共查询到19条相似文献，搜索用时 140 毫秒
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本文从自我效能感的影响因素入手,论述了自我效能感对远程学习者的影响以及如何激发与维持远程学习者的自我效能感。 相似文献
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采用一般自我效能感量表和核心自我评价量表,调查了黑龙江省524名特殊教育教师的一般自我效能感现状、一般自我效能感与核心自我评价的关系以及核心自我评价对一般自我效能感的影响方式。结果表明：特殊教育教师一般自我效能感水平总体偏低,其中自我意识效能感水平低于自我行为效能感水平;核心自我评价和积极评价因子与一般自我效能感及其各因子之间均呈现正相关,消极评价因子与自我意识效能感因子之间呈负相关;积极评价因子对自我意识效能感与自我行为效能感均有正向预测作用,消极评价因子对自我意识效能感有反向预测作用,对自我行为效能感无明显影响。 相似文献
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许明珠 《华中师范大学学报(人文社会科学版)》2011,(Z1)
自我效能感是影响大学英语口语学习的一个重要因素。本文根据两份问卷调查的结果,分析研究了自我效能感对大学英语口语学习的影响程度,以及影响自我效能感的大学英语口语课堂环境,并结合相关数据和自我效能理论,提出了大学英语口语教学中学生自我效能感的培养途径。 相似文献
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数学自我效能感是影响学生数学学业表现的重要因素,数学自我效能感的研究对于当前的数学教育有重要的作用.综合概述目前国内外数学自我效能感的研究现状,主要包括数学自我效能感的测量、相关性研究、差异性研究、数学自我效能感影响因素的研究以及培养策略研究.未来对于数学自我效能感的研究可以着重从以下3方面考虑:增加数学自我效能感测量的方式和测量的针对性,探究影响学生数学自我效能感的关键因素,探索持久有效的可操作性培养方案. 相似文献
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金玲 《中小学心理健康教育》2001,(2):38-39
教师的自我效能感是教师对自身影响学生能力的认知.教师的自我效能感影响教学过程,影响学生进步,对于教师的发展、学生的发展具有重要的意义.本文描述自我效能感的构成,教师的自我效能感对班级行为的影响,以及如何加强教师的自我效能感.…… 相似文献
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孟微 《佳木斯教育学院学报》2014,(5):272-273
本研究系统梳理了自我效能感、职业自我效能感以及职业决策自我效能感等概念和理论,并对国内外关于职业决策自我效能感的相关研究成果进行梳理。本研究以盘锦职业技术学院一、二年级558名高职生为研究对象,通过"大学生职业决策自我效能"量表对高职学生的职业决策自我效能感的现状进行了调查,本研究中笔者只设计了性别、年级以及生源等3个变量,并研究这些变量对高职学生职业决策自我效能感的差异影响。 相似文献
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《佳木斯教育学院学报》2018,(1)
大学生的自我效能感是影响大学生学习、生活以及就业的重要因素,本文在大学生自我效能感概述的基础上,对大学生自我效能感的意义进行了阐述,从而全面分析了大学生自我效能感的现状,并得出了结论。 相似文献
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美国心理学家班杜拉的自我效能感理论,对于提高思想政治理论课教师自我效能感具有重要的启示意义。该文从自我效能感的内涵入手,探究教师自我效能感的功用、影响教师自我效能感的因素以及如何提高思想政治理论课教师自我效能感的对策。 相似文献
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Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey
The aim of this paper was to investigate the relationship between teacher self-efficacy and burnout among special education school teachers in Turkey. One hundred and eighteen teachers completed the Teachers’ Sense of Efficacy Scale and the Maslach Burnout Inventory. Teachers belonged to the psychological counselling and guidance programme, primary education, special education programme, programme in education of students with mental impairment, programme in education of students with hearing impairment, programme in education of students with visual impairment, music education and art education. Findings showed that there were significant relationships between teacher self-efficacy and burnout. Also, significant differences were found between genders and branches in terms of burnout and teacher self-efficacy. Indices of structural equation modelling indicated that domains of burnout were strongly predicted by self-efficacy. Findings highlight the importance of self-efficacy beliefs in special education staff’s level of emotional involvement, sense of accomplishment and engagement. 相似文献
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Teacher education programs are under great pressure to produce highly capable teachers. Teacher self-efficacy has been shown to correlate with teacher motivation and perseverance, yet little is known about how specific teacher education experiences predict teacher self-efficacy. Four sources contributing to teacher self-efficacy beliefs during teacher education programs include mastery experiences, vicarious experiences, verbal persuasion from teacher educators, and verbal persuasion from cooperating teachers. In this study, perceptions of these sources were examined to determine how well they correlate with and predict preservice teacher self-efficacy. Results showed all four variables were strong predictors of preservice teacher self-efficacy, but that these variables accounted for only 18% of the variance, suggesting additional sources need to be examined. Perceptions of training experiences were examined across nine programs (N = 783). Implications for teacher educators and mentor teachers are provided so as to find ways to strengthen preservice teacher self-efficacy. 相似文献
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管永权 《江苏经贸职业技术学院学报》2011,(1):82-86
自我效能理论一经提出就被运用到教育情境中。本文通过对南京铁道职业技术学院高职会计专业学生学习自我效能感现状的调查,对影响高职生专业学习自我效能感的因素进行分析,并结合文献,以高职院校为例,探寻提高高职生专业学习自我效能感水平的具体策略。 相似文献
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高校创业教育影响大学生的创业意向和创业自我效能，但已有研究将创业教育视为一个整体掩盖了三者之间的关系机理。基于理论性和实践性创业教育的分类框架，分析了讲座报告、创业课程、创业竞赛、创业培训和创业实训与大学生创业意向和创业自我效能之间的作用关系。结构方程模型分析表明：理论性创业教育不仅直接影响大学生创业意向，还通过创业自我效能间接影响创业意向；实践性创业教育仅通过创业自我效能间接影响大学生创业意向。理论性创业教育对大学生创业意向的影响效应大于实践性创业教育，且创业课程对大学生创业意向的影响效应最大。更重要的是，相较于创业教育对大学生创业意向的直接效应，通过创业自我效能对创业意向产生的间接效应更大。 相似文献
