The Asia-Pacific Education Researcher最新文献

This study aimed to examine (1) the psychometric properties of The Teachers’ Sense of Efficacy Scale (TSES) in early childhood (EC) preservice (N = 202) and in-service (N = 182) teachers, and (2) the effect of teaching experience on efficacy beliefs. Findings indicated that EC teachers’ efficacy beliefs were best represented by a bifactor model (i.e., one general and three specific factors); teachers generally perceived their capabilities in teaching at a more general level rather than specific to different classroom functions. Teaching experience had a significant effect on efficacy beliefs for preservice but not for in-service teachers. This study fills a gap in our understanding of EC teachers’ sense of efficacy by providing empirical evidence on the structure of efficacy beliefs and the effect of teaching experience on efficacy beliefs in preservice and in-service EC teachers. In this study, a new efficacy factor named Responsive Teaching emerged, capturing an element of in-service EC teachers’ perceptions of their capabilities that may be specific to the EC setting. Findings regarding the effects of experience on preservice EC teachers’ sense of efficacy may provide guidance on targeted instruction to increase sense of efficacy.

The current study is delved into English as a Foreign Language (EFL) students’ academic procrastination, learning approach, burnout, and language achievement. To do so, 203 EFL students studying in three universities in Iran were asked to complete three questionnaires, including Academic Procrastination Scale, Revised Study Process Questionnaire, and Maslach Burnout Inventory Student-Survey. Structural Equation Modeling was employed to verify the causal model. The results revealed that students’ procrastination predicted their burnout positively and significantly. Moreover, academic procrastination was found to correlate positively with surface learning approach. The results also indicated that procrastination had a negative impact on deep learning approach. Another finding was that procrastination influenced language achievement indirectly and negatively. Finally, these findings were discussed in the light of prior research.

The purpose of this study is to explore the relationships among preschool teacher’s self-efficacy, teacher–child interaction, and peer interaction, and tried to find out any differences occurred based on young children’s emotional intelligence. The research participants of the study were 68 preschool teachers and 210 preschool-aged children. Teacher’s self-efficacy test was conducted using measurement tools, and young children’s emotional intelligence, teacher–child interaction and peer interaction were analysed through correlation analysis and regression analysis by collecting data using survey questions from teachers. As a result, first, it was found that teacher’s self-efficacy had a positive effect on teacher–child interaction, and teacher–child interaction had a positive effect on peer interaction. Second, teacher’s self-efficacy did not directly affect young children’s peer interaction but influenced peer interaction through the mediating effect of teacher–child interaction. Third, as a result of verifying whether the influence of teacher’s self-efficacy on peer interaction through teacher–child interaction appears differently depending on young children’s emotional intelligence, there was no significant difference found. These results show that the higher the teacher’s self-efficacy regardless of young children’s emotional intelligence, the higher the positive interaction between teacher and children, the more positive interaction with young children’s peers.