Pre-service teachers' teaching-specific hopes and their motivational forces: The roles of efficacy beliefs and possible selves
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Dosyalar
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Pergamon-Elsevier Science Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Working with 725 pre-service teachers, this study examined the explanatory roles of efficacy beliefs, expected and feared teacher possible selves within a recently developed model of teaching-specific hopes. latent-factor correlation analysis showed significant and selective relationships between the research variables. Subsequent structural equation modeling analysis revealed that the research variables were conceptually and practically discernible. Efficacy beliefs and loss of control were found to affect teaching-specific hopes directly. Latent variable interaction modeling analysis showed that interactions between efficacy beliefs and learning to teach positively predicted motivational force, and that those between efficacy beliefs and uncaring teacher negatively predicted motivational force. (C) 2019 Elsevier Ltd. All rights reserved.
Açıklama
Anahtar Kelimeler
Dispositional Hopes, Teaching-specific Hopes, Motivational Forces, Possible Selves, Efficacy Beliefs
Kaynak
Teaching And Teacher Education
WoS Q Değeri
Q1
Scopus Q Değeri
Q1
Cilt
82