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Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students 总被引：1，自引：0，他引：1
D. H. Palmer 《Research in Science Education》2006,36(4):337-353
Self-efficacy has been shown to be an issue of concern for primary teacher education students – many of them have low self-efficacy and this can negatively affect their future teaching of science. Previous research has identified four factors that may contribute towards self-efficacy: enactive mastery experiences, vicarious experiences, verbal persuasion and physiological/affective states. It could also be argued that there are additional sources of self-efficacy that apply to primary teacher education students, namely cognitive content mastery, cognitive pedagogical mastery and simulated modelling. The main purpose of the present paper was to investigate the relative importance of the various sources of self-efficacy in a primary science methods course. Data on changes in self-efficacy and sources of self-efficacy were collected throughout the course using formal and informal surveys. It was found that the main source of self-efficacy was cognitive pedagogical mastery. 相似文献
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Jacqueline Specht Donna McGhie-Richmond Tim Loreman Pat Mirenda Sheila Bennett Tiffany Gallagher 《International Journal of Inclusive Education》2016,20(1):1-15
This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher self-efficacy than women for managing behaviour in the classroom, elementary preservice teachers have higher self-efficacy in collaboration than those teaching in secondary schools, those enrolled in the 1-year post-degree programme show lower self-efficacy than those enrolled in programmes of other durations, and those who have experience with people with special education needs show higher self-efficacy than those who do not. Differences illustrated that women were more inclusive than men, 1-year post-degree preservice teachers were less inclusive than others, and those who have experience with people with special education needs are more inclusive than those who do not. Recommendations for teacher education and limitations surrounding the practical significance of the findings are discussed. 相似文献
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This study examines physical education pre-service teachers’ (PTs) self-efficacy and practicum experiences as self-efficacy sources through a mixed-method approach. For the quantitative phase, a self-efficacy questionnaire was applied to 141 PTs. Results showed a stronger self-efficacy in the relationship with students and discipline promotion. Lower self-efficacy was linked to instructional strategies. Concerning the qualitative phase, eight PTs were interviewed. PTs with higher self-efficacy reported professional experiences before practicum as mastery experiences. During the practicum they highlighted as mastery experiences: classes’ characteristics, planning and teaching practice; lesson observation as vicarious experiences; and post-lesson conversations as verbal persuasion. PTs with lower self-efficacy reported classes’ characteristics and teaching practice as failure experiences. Lesson observation was linked to negative vicarious experiences and post-lesson conversations were associated to negative emotions and the absence of verbal persuasion. This study’s results have implications inasmuch as they confirm the role of the practicum in teacher education programmes and the importance of training supervisors in the implementation and management of the training experience, thus contributing to PTs’ self-efficacy development. 相似文献
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Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in these countries. A sample of 319 South African and 822 Finnish primary and secondary education teachers completed a questionnaire containing a scale measuring sentiments, attitudes and concerns on inclusive education as well as a scale measuring teachers’ self-efficacy in implementing inclusive practices. A comparative analysis indicated that whereas the overall sentiments towards disabilities were positive in both countries, teachers had many concerns about the consequences of including children with disabilities in their classrooms. While the most positive aspect of self-efficacy among the South African teachers was their self-efficacy in managing behaviour, the Finnish teachers saw this as their weakest point. Self-efficacy, in particular efficacy in collaboration, was clearly related to overall attitudes towards inclusion. The implications of these findings for pre-service and in-service teacher education are discussed. 相似文献