The relationship between teachers’ teaching self-efficacy and negative affect on eighth grade U.S. students’ reading and math achievement

2021 ◽  
Vol 25 (1) ◽  
pp. 1-17
Author(s):  
Sara L. Prewett ◽  
Stephen D. Whitney
Keyword(s):  
Negative Affect ◽  
Self Efficacy ◽  
Math Achievement ◽  
Eighth Grade ◽  
Reading And Math ◽  
The Relationship

Relationship between Self-Efficacy, Wrestling Performance, and Affect Prior to Competition

1996 ◽  
Vol 10 (1) ◽  
pp. 73-83 ◽  
Author(s):  
Darren C. Treasure ◽  
Jeffrey Monson ◽  
Curt L. Lox
Keyword(s):  
Negative Affect ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Future Research ◽  
Positive And Negative Affect ◽  
Somatic Anxiety ◽  
Male High School ◽  
Efficacy Assessment ◽  
The Relationship

This study examined the relationship between self-efficacy, wrestling performance, and affect prior to competition. 15 minutes prior to competition, 70 male high school wrestlers (M = 16.03 years) completed a self-efficacy assessment, the Positive and Negative Affect Schedule (Watson, Clark, & Tellegen, 1988), and the Cognitive and Somatic Anxiety Inventory-2 (Martens, Burton, Vealey, Bump, & Smith, 1990). Self-efficacy was found to be significantly associated with positive and negative affect and cognitive and somatic anxiety. Consistent with social cognitive theory, self-efficacy was a stronger predictor of performance when the measure was process oriented rather than win-loss. The findings suggest that confusion and equivocality in the literature could be removed if researchers assessed self-efficacy in a microanalytical fashion. Future research investigating the affective antecedents of performance should go beyond merely assessing negative states and recognize the potential role positive affect may play in sport behavior.

Class Size and Eighth-Grade Math Achievement in the United States and Abroad

2001 ◽  
Vol 23 (3) ◽  
pp. 251-273 ◽  
Author(s):  
Suet-ling Pong ◽  
Aaron Pallas
Keyword(s):  
United States ◽  
Hong Kong ◽  
Instructional Practices ◽  
Class Size ◽  
Math Achievement ◽  
The United States ◽  
Eighth Grade ◽  
Science Study ◽  
Using Data ◽  
The Relationship

Using data from the Third International Math and Science Study (TIMSS), we examine the relationship between class size and eighth-grade math achievement in Australia, Canada, France, Germany, Hong Kong, Korea, Iceland, Singapore, and the United States. Class sizes tend to be greater and more homogenous in centralized education systems compared with those in decentralized systems. The United States seems to be unique among the countries in our study. After controlling for possible confounding characteristics of the teacher, school, and classroom, in no other country than the United States did we find a beneficial effect of small classes. Contrary to our expectations, we also found little evidence that smaller or larger classes differ in the amount of curriculum taught or in the instructional practices of teachers. Except for the case of Hong Kong, neither curricular coverage nor instructional practices mediates the relationship between class size and math achievement.

The Relationship of Career Decision Self-Efficacy, Trait Anxiety, and Affectivity among Undergraduate Students

2012 ◽  
Vol 111 (3) ◽  
pp. 805-813 ◽  
Author(s):  
Erkan Işik
Keyword(s):  
Negative Affect ◽  
Undergraduate Students ◽  
Trait Anxiety ◽  
Self Efficacy ◽  
Short Form ◽  
Career Decision ◽  
Future Research ◽  
Positive And Negative Affect ◽  
Emotional Life ◽  
The Relationship

This study examined the relationship between career decision self-efficacy and personal-emotional life, including trait anxiety and positive and negative affect in a sample of 249 undergraduate students. Turkish versions of Career Decision Self-Efficacy Scale—Short Form, Positive and Negative Affect Schedule, and Trait Anxiety Inventory were administrated. Higher career decision self-efficacy was associated with higher positive affectivity and lower trait anxiety and negative affectivity. Trait anxiety and positive affect were the significant predictors of career decision self-efficacy. Implications for career counseling and ideas for future research were discussed.

scholarly journals The Role of Anxiety in the Relationship between Self-efficacy and Math Achievement

2020 ◽  
Vol 26 (2) ◽  
pp. 137-143 ◽  
Author(s):  
María del Carmen Pérez-Fuentes ◽  
Andrea Núñez ◽  
María del Mar Molero ◽  
José J. Gázquez ◽  
Pedro Rosário ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Math Achievement ◽  
The Relationship

scholarly journals Effect of Intelligence Mindsets on Math Achievement for Chinese Primary School Students: Math Self-Efficacy and Failure Beliefs as Mediators

