dc.contributor.author | Schwab, Susanne | |
dc.contributor.author | Lindner, Katharina-Theresa | |
dc.contributor.author | Savolainen, Hannu | |
dc.date.accessioned | 2022-08-17T07:29:43Z | |
dc.date.available | 2022-08-17T07:29:43Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Schwab, S., Lindner, K.-T., & Savolainen, H. (2022). Investigating teachers’ dyadic self-efficacy and its correlations to students’ perceptions of teacher efficacy and student well-being. <i>Educational Psychology</i>, <i>42</i>(7), 820-837. <a href="https://doi.org/10.1080/01443410.2022.2094342" target="_blank">https://doi.org/10.1080/01443410.2022.2094342</a> | |
dc.identifier.other | CONVID_148886723 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/82625 | |
dc.description.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. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.publisher | Routledge | |
dc.relation.ispartofseries | Educational Psychology | |
dc.rights | CC BY 4.0 | |
dc.subject.other | self-efficacy | |
dc.subject.other | dyadic self-efficacy | |
dc.subject.other | student perceptions of teacher efficacy | |
dc.subject.other | academic self-concept | |
dc.subject.other | school well-being | |
dc.title | Investigating teachers’ dyadic self-efficacy and its correlations to students’ perceptions of teacher efficacy and student well-being | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-202208174169 | |
dc.contributor.laitos | Kasvatustieteiden laitos | fi |
dc.contributor.laitos | Department of Education | en |
dc.contributor.oppiaine | Erityispedagogiikka | fi |
dc.contributor.oppiaine | Special Education | en |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.format.pagerange | 820-837 | |
dc.relation.issn | 0144-3410 | |
dc.relation.numberinseries | 7 | |
dc.relation.volume | 42 | |
dc.type.version | publishedVersion | |
dc.rights.copyright | © 2022 The Author(s). | |
dc.rights.accesslevel | openAccess | fi |
dc.subject.yso | opettaja-oppilassuhde | |
dc.subject.yso | käsitykset | |
dc.subject.yso | opettajat | |
dc.subject.yso | minäkuva | |
dc.subject.yso | minäpystyvyys | |
dc.subject.yso | oppilaat | |
dc.subject.yso | henkinen hyvinvointi | |
dc.format.content | fulltext | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p1050 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p6333 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p1117 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p267 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p39320 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p8131 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p1946 | |
dc.rights.url | https://creativecommons.org/licenses/by/4.0/ | |
dc.relation.doi | 10.1080/01443410.2022.2094342 | |
dc.type.okm | A1 | |