01245nam a22002057a 4500 20240112174856.0 240112b ||||| |||| 00| 0 eng d 0007-0998 Lu, Hong Which is more predictive : Domain- or task-specific self-efficacy in teaching and outcomes? (Journal Article) UK : John Wiley and Sons Ltd , March 2023 283-298p. British Journal of Educational Psychology , Volume 93, Part 1, March 2023 ***______{For Hard Copy, Please visit Library.}________*** 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. Cognitive activation| Domain-specific self-efficacy| Learning Outcomes| Task-Specific Self-Efficacy| Teacher Support Chen, Xin | Qi, Chunxia https://doi.org/10.1111/bjep.12554 PER 0 0 0 0 RIEBPL RIEBPL 2024-01-12 0 2024-01-12 00:00:00 2024-01-12 PER 45157 45156