全部 标题 作者
关键词 摘要

OALib Journal期刊
ISSN: 2333-9721
费用:99美元

查看量下载量

相关文章

更多...
Psychology  2013 

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

DOI: 10.4236/psych.2013.43A040, PP. 268-278

Keywords: Collective-Efficacy, Emotions, Job Satisfaction, Self-Efficacy

Full-Text   Cite this paper   Add to My Lib

Abstract:

This study aimed at investigating a) teachers’ job satisfaction, experienced emotions at school, self-efficacy and school collective-efficacy beliefs; b) the influential role of self-efficacy in the school collective-efficacy beliefs, and in the impact of the school collective-efficacy beliefs on job satisfaction and emotions; and c) the effect of self- and collective-efficacy beliefs on the impact of job satisfaction on emotions. The sample comprised 268 elementary school teachers (113 male, 155 female), who completed the scales at the middle of a school year. The results showed that a) the teachers experienced form moderate negative emotions to moderate positive emotions at school, particularly in the context-task- and self-related emotions; b) teachers’ self-efficacy had positive effect on school collective-efficacy beliefs and job satisfaction, and on the impact of collective efficacy on job satisfaction; c) self-efficacy, collective efficacy and job satisfaction, as a group, explained from a small to moderate amount of the variance of the emotions, while the impact of job satisfaction on the emotions was to a significant

