ABSTRACT

This study of 105 Australian in-service teachers investigated the relationship between teacher self-efficacy and teachers’ causal beliefs towards students with and without specific learning disabilities. Results found that teachers reporting higher levels of teacher self-efficacy provided more positive feedback, less frustration, and held lower expectations of future failure towards all students, regardless of students’ ability levels, effort expenditure, or the presence of a specific learning disability. Additionally, teachers reporting higher levels of teacher self-efficacy displayed greater sympathy towards students who expended low effort. The findings suggest that teachers with higher levels of teacher self-efficacy may undertake a teacher-intrapersonal causal search to explain student underachievement, in comparison to teachers with lower levels of teacher self-efficacy who may undertake an interpersonal causal search.

摘要

这项针对105名澳大利亚在职教师的研究调查了教师自我效能感与教师对有或没有特殊学习障碍学生的因果信念之间的关系。结果发现，报告教师自我效能水平较高的教师提供了更多的积极反馈，减少了挫败感，并且对所有学生未来的失败抱有更低的期望，无论学生的能力水平，精力投入或特定学习障碍的存在如何。此外，报告教师自我效能水平较高的教师对努力程度较低的学生表现出更大的同情。研究结果表明，具有较高教师自我效能感的教师可能会进行教师-人际因果搜索来解释学生的学习成绩不佳，