Teachers' Self-Efficacy Beliefs, Delay of Gratification, and Self-Regulation

Autor/in	Bembenutty, Hefer
Titel	Teachers' Self-Efficacy Beliefs, Delay of Gratification, and Self-Regulation
Quelle	(2008), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teacher Education; Teacher Effectiveness; Secondary Education; Teacher Characteristics; Self Efficacy; Educational Psychology; High School Students; Homework; Delay of Gratification; Student Motivation + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sekundarbereich; Self-efficacy; Selbstwirksamkeit; Erziehungspsychologie; Pädagogische Psychologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hausaufgabe; Schulische Motivation
Abstract	Teachers educate children in a way that potentially leads these learners to become active agents in constructing a better world. The present study examined teacher candidates' beliefs about the characteristics of self-regulated teacher. Specifically, teacher candidates (N = 71) described the characteristics of a teacher with high teacher's self-efficacy beliefs and indicated how teachers can enhance willingness to delay gratification among their students. The most frequently listed characteristics of a teacher with high teacher self-efficacy beliefs were a) possessing self-efficacy beliefs, b) the ability to engage in self-motivation, and c) to be a self-regulated teacher. The three most frequently cited ways by which teachers could help their students to delay gratification were: a) helping the students to reward themselves, b) helping the students to think about long-term goals, and c) helping the students to consider the positive self-consequences of their actions. (Contains 1 table.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10