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Which is more predictive : Domain- or task-specific self-efficacy in teaching and outcomes? (Journal Article)

By:

Lu, Hong

Contributor(s):

Chen, Xin | Qi, Chunxia

Material type: Text

TextSeries: British Journal of Educational Psychology ; , Volume 93, Part 1, March 2023Publication details: UK : John Wiley and Sons Ltd , March 2023Description: 283-298pISSN:

0007-0998

Subject(s):

Cognitive activation| Domain-specific self-efficacy| Learning Outcomes| Task-Specific Self-Efficacy| Teacher Support

Online resources:

Click here to access online

Contents:

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Summary: Abstract: Background Students' academic performance and learning experiences are crucial in school education, yet their relationships with instructional characteristics remain an open question. Aims The present study examined how cognitive activation and teacher support were associated with students' academic emotions and achievement in math classrooms via domain- and task-specific self-efficacy.

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Item type	Current library	Call number	Status	Date due	Barcode
Periodicals	RIE BPL Library		Not for loan

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Abstract:
Background
Students' academic performance and learning experiences are crucial in school education, yet their relationships with instructional characteristics remain an open question.

Aims
The present study examined how cognitive activation and teacher support were associated with students' academic emotions and achievement in math classrooms via domain- and task-specific self-efficacy.

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Which is more predictive : Domain- or task-specific self-efficacy in teaching and outcomes? (Journal Article)

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