Self-Efficacy: A Communication Model for the Development of Self-Efficacy in the Classroom
Self-Efficacy: A Communication Model for the Development of Self-Efficacy in the Classroom
复制标题
自我效能感：在课堂上发展自我效能感的沟通模型
DOI：
10.1300/j067v23n03_09
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发表时间：
2003
影响因子：
0.8
通讯作者：
D. Green
中科院分区：
文献类型：
--
作者：
D. Green
自我效能感最初被定义和提炼，在行为心理学家A·班杜拉的工作中最引人注目的是，自我效能感是指一个人对自己能够成功或完成一项确定的任务所做出的信念或判断。三十年的研究进一步发展了广义自我效能感的概念，即相信一个人可以在一项非特定的、全球性的任务上取得成功，而特定的自我效能感则认为一个人可以完成一项特定的任务行为。此外，这一领域的研究人员提供了经验证据，表明自我效能感可以准确地预测学生的技能获得、表现速度、精力消耗、坚持性、目标设定和目标自我监控。本文对自我效能感作为教师学业工具的研究进行了综述。此外，由M.Sherer开发的自我效能感量表也被作为一种额外的评估工具提出。最后，提出了利用沟通和行为模式来培养高中生的教学技巧。
Self-efficacy is defined and refined initially and most notably in the work of behavioral psychologist A. Bandura as the belief or judgment made by an individual that they can succeed or accomplish an identified task. Three decades of research have further developed the concept of generalized self-efficacy as the belief that one could be successful on a non-specific, global task, and specific self-efficacy as the belief that one can complete a task-specific behavior. Furthermore, researchers in this area provide empirical evidence that self-efficacy is an accurate predictor of a student's skill acquisition, rate of performance, expenditure of energy, persistence, goal setting, and self monitoring of goals. The following paper reviews the research on self-efficacy as an academic tool for the teacher. In addition, a Self-Efficacy Scale developed by M. Sherer is presented as an additional assessment tool. Finally, a suggestion on teaching tips using a communication and behavioral model to foster gen...
影响因子：
2.3
作者：
SHERER, M;MADDUX, JE;ROGERS, RW
通讯作者：
ROGERS, RW