References

[1]  Allinder, R. M. (1994). The relationship between efficacy and the instructional practice of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95. doi:10.1177/088840649401700203
[2]  Ashcraft, M., H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130, 224-237. doi:10.1037/0096-3445.130.2.224
[3]  Ashton, P. T., Olejnik, S., & Croker, L. (1992). Measurment problems in the study of teachers’ sense of efficacy. The Annual Meeting of the American Educational Research Association. New York.
[4]  Astleitner, H. (2000). Designing emotionally sound instruction: The FEASP-approach. Instructional Science, 28, 169-198. doi:10.1023/A:1003893915778
[5]  Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behaviour (pp. 71-81). New York: Academic Press.
[6]  Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
[7]  Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares, & T. Urdan (Eds.), Adolescence and education: Vol. 5. Self efficacy and adolescence (pp. 307-337). Greenwich, CT: Information Age.
[8]  Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational Psychology, 26, 519-539. doi:10.1080/01443410500342492
[9]  Blase, J. J. (1986). A qualitative analysis of sources of teacher stress: Consequences for performance. American Educational Research Journal, 23, 13-40.
[10]  Boekaerts, M. (2007). Understanding students’ affective processes in the classroom. In P. Schutz, R. Pekrun, & G. Phye (Eds), Emotion in education (pp. 37-56). San Diego, CA: Academic Press. doi:10.1016/B978-012372545-5/50004-6
[11]  Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom. Applied Psychology, 54, 199-231. doi:10.1111/j.1464-0597.2005.00205.x
[12]  Borgogni, L. (1999). The social-cognitive approach to the study of organizational variables. Unpublished Ph.D. Dissertation, Padova: University of Padova.
[13]  Buck, G. A., & Cordes, J. G. (2005). An action research project on preparing teachers to meet the needs of underserved student populations. Journal of Science Teacher Education, 16, 43-64. doi:10.1007/s10972-005-6991-x
[14]  Buss, M. T., & Hughes, J. N. (2007). Teachers’ attitudes toward emotions predict implementation of and satisfaction with a social-emotional curriculum. Washington DC: Society for Prevention Research.
[15]  Caprara, G. V., Barbaranelli, C., Borgogni, I., Petitta, I., & Rubinacci, A. (2003).Teachers’, school staff’s and parents’ efficacy beliefs as determinants of attitude toward school. European Journal of Psychology of Education, 18, 15-31. doi:10.1007/BF03173601
[16]  Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95, 821-832. doi:10.1037/0022-0663.95.4.821
[17]  Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490. doi:10.1016/j.jsp.2006.09.001
[18]  Caprara, G. V., Borgogni, I., Barbaranelli, C., & Rubinacci, A. (1999). Efficacy beliefs and organizational change. Sviluppo e Organizzazione, 174, 19-32.
[19]  Carson, R. L., & Templin, T. J. (2007). Emotion regulation and teacher burnout: Who says that the management of emotional expression doesn’t matter? American Education Research Association Annual Convention, Chicago.
[20]  Carver, C. S., & Scheier, M. F. (2000). Scaling back goals and readibration of the affect system are processes in normal adaptive self-regulation: Understanding “response shift” phenomena. Social Science and Medicine, 50, 1715-1722. doi:10.1016/S0277-9536(99)00412-8
[21]  Cockburn, A. D., & Haydn, T. (2004). Recruiting and retaining teachers: Understanding why teachers teach. London: Routledge Falmer. doi:10.4324/9780203464854
[22]  Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323-337. doi:10.1080/00220973.1992.9943869
[23]  Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper Collins.
[24]  Davis, H. A. (2003). Conceptualizing the role and influence of student-teacher relationship on childern’s social and cognitive development. Educational Psychologist, 38, 207-234. doi:10.1207/S15326985EP3804_2
[25]  Derryberry, D., & Tucker, D. M. (1994). Motivating the focus of attention. In P. M. Niedenthal, & S. Kitayama (Eds.), The hearts eye: Emotional influence in perception and attention (pp. 167-196). San Diego, CA: Academic press.
[26]  Efklides, A., & Volet, S. (2005). Feelings and emotions in the learning process. Learning and Instruction, 15.
