标题:Why are Chinese university teachers (not) confident in their competence to teach? The relationships between faculty-perceived stress and self-efficacy
作者:Yin H.; Han J.; Perron B.E.
作者机构:[Yin, H] Department of Curriculum & Instruction, Faculty of Education, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong;[ Han, J] School o 更多
通讯作者:Han, J(jyhan@sdu.edu.cn)
通讯作者地址:[Han, J] School of Foreign Languages and Literature, Shandong UniversityChina;
来源:International Journal of Educational Research
出版年:2020
卷:100
DOI:10.1016/j.ijer.2019.101529
关键词:China; Self-efficacy; Social cognitive theory; Stress; University teacher
摘要:This study explored the relationships between university teachers’ perceived stress and their self-efficacy beliefs, and the differences in the relationships across teachers from different tiers of institutions. A sample of 2758 teachers from 25 higher education institutions in China participated in the study. This study shows that stress from organisational inadequacy and new challenges were negatively associated with self-efficacy. Although stress from financial inadequacy and undesirable student quality were positively related to self-efficacy, the effect sizes were very small and have no practical significance. The results of multi-group analysis revealed significant differences in the relationships between perceived stress and self-efficacy beliefs among teachers from different tiers of institutions. These results provide some implications for improving university teachers’ self-efficacy. © 2019 Elsevier Ltd
收录类别:SCOPUS
Scopus被引频次:1
资源类型:期刊论文
原文链接:https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077373410&doi=10.1016%2fj.ijer.2019.101529&partnerID=40&md5=a6109cc1563491fcaba2b179113e0423
TOP