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- W2724494457 abstract "Data gathered from a longitudinal study within regular upper elementary schools were used to evaluate a theoretical model within which teachers’ perceptions of conflict and closeness in the student–teacher relationship were considered as the intermediary mechanisms by which individual students’ externalizing behavior generates changes in teachers’ student-specific self-efficacy beliefs (TSE) across teaching domains. Surveys were administered among a Dutch sample of 524 third-to-sixth graders and their 69 teachers. Longitudinal mediation models indicated that individual students’ externalizing behavior generally predicted higher levels of teacher-perceived conflict, which, in turn, resulted in lower student-specific TSE across teaching domains (i.e., instructional strategies, behavior management, student engagement, and emotional support). Teacher-perceived closeness, however, was not found to mediate the link between externalizing student behavior and student-specific TSE. Instead, support was found for an alternative model representing the hypothesis that TSE, irrespective of teaching domain, mediated behavior-related changes in teachers’ perceptions of closeness in the student–teacher relationship." @default.
- W2724494457 created "2017-07-14" @default.
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- W2724494457 date "2017-10-01" @default.
- W2724494457 modified "2023-10-11" @default.
- W2724494457 title "From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship" @default.
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- W2724494457 doi "https://doi.org/10.1016/j.cedpsych.2017.06.009" @default.
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