Characteristics of Teachers as Sources of Academic Self-Efficacy Information

• In Event: Poster Session 8
  In Poster Session: Contextual and Cultural Influences on Motivation, Engagement, and Affect

Abstract

This study examined teacher characteristics and teacher persuasion as sources of academic self-efficacy information. Following Bandura’s (1997) claim that social persuasion functions as an important source of efficacy information, we hypothesized teacher credibility would predict teacher persuasion and this, in turn, would predict students’ academic self-efficacy. We also hypothesized the pattern would be different by teachers’ roles and students’ grade levels. The results support our hypotheses. Teacher credibility predicted academic self-efficacy with teacher persuasion as a mediator. Repeated multivariate analyses of variance and multi-group structural equation modeling demonstrated significant differences between homeroom and Korean Language teachers as well as 7th and 9th graders in the mean levels and relationships of the constructs.

Authors

• Sun-Young Lee, Korea University

• Sungjun Won, Korea University

• Sung-Il Kim, Korea University

• Mimi Bong, Korea University