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教师教学效能感与学生自我效能感研究 总被引：19，自引：0，他引：19
本综述了近几十年来教师自我效能感与学生自我效能感的研究。主要讨论了教师自我效能感形成与发展,影响教师自我效能感的因素,教师自我效能感的结构,教师自我效能感对学生自我效能感的影响。 相似文献
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教师效能感可以分为一般教学效能感和个人教学效能感。教师效能感理论形成以来,对其作用和影响因素的研究逐步深入,在此基础上本文旨在研究经济欠发达地区高校大学英语教师效能感现状。 相似文献
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中学教师教学效能感特点研究 总被引：1，自引：0，他引：1
何冬丽 《新乡师范高等专科学校学报》2006,20(5):121-123
以362名中学教师为研究对象,以“教师教学效能感量表”为研究工具,探讨了不同教师特征对教师教学效能感的影响。结果发现:(1)教龄与学历两因素交互作用显著。在不同学历水平下,教龄对中学教师教学效能感(包括一般教学效能感和个人教学效能感)的影响模式不同。(2)教师的个人教学效能感显著高于其一般教学效能感。 相似文献
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教师效能感的研究已经有近四十年的历史,教师效能感所依托的理论从控制论、自我效能理论发展到新近的整合模型,不同理论背景下的教师效能感定义大同小异,但结构却各不相同.从心理测量的角度对教师效能感进行了梳理和归纳,对以控制论、自我效能论和整合论为基础的教师效能感量表进行全面介绍和比较.最后指出,新的测量量表应用中需关注教师效能感的迁移问题、跨文化适用性问题,以及领域特殊性取向和领域一般性取向下教师效能感量表的比较研究. 相似文献
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论教师教学效能感对师范生自我效能感的影响 总被引：2，自引：0，他引：2
教师教学效能感是教师素质的核心，通过提高教师教学效能感培养师范生的准教师教学效能感，对研究如何培养跨世纪的教师队伍具有现实意义。文章讨论了教师自我效能感形成与发展、影响教师教学效能感的因素、教师教学效能感对师范生教育信念、教育策略的影响。 相似文献
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自我效能感理论及其在教育领域的延伸 总被引：10，自引：0，他引：10
吴国来 《河北大学成人教育学院学报》2000,2(3):14-17
自我效能感理论是20世纪80年代形成的,对其作用,影响因素的研究在不断深入,该理论在教育领域的延伸即学生自我效能感和教师教学效能感的研究成果十分丰富,引入一些国外的研究成果对我国在这方面的研究工作提供借鉴。 相似文献
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论高职院校教师自我效能感提高的策略 总被引：1，自引：0，他引：1
鉴于自我效能感在人类自我调节中的核心地位，其在教育研究领域也得到了普遍重视。因此，对教师自我效能感进行研究，为理解教师教学行为提供了一个新的理论视角。然而，如何用自我效能理论来促进教师教学效能感的提高，促进教师的专业发展，又是一项具有重要理论和实践意义的课题。 相似文献
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俞明雅 《天津市教科院学报》2012,(3):8-11
近年来,国内有关学习效能感的研究日益增多。通过对相关研究文献的整理分析,可以得出目前国内的研究主要集中在不同群体和学科学习效能感的调查、学习效能感量表的编制、学习效能感相关因素的研究以及学习效能感的培养这四个方面,并取得了一系列的成果。但是国内的研究在方法和内容方面还有待进一步深入。新课改背景下对不同学段各门学科学习效能感的研究应会成为今后研究的一大趋势。 相似文献
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职业自我效能感是个体对自己能否胜任和职业有关任务或活动具有的信念,在人们职业发展中起着重要作用,近年来成为自我效能感理论中的研究热点。本文从其概念、形成与发展、测量及相关研究几个方面对职业自我效能感进行整理归纳,并提出未来研究展望,促进人们更全面地认识职业自我效能感。 相似文献
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刘盛敏 《湖州师范学院学报》2014,(6):84-87
通过对1773名中学生施测班级集体效能感量表(CCEI)和学业自我效能感量表,探讨中学生班级集体效能感、学业自我效能感与学业成绩之间的关系。经统计结果表明中学生在班级集体效能感水平上中等偏上,在学校类型、年级、是否班干部、是否独生子女、生源以及用功程度这几个变量上存在显著差异;回归分析表明,部分人口学变量、学业自我效能感变量对于班级集体效能感具有显著的预测作用;进一步结构模型分析发现,班级集体效能感对学生的学业成绩具有正向预测作用,学生自我效能感对学生的学业成绩也具有正向预测作用,且对学生班级集体效能感也具有正向预测作用。 相似文献
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Internalizing and externalizing in adolescence: the roles of academic self‐efficacy and gender 
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下载免费PDF全文 Gabrielle H. Rocchino Bridget V. Dever Alana Telesford Kristen Fletcher 《Psychology in the schools》2017,54(9):905-917
This study examines academic self‐efficacy and gender as predictors of internalizing and externalizing behaviors in adolescence. In addition, the role of gender was considered as a moderator in the relationship between academic self‐efficacy and internalizing/externalizing difficulties. Participants were 4,318 predominantly African American, low‐income high school students who completed self‐report measures on the constructs of interest. Academic self‐efficacy and gender were both significant predictors of risk for internalizing problems, whereas only academic self‐efficacy predicted risk for externalizing (hyperactivity/distractibility) problems. Gender did not predict externalizing difficulties, nor did gender serve as a moderator in any analysis. Implications include focusing on academic self‐efficacy in the development of strategies for prevention and intervention of internalizing and externalizing problems. 相似文献
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文章运用班杜拉的自我效能理论，分析了化学实验教学中学生自我效能感的作用，并在此基础上，提出了在化学实验教学中，如何培养和提高学生的自我效能感，以期更好地指导化学实验教学。 相似文献
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学业自我效能感是指与学业学习有关的自我效能感。根据学业自我效能感的有关理论,在初中数学教学中实施培养学生自我效能感的一系列措施,实验班与对照班的比较表明,数学自我效能感的培养能明显提高学生自我效能感水平,提升学生数学题目选择的难度水平,使数学学业成绩也表现出提高趋向。 相似文献
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英文语法记忆自我效能感是指个体对英文语法记忆能力的信念,对英文语法记忆成绩具有重要的作用。根据班杜拉的自我效能理论,采用自编的《高职学生英文语法记忆自我效能问卷》,从年级、性别、英语水平和生源等方面探析了高职学生英文语法记忆自我效能的特点,并为高职院校中的英文语法教学提出相应的建议。 相似文献
