: Domain- or task-specific self-efficacy in teaching and outcomes? (Journal Article) Lu, Hong creator Chen, Xin | Qi, Chunxia text UK : John Wiley and Sons Ltd , March 2023 monographic eng

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283-298p. 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. ***______{For Hard Copy, Please visit Library.}________*** Cognitive activation| Domain-specific self-efficacy| Learning Outcomes| Task-Specific Self-Efficacy| Teacher Support 0007-0998 https://doi.org/10.1111/bjep.12554 https://doi.org/10.1111/bjep.12554 240112 20240112174856.0