SOCIAL PERSUASIONS BY TEACHERS AS A SOURCE OF STUDENT SELF-EFFICACY: THE MODERATING ROLE OF PERCEIVED TEACHER CREDIBILITY
SOCIAL PERSUASIONS BY TEACHERS AS A SOURCE OF STUDENT SELF-EFFICACY: THE MODERATING ROLE OF PERCEIVED TEACHER CREDIBILITY
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教师的社会说服作为学生自我效能感的来源：教师可信度感知的调节作用
DOI：
10.1002/pits.22009
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发表时间：
2017
影响因子：
2
通讯作者：
M. Bong
中科院分区：
文献类型：
--
作者：
Sungjun Won;Sun;M. Bong
本研究的主要目的是确定韩国中学生认为他们的教师是可信的程度是否在教师的说服作为学生的学业自我效能感的来源的有效性的差异。在一般学校学习和韩国语言文学的特定主题的背景下，教师的社会说服是学生自我效能感的一个重要预测因素。学生的学业自我效能感对学生的期末考试预期成绩有显著的预测作用。虽然知觉到的教师可信度并没有直接预测学生的自我效能感，它与教师说服学生的自我效能感的预测显着交互作用，通过潜在的交互作用分析确定。与班杜拉的断言和我们的假设相一致，学生报告了更强的学术自我效能感，因为他们认为提供社会说服的教师更可信。
The primary purpose of this study was to ascertain whether the degree to which Korean middle school students perceived their teachers to be credible made a difference in the effectiveness of teachers’ persuasion as a source of students’ academic self-efficacy. In the contexts of both general school learning and a specific subject of Korean language and literature, social persuasions by teachers were a significant predictor of student self-efficacy. Students’ academic self-efficacy, in turn, was a significant predictor of students’ expected final examination scores. Although perceived teacher credibility did not predict student self-efficacy directly, it interacted significantly with teacher persuasion in the prediction of student self-efficacy, as determined by the latent interaction analysis. Consistent with Bandura's assertion and our hypothesis, students reported stronger academic self-efficacy as they perceived the teachers who delivered the social persuasion to be more credible.
影响因子：
7.6
作者：
CHAIKEN, S;MAHESWARAN, D
通讯作者：
MAHESWARAN, D