2021 ◽  
Vol 12 ◽  
Author(s):  
Aoxue Su ◽  
Shuya Wan ◽  
Wei He ◽  
Lianchun Dong
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Primary Schools ◽  
Math Achievement ◽  
Educational Practice ◽  
Primary School Students ◽  
School Students ◽  
Mediating Role ◽  
Underlying Mechanisms ◽  
The Relationship

This study examined the relationship of intelligence mindsets to math achievement for primary school students in the Chinese educational context, as well as the mediating function of math self-efficacy and failure beliefs in this relationship. Participants included 466 fifth graders (231 boys and 235 girls) from two Chinese primary schools. Results indicated that boys had significantly higher mean levels of growth mindsets and math self-efficacy than girls, whereas boys had no statistically significant differences to girls on failure beliefs and math grade. Further, intelligence mindsets had a significant positive effect on math achievement, and failure beliefs and math self-efficacy played a full mediating role in the relationship between intelligence mindsets and math achievement. Moreover, intelligence mindsets affected math achievement through the chain mediating role of failure beliefs and math self-efficacy. These above findings contribute to advance our knowledge about the underlying mechanisms through which intelligence mindsets affect math achievement, which are of great significance to students' growth and current educational practice.

scholarly journals Personal and Contextual Factors of the Emotional Exhaustion of School Principals during the COVID-19 Pandemic

2021 ◽  
Vol 30 (2) ◽  
pp. 203-225
Author(s):  
Izabela Sorić ◽  
Irena Burić ◽  
Zvjezdan Penezić
Keyword(s):  
Online Education ◽  
Negative Affect ◽  
Emotional Exhaustion ◽  
Self Efficacy ◽  
Personal Characteristics ◽  
Teacher Autonomy ◽  
Online Questionnaire ◽  
Ict Skills ◽  
Contextual Characteristics ◽  
The Relationship

The school principal's job, which is extremely stressful even in "normal conditions", is currently even more stressful due to the changes brought to the educational system by the Covid- -19 pandemic, that is, due to the requirements for the fast and successful organization and implementation of distance (online) education. Therefore, the aim of this study was to examine the extent to which the principals' personal characteristics (gender, age, ICT competencies, self-efficacy, work efficiency, support for teacher autonomy, positive and negative affect) together with some contextual characteristics (school size) contribute to the principals' burnout, that is, to emotional exhaustion as a key dimension of burnout. The sample consisted of 206 principals (of which 74 (35.9%) were men) who completed an online questionnaire during the implementation of online education due to the Covid-19 pandemic. The results showed that for the emotional exhaustion of principals, in the situations of online education due to the Covid-19 pandemic, the most important predictors were their ICT skills and the negative affect that they experience at work. Additionally, negative affect completely mediated the relationship between the principals' self-efficacy and their emotional exhaustion at work.

Self-Control and Self-Efficacy for Affect Regulation as Moderators of the Negative Affect–Life Satisfaction Relationship

2011 ◽  
Vol 25 (2) ◽  
pp. 142-154 ◽  
Author(s):  
Owen Richard Lightsey ◽  
David Andrew Maxwell ◽  
Trisha Marie Nash ◽  
Eli Benjamin Rarey ◽  
Valerie Ann McKinney
Keyword(s):  
Life Satisfaction ◽  
Negative Affect ◽  
Affect Regulation ◽  
Self Efficacy ◽  
Theory And Practice ◽  
Self Control ◽  
Low Levels ◽  
The Relationship ◽  
Lower Life Satisfaction ◽  
Satisfaction Relationship

Trait negative affect has a unique inverse relationship with life satisfaction across the life span. Because lower life satisfaction predicts mortality and higher suicidality, ascertaining malleable psychological factors that attenuate the effects of negative affect on life satisfaction is particularly important. The authors tested the hypothesis that self-efficacy for ability to regulate one’s negative emotions, and general self-control, would moderate the relationship between trait negative affect and life satisfaction. Among 191 college students, self-efficacy for ability to regulate anger moderated, but self-control did not moderate, the relationship between negative affect and life satisfaction. At high levels of self-efficacy, the relationship between negative affect and life satisfaction was nonsignificant. At mean and low levels of self-efficacy, negative affect was strongly and inversely related to life satisfaction. Implications for theory and practice are discussed.

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