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Julie Lancaster Alan Bain 《International Journal of Disability, Development & Education》2007,54(2):245-256
This study examines whether participation in a 13‐week undergraduate inclusive education course covaried with an improvement in the self‐efficacy of preservice elementary education teachers. We sought to determine whether self‐efficacy was influenced differentially by the type of field‐based placement experienced by students in the course. The results showed that an improvement in student self‐efficacy co‐varied with participation in the inclusive education course, although the field‐based placement did not differentially affect self‐efficacy at a statistically significant level. 相似文献
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Catie A. Greene Amy E. Williams Pamela N. Harris Sterling P. Travis Sharon Y. Kim 《Counselor Education & Supervision》2016,55(3):216-232
The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy. 相似文献
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Formal pre‐service training has been shown to be effective in building teacher self‐efficacy beliefs. However, the impact of other, less formal, ‘teacher‐like’ pre‐service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative pre‐service experiences and teacher self‐efficacy. In addition, the effect of years of teaching experience on these associations was investigated. Three hundred fifteen teachers of general and Judaic studies in Jewish day schools in the USA responded to a survey about their formal pre‐service experiences; informal experiences as youth advisors, camp counsellors and childcare supervisors; and two measures of teacher self‐efficacy. Formal pre‐service training and positive student‐teaching experiences, as well as each of the three informal experiences, were found to be associated with positive teacher self‐efficacy. Interestingly, formal and informal pre‐service experiences appear to be associated with different aspects of teacher self‐efficacy. Formal teacher training was most strongly associated with efficacy for instructional practices, while the positive informal experiences were most strongly associated with efficacy for student engagement. The potential impact of both formal and informal experiences did not appear to fade over time. On the contrary, for those variables where an interaction with years of teaching was detected, it was the efficacy beliefs of the most senior teachers that were most related to their pre‐service experiences. These findings have important implications for the practice of both teacher trainers and those charged with recruiting and supporting teachers. 相似文献
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The purpose of this study was to explore the personal stories of men who selected careers in science, technology, engineering, or mathematics (STEM) to better understand the ways in which their self‐efficacy beliefs were created and subsequently influenced their academic and career choices. Analysis of 10 narratives revealed that mastery experience was the primary source of the men's self‐efficacy beliefs. These results are compared to those from Zeldin and Pajares' earlier study involving women in STEM careers. For women, social persuasions and vicarious experiences were the primary sources of self‐efficacy beliefs. Together, these findings suggest that different sources are predominant in the creation and development of the self‐efficacy beliefs of men and women who pursue STEM careers. The self‐efficacy beliefs of men in these male‐dominated domains are created primarily as a result of the interpretations they make of their ongoing achievements and successes. Women, on the other hand, rely on relational episodes in their lives to create and buttress the confidence that they can succeed in male‐dominated domains. Findings were consistent with the theoretical tenets of A. Bandura's social cognitive theory. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1036–1058, 2008 相似文献
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万秀萍 《山东商业职业技术学院学报》2013,13(2):33-36
通过对广州地区的部分高职院校进行抽样调查,对高职生的职业自我效能进行问卷分析,结果显示职业自我效能维度中的职业准备、职业训练、职业性别、利用优势、职业抗挫、矛盾解决以及职业自我效能总体在是否学生干部、生源地、年级上均存在显著的差异,且乡镇的学生差异大于城市学生,而农村学生显著性也大于城市学生。 相似文献