Investigating teachers’ dyadic self-efficacy and its correlations to students’ perceptions of teacher efficacy and student well-being
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.
Main Authors
Format
Articles
Research article
Published
2022
Series
Subjects
Publication in research information system
Publisher
Routledge
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202208174169Käytä tätä linkitykseen.
Review status
Peer reviewed
ISSN
0144-3410
DOI
https://doi.org/10.1080/01443410.2022.2094342
Language
English
Published in
Educational Psychology
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. Educational Psychology, 42(7), 820-837. https://doi.org/10.1080/01443410.2022.2094342
License
Copyright© 2022 The Author(s).