The Effect of Teacher Self-Efficacy on Referral Chance
The Effect of Teacher Self-Efficacy on Referral Chance
复制标题
教师自我效能感对推荐机会的影响
DOI：
10.1177/002246698802200309
复制
发表时间：
1988
期刊：
影响因子：
--
通讯作者：
S. F. Foster
中科院分区：
文献类型：
--
作者：
C. Meijer;S. F. Foster
教师的特点和他们的评级问题行为和可能性之间的关系进行了探讨，将学生转介到特殊教育。参与者是230名荷兰小学教师。教师自我效能被证明是一个显着的预测问题评级和转介的机会在MANCOVA设计。学生的问题类型（学习，行为，或两者兼而有之）也有显着的影响，这两个因变量。进一步研究的意义进行了讨论。
Relationships were explored between teacher characteristics and their ratings of problem behavior and likelihood to refer students to special education. Participants were 230 Dutch primary teachers. Teacher self-efficacy proved to be a significant predictor of both problem ratings and referral chances in a MANCOVA design. Pupil problem type (learning, behavioral, or both) also had a significant effect on both dependent variables. Implications for further research are discussed.