A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Teacher student-specific self-efficacy and its impact on students' academic self-concept, emotional well-being and social inclusion
Tekijät: Eren, Erkan; Yada, Akie; Schwab, Susanne; Savolainen, Hannu
Kustantaja: PERGAMON-ELSEVIER SCIENCE LTD
Kustannuspaikka: OXFORD
Julkaisuvuosi: 2025
Journal: Teaching and Teacher Education
Lehden akronyymi: TEACH TEACH EDUC
Artikkelin numero: 105152
Vuosikerta: 165
Sivujen määrä: 8
ISSN: 0742-051X
eISSN: 1879-2480
DOI: https://doi.org/10.1016/j.tate.2025.105152
Verkko-osoite: https://www.sciencedirect.com/science/article/pii/S0742051X2500229X?via%3Dihub
Rinnakkaistallenteen osoite: 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.
Ladattava julkaisu This is an electronic reprint of the original article. |  |
Julkaisussa olevat rahoitustiedot:
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).
