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![loading](/sites/all/modules/hf_eds/images/loading.gif)
Does Self-Efficacy Mediate the Effect of Primary School Teachers' Emotional Support on Learning Behavior and Academic Skills?
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Kikas, Eve; Mägi, Katrin
- Language:
English- Source:
Journal of Early Adolescence. May 2017 37(5):696-730.- Publication Date:
2017- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
- Peer Reviewed: Y
- Source: 35
- Education Level: Elementary Education
Grade 1
Primary Education
Early Childhood Education
Grade 6
Intermediate Grades
Middle Schools - Subject Terms: Self Efficacy; Elementary School Teachers; Emotional Response; Student Behavior; Academic Ability; Grade 1; Elementary School Students; Grade 6; Persistence; Self Concept; Student Attitudes; Teacher Role; Language Arts; Mathematics Instruction; Reading Skills; Foreign Countries; Reading Tests; Mathematics Tests; Rating Scales; Statistical Analysis
- Subject Terms:
- Accession Number: 10.1177/0272431615624567
- ISSN: 0272-4316
- Abstract: This study examined the effects of first-grade teachers' emotional support on task persistence and academic skills in the sixth grade and the mediational role of children's academic self-concept in these effects. Participants were 524 children (263 boys, X-bar age in the first grade = 7.47 years), their first-grade homeroom teachers (n = 53), and sixth-grade math (n = 34) and literacy (n = 34) teachers. Academic skills were tested, and students' task persistence was reported by teachers in the first and in the sixth grade. Students reported on their academic self-concept and their first-grade teacher's emotional support retrospectively in the sixth grade. First-grade teachers' emotional support had low facilitative effect on children's task persistence in language and math lessons, and it supported reading skills. Teacher's emotional support was related to higher self-concept in reading, and it mediated the effect of emotional support on task persistence and reading skills.
- Abstract: As Provided
- Number of References: 80
- Publication Date: 2017
- Accession Number: EJ1139132
- Availability:
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