当前位置: X-MOL 学术Teach. Teach. Educ. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Elementary school teachers' self-efficacy, student-perceived support and students’ mathematics interest
Teaching and Teacher Education ( IF 3.782 ) Pub Date : 2021-05-04 , DOI: 10.1016/j.tate.2021.103351
Elisa Oppermann , Rebecca Lazarides

Teachers' self-efficacy beliefs have been shown to be related to their supportive teaching practices and to adolescents' motivation. Yet, little is known about these relations in elementary school. The present study examined the longitudinal effects of teachers' self-efficacy on student-perceived teacher support and students' mathematics interest with a sample of 2082 students and 133 teachers in third and fourth grade. Results revealed that teachers' self-efficacy was longitudinally related to student-perceived support, which – in turn – was positively related to students' interest. The findings underline the relevance of teachers' self-efficacy beliefs and teacher support for the development of students’ interest in elementary school.



中文翻译:

小学教师的自我效能感,学生感知的支持和学生的数学兴趣

事实证明,教师的自我效能感信念与他们的支持性教学实践以及青少年的动力有关。然而,关于这些关系在小学知之甚少。本研究以2082名学生和133年级和四年级的学生为样本,研究了教师自我效能感对学生感知的教师支持和学生的数学兴趣的纵向影响。结果显示,教师的自我效能感与学生感知的支持纵向相关,而后者又与学生的兴趣呈正相关。研究结果强调了教师自我效能感和教师支持对学生对小学兴趣发展的相关性。

更新日期:2021-05-05
down
wechat
bug