000			01245nam a22002057a 4500
005			20240112174856.0
008			240112b ||||| |||| 00| 0 eng d
022			_a0007-0998
100			_aLu, Hong
245			_aWhich is more predictive _b: Domain- or task-specific self-efficacy in teaching and outcomes? (Journal Article)
260			_aUK _b: John Wiley and Sons Ltd _c, March 2023
300			_a283-298p.
440			_aBritish Journal of Educational Psychology _v, Volume 93, Part 1, March 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: 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.
650			_aCognitive activation| Domain-specific self-efficacy| Learning Outcomes| Task-Specific Self-Efficacy| Teacher Support
700			_aChen, Xin | Qi, Chunxia
856			_uhttps://doi.org/10.1111/bjep.12554
942			_cPER
999			_c45157 _d45156