[27]  Emmer, E. T. (1994). Teacher emotions and classroom management. Annual Meeting of the American Educational Research Association. New Orleans, LA.
[28]  Erb, C. S. (2002). The emotional whirlpool of beginning teachers’ work. The Annual Meeting of the Canandian Society of Studies in Education. Torondo.
[29]  Fernandez-Ballesteros, R., Diez-Nicolas, J., Capraca, G. V., Barbananelli, C., & Bandura, A. (2002). Structural relation of perceived collective efficacy. Applied Psychology: An International Review, 51, 107-125. doi:10.1111/1464-0597.00081
[30]  Fiori, K. L., McIlvane, J. M., Brown, E. E., & Antonucci, T. C. (2006). Social relations and depressive symptomatology: Self-efficacy as a mediator. Aging Mental Health, 10, 227-239. doi:10.1080/13607860500310690
[31]  Fredrickson, B. I. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226. doi:10.1037/0003-066X.56.3.218
[32]  Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101, 705-716. doi:10.1037/a0014695
[33]  Frijda, N. H. (2005). Emotion experience. Cognition & Emotion, 19, 473-498. doi:10.1080/02699930441000346
[34]  Frijda, N. H. (2009). Emotions, individual differences, and time course: Reflections. Cognition and Emotion, 23, 1444-1461. doi:10.1080/02699930903093276
[35]  Goddard, R. D., & Goddard, Y., L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17, 807-818. doi:10.1016/S0742-051X(01)00032-4
[36]  Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479-507.
[37]  Goddard, R. D., LoGerfo, I., & Hoy, W. K. (2004). High school accountability: The role of perceived collective efficacy. Educational Policy, 18, 403-435. doi:10.1177/0895904804265066
[38]  Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33, 3-13. doi:10.3102/0013189X033003003
[39]  Greenwood, G., Olejnik, S., & Parkay, F. W. (1990). Relationships between four teacher efficacy belief patterns and selected teacher characteristics. Journal of Research and Development in Education, 23, 102-106.
[40]  Hamre, B., & Pianta, R. C. (2001). Early teacher-child relationships and trajectory of school outcomes through eighth grade. Child Development, 72, 625-638. doi:10.1111/1467-8624.00301
[41]  Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14, 835-854. doi:10.1016/S0742-051X(98)00025-0
[42]  Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, 811-826. doi:10.1016/S0742-051X(00)00028-7
[43]  Hoy, A. W., Davis, H., & Pape, S. J. (2006). Teacher knowledge and beliefs. In P. A. Alexander, & P. H. Winne (Eds.), Handbook of educational psychology (2nd Edition, pp. 715-737). Mahwah, NJ: Lawrence Erlbaum.
[44]  Hoy, W. K., & Miskel, C. G. (2008). Educational administration: Theory, research, and practice (8th ed.). New York: McGraw-Hill.
[45]  Isen, A. M. (1993). Positive affect and decision making. In M. Lewis, & J. M. Haviland, (Eds.), Handbook of emotions (pp. 261-277). New York: Guilford Press.
[46]  Jesus, S., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology: An International Review, 54, 119-134. doi:10.1111/j.1464-0597.2005.00199.x
[47]  Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction-job performance relationship: A qualitative and quantitative review. Psychological Bulletin, 127, 376-407. doi:10.1037/0033-2909.127.3.376
[48]  Keltner, D., Ellsworth, P. C., & Edwards, K. (1993). Beyond simple pessimism: Effects of sadness and anger on social judgement. Journal of Personality and Social Psychology, 64, 740-752. doi:10.1037/0022-3514.64.5.740
[49]  Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y., & Georgiou, T. (2009). Exploring the validity of the teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology,34, 67-76. doi:10.1016/j.cedpsych.2008.08.001
[50]  Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741-756. doi:10.1037/a0019237
[51]  Klassen, R. M., Usher, E. L., & Bong, M. (in press). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. Journal of Experimental Education.
[52]  Kulinna, P. H., & Cothran, D. (2003). Physical education teachers’ self-reported use and perceptions of various teaching styles. Learning and Instruction, 13, 597-609. doi:10.1016/S0959-4752(02)00044-0
[53]  Labone, E. (2004). Teacher efficacy: Maturing the construct through research in alternative paradigms. Teaching and Teacher Education, 20, 341-359. doi:10.1016/j.tate.2004.02.013
