Teacher student-specific self-efficacy and its impact on students’ academic self-concept, emotional well-being and social inclusion

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-07-07 DOI:10.1016/j.tate.2025.105152

Erkan Eren , Akie Yada , Susanne Schwab , Hannu Savolainen

引用次数: 0

Abstract

This study investigates the impact of teachers' student-specific self-efficacy (S-S TSE) on students' perceptions of inclusion, specifically emotional well-being, social inclusion, and academic self-concept, over time. Participants were 42 teachers and 576 students in Austrian inclusive classrooms. Teachers rated S-S TSE using a short form of the Teacher Sense of Efficacy Scale for each student. Students completed the Perceptions of Inclusion Questionnaire (PIQ). Confirmatory factor analyses supported scale validity. All three student outcomes correlated positively with higher S-S TSE. Special educational needs (SEN) status moderated the relationship between S-S TSE and emotional well-being, but not between S-S TSE and social inclusion or academic self-concept.

查看原文本刊更多论文

师范生自我效能感及其对学生学业自我概念、情绪幸福感和社会包容的影响

本研究旨在探讨教师的学生特定自我效能感（S-S - TSE）随时间对学生包容感知的影响，特别是情绪幸福感、社会包容和学术自我概念。参与者是奥地利包容性教室的42名教师和576名学生。教师使用教师效能感量表的简短形式对每个学生进行S-S TSE评分。学生们完成了包容感知问卷（PIQ）。验证性因子分析支持量表效度。这三个学生的成绩与高的S-S TSE呈正相关。特殊教育需要（SEN）状况对学生的情感幸福感有调节作用，对学生的社会包容和学业自我概念没有调节作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.