A1 Refereed original research article in a scientific journal
Teacher student-specific self-efficacy and its impact on students' academic self-concept, emotional well-being and social inclusion
Authors: Eren, Erkan; Yada, Akie; Schwab, Susanne; Savolainen, Hannu
Publisher: PERGAMON-ELSEVIER SCIENCE LTD
Publishing place: OXFORD
Publication year: 2025
Journal: Teaching and Teacher Education
Journal acronym: TEACH TEACH EDUC
Article number: 105152
Volume: 165
Number of pages: 8
ISSN: 0742-051X
eISSN: 1879-2480
DOI: https://doi.org/10.1016/j.tate.2025.105152
Web address : https://www.sciencedirect.com/science/article/pii/S0742051X2500229X?via%3Dihub
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/499490478
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.
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Funding information in the publication:
Erkan Eren’s work was supported by the Turkish Ministry of Education.
Akie Yada’s work was funded by The Centre of Excellence for Learning Dynamics and Intervention Research (InterLearn CoE) in the Academy of Finland’s Center of Excellence Programme (2022–2029) (JYU-EDU/Aro 346120, JYU-PSY/Leppänen 346119, UTU/Korja 346121).
