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dc.contributor.authorRokala, Ville
dc.contributor.authorPakarinen, Eija
dc.contributor.authorEskelä-Haapanen, Sirpa
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.date.accessioned2022-09-16T06:31:15Z
dc.date.available2022-09-16T06:31:15Z
dc.date.issued2022
dc.identifier.citationRokala, V., Pakarinen, E., Eskelä-Haapanen, S., & Lerkkanen, M.-K. (2022). Teachers’ Perceived Self-Efficacy and Sense of Inadequacy across Grade 1 : Bidirectional Associations and Related Factors. <i>Scandinavian Journal of Educational Research</i>, <i>Early online</i>. <a href="https://doi.org/10.1080/00313831.2022.2116482" target="_blank">https://doi.org/10.1080/00313831.2022.2116482</a>
dc.identifier.otherCONVID_156540190
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/83266
dc.description.abstractThe present study investigated bidirectional associations between teachers’ sense of inadequacy and self-efficacy and factors related to them across one academic year. Teachers (N = 52) rated their sense of inadequacy and self-efficacy in fall and spring, and reported the number of students in need of support in spring. The results of cross-lagged path models showed that teachers’ sense of inadequacy in fall negatively predicted their subsequent self-efficacy, especially in the dimensions of student engagement and classroom management. In addition, teachers’ work experience and number of students with need of support in terms of social and behavioral problems were related to teacher self-efficacy (TSE). Based on these findings, the number of students in need of support in the classroom is a critical factor that influences TSE; therefore, teachers may need support to manage students with needs in terms of social and behavioral problems to maintain their sense of high self-efficacy.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesScandinavian Journal of Educational Research
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherteacher self-efficacy
dc.subject.otherinadequacy
dc.subject.othersocial and behavioral problems
dc.subject.otherstudents with need of support
dc.subject.otherwork experience
dc.titleTeachers’ Perceived Self-Efficacy and Sense of Inadequacy across Grade 1 : Bidirectional Associations and Related Factors
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202209164610
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0031-3831
dc.relation.volumeEarly online
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber317610
dc.subject.ysotukeminen
dc.subject.ysoopettajuus
dc.subject.ysoongelmakäyttäytyminen
dc.subject.ysoerityisopetus
dc.subject.ysotyökokemus
dc.subject.ysososiaalinen tuki
dc.subject.ysososiaaliset ongelmat
dc.subject.ysoopiskelijat
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p9131
jyx.subject.urihttp://www.yso.fi/onto/yso/p8790
jyx.subject.urihttp://www.yso.fi/onto/yso/p38147
jyx.subject.urihttp://www.yso.fi/onto/yso/p6984
jyx.subject.urihttp://www.yso.fi/onto/yso/p13157
jyx.subject.urihttp://www.yso.fi/onto/yso/p8997
jyx.subject.urihttp://www.yso.fi/onto/yso/p4477
jyx.subject.urihttp://www.yso.fi/onto/yso/p16486
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/00313831.2022.2116482
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundinginformationThe study was funded by the Finnish Work Environment Fund and the Academy of Finland (No. 317610). The first author was supported by grants from the Finnish Cultural Foundation and the Department of Teacher Education and the Faculty of Education and Psychology, University of Jyväskylä, Finland.
dc.type.okmA1


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