[54]  Lambert, L. G., McCarthy, C., O’Donnell, M., & Wang, C. (2009). Measuring elementary teacher stress and coping in the classroom: Validity evidence for the classroom appraisal of resources, and demands. Psychology in the Schools, 46, 973-988. doi:10.1002/pits.20438
[55]  Lasky, S. (2000). The cultural and emotional polities of teacher-parent interactions. Teaching Teacher Education, 16, 843-860. doi:10.1016/S0742-051X(00)00030-5
[56]  Liu, X. S., & Ramsey, J. (2008). Teachers’ job satisfaction: Analyses of the teacher follow-up survey in the United States for 2000-2001. Teaching and Teacher Education, 24, 1173-1184. doi:10.1016/j.tate.2006.11.010
[57]  Muthuvelayutham, C., & Mohanasundaram, H. (2012). A study on the impact of occupational stress among teachers on job satisfaction and job involvement—An empirical study. European Journal of Social Sciences, 30, 339-351.
[58]  McCormick, J. & Barnett, K. (2011). Teachers’ attributions for stress and their relationships with burnout. International Journal of Educational Management, 25, 278-293. doi:10.1108/09513541111120114
[59]  Muris, P. (2001). Relationships between self-efficacy and symptoms of anxiety disorders and depression in a normal adolescent sample. Personality and Individual Differences, 32, 337-348. doi:10.1016/S0191-8869(01)00027-7
[60]  Muris, P., Schmidt, H., Lambrichs, R., & Meesters, C. (2001). Protective and vulnerability factors of depression in normal adolescents. Behavior Research and Therapy, 39, 555-565. doi:10.1016/S0005-7967(00)00026-7
[61]  Pajares, F., & Schunk, D. H. (2005). Self-efficacy and self-concept beliefs: Jointly contributing to the quality of human life. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research Vol. II (pp. 95-122). Greenwich: Age Publishing.
[62]  Parrott, W. G. (2003). The nature of emotions. In A. Tesser, & N. Schwarz (Eds.), Handbook of social psychology: Intraindividual processes (pp. 375-390). Oxford: Blackwell.
[63]  Parrot, W. G., & Spackman, M. P. (2000). Emotion and memory. In M. Lewis, & J. M. Haviland-Jones (Eds.), Handbook of emotions (pp. 476-490). New York: Guilford Press.
[64]  Pekrun, R., Frenzel, A., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 13-36). San Diego, CA: Academic Press. doi:10.1016/B978-012372545-5/50003-4
[65]  Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102, 531-549. doi:10.1037/a0019243
[66]  Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology 36, 36-48. doi:10.1016/j.cedpsych.2010.10.002
[67]  Pekrun, R., Maier, M. A., & Elliot, A. J. (2009). Achievement goals and achievement emotions: Testing a model of their relations with academic performance. Journal of Educational Psychology, 100(1), 115-135. doi:10.1037/a0013383
[68]  Pekrun, R., & Stephens, E. J. (2009). Goals, emotions, and emotion regulation: Perspectives of the control-value theory of achievement emotions. Human Development, 52, 357-365. doi:10.1159/000242349
[69]  Pintrich, P. R., & Schunk, D. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
[70]  Reyna, C., & Weiner, B. (2001). Justice and utility in the classroom: An atributional analysis of the goals of teachers; punishment and intervention strategies. Journal of Educational Psychology, 93, 309-319. doi:10.1037/0022-0663.93.2.309
[71]  Roseman I. J., & Smith, C. A. (2001). Appraisal theory: Overview, assuptions, varieties, controverties. In K. R. Scherer, & T. Johnson (Eds.), Appraisal processes in emotion: Theory, methods, research (pp. 3-18). Oxford: University Press.
[72]  Ross, J. A. (1995). The impact of an inservice to promote cooperative learning on the stability of teacher efficacy. Teacher College Record, 97, 227-252.
[73]  Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Brophy (Ed.), Advances in research on teaching (Vol. 7, pp. 49-73). Greenwich, CT: JAI Press.
[74]  Ross, J. A., Cousins, J. B., & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12, 385-400. doi:10.1016/0742-051X(95)00046-M
[75]  Ross. J. A., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17, 179-199. doi:10.1080/09243450600565795
[76]  Schmitz, G. S., & Schwarzer, R. (1999). Proaktive einstellung von lehrern: Konstruktbeschreibung und psychometrische analysen (teachers’ proactive attitude: Construct description and psychometric analyses). Zeitschrift für Empirische Padagogik, 13, 3-27.
