6533b827fe1ef96bd12866c4
RESEARCH PRODUCT
Investigating teachers’ dyadic self-efficacy and its correlations to students’ perceptions of teacher efficacy and student well-being
Susanne SchwabKatharina-theresa LindnerHannu Savolainensubject
minäpystyvyysminäkuvadyadic self-efficacyExperimental and Cognitive Psychologyopettajatoppilaatschool well-beingEducationhenkinen hyvinvointiDevelopmental and Educational Psychologykäsityksetstudent perceptions of teacher efficacyacademic self-conceptSelf-efficacyself-efficacyopettaja-oppilassuhdedescription
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. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2022-07-04 |