SOCIAL PERSUASIONS BY TEACHERS AS A SOURCE OF STUDENT SELF-EFFICACY: THE MODERATING ROLE OF PERCEIVED TEACHER CREDIBILITY
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Won, Sungjun | - |
dc.contributor.author | Lee, Sun-Young | - |
dc.contributor.author | Bong, Mimi | - |
dc.date.accessioned | 2021-09-03T06:56:11Z | - |
dc.date.available | 2021-09-03T06:56:11Z | - |
dc.date.created | 2021-06-16 | - |
dc.date.issued | 2017-05 | - |
dc.identifier.issn | 0033-3085 | - |
dc.identifier.uri | https://scholar.korea.ac.kr/handle/2021.sw.korea/83674 | - |
dc.description.abstract | The primary purpose of this study was to ascertain whether the degree to which Korean middle school students perceived their teachers to be credible made a difference in the effectiveness of teachers' persuasion as a source of students' academic self-efficacy. In the contexts of both general school learning and a specific subject of Korean language and literature, social persuasions by teachers were a significant predictor of student self-efficacy. Students' academic self-efficacy, in turn, was a significant predictor of students' expected final examination scores. Although perceived teacher credibility did not predict student self-efficacy directly, it interacted significantly with teacher persuasion in the prediction of student self-efficacy, as determined by the latent interaction analysis. Consistent with Bandura's assertion and our hypothesis, students reported stronger academic self-efficacy as they perceived the teachers who delivered the social persuasion to be more credible. (C) 2017 Wiley Periodicals, Inc. | - |
dc.language | English | - |
dc.language.iso | en | - |
dc.publisher | WILEY | - |
dc.subject | MIDDLE SCHOOL STUDENTS | - |
dc.subject | PEER-MODEL ATTRIBUTES | - |
dc.subject | BELIEFS | - |
dc.subject | MATHEMATICS | - |
dc.subject | ACHIEVEMENT | - |
dc.subject | MOTIVATION | - |
dc.subject | ADOLESCENTS | - |
dc.subject | ENVIRONMENT | - |
dc.subject | ELEMENTARY | - |
dc.subject | CONSTRUCT | - |
dc.title | SOCIAL PERSUASIONS BY TEACHERS AS A SOURCE OF STUDENT SELF-EFFICACY: THE MODERATING ROLE OF PERCEIVED TEACHER CREDIBILITY | - |
dc.type | Article | - |
dc.contributor.affiliatedAuthor | Bong, Mimi | - |
dc.identifier.doi | 10.1002/pits.22009 | - |
dc.identifier.scopusid | 2-s2.0-85014736681 | - |
dc.identifier.wosid | 000399323400006 | - |
dc.identifier.bibliographicCitation | PSYCHOLOGY IN THE SCHOOLS, v.54, no.5, pp.532 - 547 | - |
dc.relation.isPartOf | PSYCHOLOGY IN THE SCHOOLS | - |
dc.citation.title | PSYCHOLOGY IN THE SCHOOLS | - |
dc.citation.volume | 54 | - |
dc.citation.number | 5 | - |
dc.citation.startPage | 532 | - |
dc.citation.endPage | 547 | - |
dc.type.rims | ART | - |
dc.type.docType | Article | - |
dc.description.journalClass | 1 | - |
dc.description.journalRegisteredClass | ssci | - |
dc.description.journalRegisteredClass | scopus | - |
dc.relation.journalResearchArea | Psychology | - |
dc.relation.journalWebOfScienceCategory | Psychology, Educational | - |
dc.subject.keywordPlus | MIDDLE SCHOOL STUDENTS | - |
dc.subject.keywordPlus | PEER-MODEL ATTRIBUTES | - |
dc.subject.keywordPlus | BELIEFS | - |
dc.subject.keywordPlus | MATHEMATICS | - |
dc.subject.keywordPlus | ACHIEVEMENT | - |
dc.subject.keywordPlus | MOTIVATION | - |
dc.subject.keywordPlus | ADOLESCENTS | - |
dc.subject.keywordPlus | ENVIRONMENT | - |
dc.subject.keywordPlus | ELEMENTARY | - |
dc.subject.keywordPlus | CONSTRUCT | - |
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