[77]  Schutz, P. A., & DeCuir, J. T. (2002). Inquiry on emotions in education. Educational Psychologist, 37, 125-134. doi:10.1207/S15326985EP3702_7
[78]  Schutz, P. A., & Lenehart, S. J. (2002). Emotions in education. Educational Psychologist, 37, 67-78. doi:10.1207/S15326985EP3702_1
[79]  Schutz, P. A., Hong, J. Y., Cross, D. I., & Osbon, J. N. (2006). Reflections on investigating emotions among educational contexts. Educational Psychology Review, 18, 343-360. doi:10.1007/s10648-006-9030-3
[80]  Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analysis. Applied Psychology: An International Review, 57, 152-171. doi:10.1111/j.1464-0597.2008.00359.x
[81]  Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realise your potential for lasting fulfilment. New York: Free Press.
[82]  Skaalvik, E. M., & Bong, M. (2005). Self-concept and self-efficacy revisited: A few notable differences and important similarities. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research Vol. I (pp. 67-89). Greenwich: Information Age Publishing.
[83]  Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611-625. doi:10.1037/0022-0663.99.3.611
[84]  Smith, A., Kendal, L., & Hulin, C. (1969). The measurement of satisfaction in work and retirement: A strategy for the study of attitude. Chicago: Rand McNaily.
[85]  Somech, A., & Drach-Zahavy, A. (2000). Understanding extra-role behavior in schools: The relationships between job satisfaction, sense of efficacy, and teachers’ extra-role behavior. Teacher and Teacher Education, 16, 649-659. doi:10.1016/S0742-051X(00)00012-3
[86]  Stajkovic, A. D., & Lee, D. C. (2002). A meta-analysis of the relationship between collective efficacy and group performance. Unpublished manuscript.
[87]  Stephanou, G. (2004). Effects of ability self-perception, perceived task-difficulty, performance expectations and importance of performance on performance and attributions in specific academic domains. In J. Baumert, H. W. Marsh, U. Trautwein, & G. E. Richards (Eds), Proceedings of the 3rd International SELF Research Conference: Self-Concept, Motivation and Identity (CD form). Berlin: Max Planck Institute for Human Development.
[88]  Stephanou, G. (2011). Students’ classroom emotions: Cognitive antecedents and school performance. Electronic Journal of Research in Educational Psychology, 9, 5-48.
[89]  Stephanou, G., Kariotoglou, P., & Ntinas, K. (2011). University students’ emotions in lectures: The effect of competence beliefs, value beliefs and perceived task-difficulty, and the impact on academic performance. International Journal of Learning, 18, 45-72.
[90]  Stephanou, G., & Mastora, M. (in press). Teachers’ attributions and emotions for their teaching over a kindergarten year. International Journal of Advances in Psychology.
[91]  Stephanou, G, & Sivropoulou, E. (2008). Kindergarten teachers’ self-efficacy and attributions for positive and negative classroom situations. 10th International Congress of Balkan Society for Pedagogy and Education: Further Education in the Balkan Countries. Konya: Selcuk University.
[92]  Stephanou, G., & Tsapakidou, Α. (2007a). Socio-cognitive antecedents of teacher motivation. In Y. Theodorakis, M. Goudas, & A. Papaio-annou (Eds.), Proceedings of the12th European Congress of Sport Psychology, Sport and Exercise Psychology. Bridges between Disciplines and Culture. Halkidiki: University of Thessaly & European Federation of Sport Psychology, 248-252.
[93]  Stephanou, G., & Tsapakidou, Α. (2007b). Teachers’ teaching styles and self-efficacy in physical education. International Journal of Learning, 14, 1-12.
[94]  Summers, J. E., & Davis, H. A. (2006). Introduction: The interpersonal contexts of teaching, motivation, and learning. The Elementary School Journal: Special Issue on the Interpersonal Contexts of Motivation and Learning, 106, 189-192. doi:10.1086/501482
[95]  Sutton, R. E. (2000). The emotional experience of teachers. Annual Meeting of the American Educational Research Association. New Orleans, LA.
[96]  Sutton, R. E. (2004). Emotion regulation goals and strategies. Social Psychology of Education, 7, 379-398. doi:10.1007/s11218-004-4229-y
[97]  Sutton, R. E., & Mudrey-Camino, R. (2003). The relationship among teachers’ emotional intensity, emotional regulation and self-efficacy. The Annual Meeting of the American Educational Research Association. New Orleans, LA.
