Which Is More Predictive: Domain- or Task-Specific Self-Efficacy in Teaching and Outcomes?

Autor/inn/en	Lu, Hong; Chen, Xin; Qi, Chunxia
Titel	Which Is More Predictive: Domain- or Task-Specific Self-Efficacy in Teaching and Outcomes?
Quelle	In: British Journal of Educational Psychology, 93 (2023) 1, S.283-298 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lu, Hong) ORCID (Chen, Xin) ORCID (Qi, Chunxia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12554
Schlagwörter	Academic Achievement; Learning Experience; Cognitive Processes; Self Efficacy; Middle School Students; Grade 8; Mathematics Education; Mathematics Anxiety; Mathematics Achievement; Foreign Countries; China + Suchen Sie Ihr Suchwort? Schulleistung; Lernerfahrung; Cognitive process; Kognitiver Prozess; Self-efficacy; Selbstwirksamkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland
Abstract	Background: Students' academic performance and learning experiences are crucial in school education, yet their relationships with instructional characteristics remain an open question. Aims: The present study examined how cognitive activation and teacher support were associated with students' academic emotions and achievement in math classrooms via domain- and task-specific self-efficacy. Sample: In total, 5388 eighth graders from central China participated in this study. Methods: Cognitive activation, teacher support, math-related enjoyment and anxiety, and domain- and task-specific self-efficacy were measured with self-reported student questionnaires. The math achievement was measured with a standardized test. Results: Our findings showed that the two instructional characteristics were positively related to math achievement and enjoyment but negatively related to math anxiety, with the mediation effects of task- and domain-specific self-efficacy. In detail, cognitive activation had a stronger relationship with math anxiety through task-specific self-efficacy than domain-specific self-efficacy. Whereas, cognitive activation had a greater linkage with math enjoyment through domain-specific self-efficacy than task-specific self-efficacy. In addition, teacher support had a greater association with learning outcomes through domain-specific self-efficacy than task-specific self-efficacy. Conclusions: The relational mechanism of cognitive activation and teacher support on math achievement and academic emotions were differentially mediated by task- and domain-specific self-efficacy in Chinese math classrooms. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01