Abstract
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.
Originalsprache | Englisch |
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Seiten (von - bis) | 820-837 |
Seitenumfang | 18 |
Fachzeitschrift | Educational Psychology |
Jahrgang | 42 |
Ausgabenummer | 7 |
DOIs | |
Publikationsstatus | Veröffentlicht - 2022 |
ÖFOS 2012
- 503034 Inklusive Pädagogik