Efficacy, Teacher Student Relationship, Student Attitudes, Self Concept
Weissgerber, Sophia C.; Reinhard, Marc-André; Schindler, Simon – Educational Psychology, 2018
We investigate the relationship between Need for Cognition (NFC), attitude towards and self-reported application of different desirable difficulties in self-regulated learning. Students with a higher NFC should be more appreciative and prone to use desirable difficulties because of a match between the learner's attributes and the learning task…
Descriptors: Schemata (Cognition), Factor Structure, Correlation, Metacognition
Raufelder, Diana; Sahabandu, Diomira; Martínez, Guadalupe Sánchez; Escobar, Victoria – Educational Psychology, 2015
It is well known that teachers frequently observe a decline in the scholastic motivation of many adolescent students, which in turn is often associated with a decline in students' individual school self-concept. In contrast, less is known about the association between students' individual school self-concept and school engagement, or the related…
Descriptors: Foreign Countries, Middle School Students, Grade 7, Grade 8