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- W2043764105 abstract "Abstract This study examined the nature of teachers' self-efficacy, differences between elementary and middle school teachers' self-efficacy and the implications for observed classroom quality. Teachers (N = 101; 61% female and 85% European American) completed a survey and 96 were observed teaching two different classes. The sample included 6th grade (n = 44) and 7th grade (n = 30) teachers from six middle schools and 5th grade teachers (n = 27) from twelve feeder elementary schools. Exploratory factor analysis indicated that teachers' self-efficacy for managing peer relations is a distinct dimension from teachers' self-efficacy for classroom management, instruction and student engagement. Teachers felt less efficacious about managing peer relations compared to classroom management and instruction. Further, middle school teachers reported lower self-efficacy for classroom management and managing peer relations compared to elementary school teachers. For elementary and middle school teachers, their self-efficacy for classroom management and for managing peer relations was associated with some aspects of observed classroom quality." @default.
- W2043764105 created "2016-06-24" @default.
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- W2043764105 date "2015-04-01" @default.
- W2043764105 modified "2023-10-01" @default.
- W2043764105 title "Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality" @default.
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- W2043764105 doi "https://doi.org/10.1016/j.cedpsych.2015.01.002" @default.
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