Does Self-Efficacy Mediate the Effect of Primary School Teachers' Emotional Support on Learning Behavior and Academic Skills?

Autor/inn/en	Kikas, Eve; Mägi, Katrin
Titel	Does Self-Efficacy Mediate the Effect of Primary School Teachers' Emotional Support on Learning Behavior and Academic Skills?
Quelle	In: Journal of Early Adolescence, 37 (2017) 5, S.696-730 (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431615624567
Schlagwörter	Self Efficacy; Elementary School Teachers; Emotional Response; Student Behavior; Academic Ability; Grade 1; Elementary School Students; Grade 6; Persistence; Self Concept; Student Attitudes; Teacher Role; Language Arts; Mathematics Instruction; Reading Skills; Foreign Countries; Reading Tests; Mathematics Tests; Rating Scales; Statistical Analysis; Estonia + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Emotionales Verhalten; Student behaviour; Schülerverhalten; School year 01; 1. Schuljahr; Schuljahr 01; School year 06; 6. Schuljahr; Schuljahr 06; Ausdauer; Selbstkonzept; Lehrerrolle; Sprachkultur; Mathematics lessons; Mathematikunterricht; Reading skill; Lesefertigkeit; Ausland; Lesetest; Rating-Skala; Statistische Analyse; Estland
Abstract	This study examined the effects of first-grade teachers' emotional support on task persistence and academic skills in the sixth grade and the mediational role of children's academic self-concept in these effects. Participants were 524 children (263 boys, X-bar age in the first grade = 7.47 years), their first-grade homeroom teachers (n = 53), and sixth-grade math (n = 34) and literacy (n = 34) teachers. Academic skills were tested, and students' task persistence was reported by teachers in the first and in the sixth grade. Students reported on their academic self-concept and their first-grade teacher's emotional support retrospectively in the sixth grade. First-grade teachers' emotional support had low facilitative effect on children's task persistence in language and math lessons, and it supported reading skills. Teacher's emotional support was related to higher self-concept in reading, and it mediated the effect of emotional support on task persistence and reading skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01