[98]  Sutton, R. E., & Wheatley, K. E. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327-358. doi:10.1023/A:1026131715856
[99]  Sy, T., Tram, S., & O'Hara, L. A. (2006). Relation of employee and manager emotional intelligence to job satisfaction and performance. Journal of Vocational Behavior, 68, 461-473. doi:10.1016/j.jvb.2005.10.003
[100]  Taxer, J. L., & Frenzel, A. (2012). The influence of teachers’ emotions on students’ self-concepts and attributions. International Conference on Motivation. Frankfurt am Main, 28-30 August 2012.
[101]  Thomas, J. A., & Montomery, P. (1998). On becoming good teacher: Reflective practice with regard to children’s voices. Journal of Teacher Education, 49, 372-380. doi:10.1177/0022487198049005007
[102]  Tschannen-Moran, M., & Barr, M. (2004). Fostering student learning: The relationship of collective efficacy and student achievement. Leadership and Policy in Schools, 3, 189-209. doi:10.1080/15700760490503706
[103]  Tschannen-Moran, M. & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27, 751-761. doi:10.1016/j.tate.2010.12.005
[104]  Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. doi:10.1016/S0742-051X(01)00036-1
[105]  Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
[106]  Tucker, C. M., Porter, T., Reinke, W. M., Herman, K. C., Ivery, P. D., Mack, C. E., & Jackson, E. S. (2005). Promoting teacher efficacy for working with culturally diverse students. Preventing School Failure, 50, 29-34. doi:10.3200/PSFL.50.1.29-34
[107]  Turner, J. C., Midgey, C., Meyer, D. K., Gheen, M., Anderman, E. M., & Kang, Y. (2002). The classroom environment and students’ reports of avoidance strategies in mathematics: A multi-method study. Journal of Educational Psychology, 94, 88-106. doi:10.1037/0022-0663.94.1.88
[108]  Turner, J. C., Meyer, D. K., Midgley, C. & Patrick. H. (2003). Teacher discourse and sixth graders’ reported affect and achievement behaviors in two mastery/high performance mathematics classrooms. Elementary School Journal, 103, 537-582. doi:10.1086/499731
[109]  Turner, J. C., & Schallert, D. L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93, 320-329. doi:10.1037/0022-0663.93.2.320
[110]  Vauras, M., Salonen, Lehtinen, P., & Kinnunen, R. (2009). Motivation in school from contextual and longitudinal perspectives. In M. Wosnitza, S. A. Karabenick, A. Efklides, & P. Nenniger (Eds.), Contemporary motivation research: From global to local perspectives (pp. 1-23). Cambridge: Hogrefe & Huber.
[111]  Weiner, B. (1992). Human motivation: Metaphors, theories and research. London: Sage.
[112]  Weiner, B. (2001). Intrapersonal and interpersonal theories of motivetion from an attributional perspective. Educational Psychology Review, 12, 1-14. doi:10.1023/A:1009017532121
[113]  Weiner, B. (2005). Motivation from an attributional perspective and the social psychology of perceived competence. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 73-84). New York: Guilford.
[114]  Wentzel, K. R. (1996). Social goals and social relationships as motivators of school adjustment. In J. Juvonen and K. R. Wentzel (Eds.), Social motivation: Understanding children’s school adjustment (pp. 226-247). Cambridge: University Press. doi:10.1017/CBO9780511571190.012
[115]  Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21, 747-766. doi:10.1016/j.tate.2005.05.009
[116]  Woolfolk Hoy, A., & Davis, H. (2005). Teachers’ sense of efficacy and adolescent achievement. In T. Urdan, & F. Pajares (Eds.), Adolescence and education: Vol. 5: Self-efficacy beliefs during adolescence (pp. 117-137). Greenwich, CT: Information Age.
[117]  Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99, 181-193. doi:10.1037/0022-0663.99.1.181
[118]  Wong, C. A., & Dornbusch, S. M. (2000). Adolescent engagement in school and problems behaviors: The role of perceived teacher caring. The Annual Meeting of the American Educational Research Association. New Orleans, LA.
[119]  Yoon, J. S. (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior and Personality, 30, 485-493. doi:10.2224/sbp.2002.30.5.485
[120]  Zimmerman, B. J., & Kitsantas, A. (1999). Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals. Journal of Educational Psychology, 91, 241-250. doi:10.1037/0022-0663.91.2.241

Full-Text

Contact Us

service@oalib.com

QQ:3279437679

WhatsApp +8615387084133