Developing teaching self-efficacy in research institutions: A study of award-winning professors
► Award-winning professors identified past instructional successes and students’ evaluative feedback as the most powerful sources of their teaching self-efficacy. ► Participants typically developed a stable sense of self-efficacy within the first 4 years of their teaching careers. ► Professors frame...
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| Veröffentlicht in: | Contemporary educational psychology 2011-07, Vol.36 (3), p.232-245 |
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| container_title | Contemporary educational psychology |
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| creator | Morris, David B. Usher, Ellen L. |
| description | ► Award-winning professors identified past instructional successes and students’ evaluative feedback as the most powerful sources of their teaching self-efficacy. ► Participants typically developed a stable sense of self-efficacy within the first 4 years of their teaching careers. ► Professors framed negative teaching-related experiences in adaptive ways that bolstered their self-efficacy.
The purpose of this study was to assess the sources of award-wining research professors’ (six women; six men) teaching self-efficacy through the framework of
Bandura’s (1986) social cognitive theory. Semi-structured interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that these sources tended to be closely related. Professors reported that their self-efficacy had generally stabilized within their first few years of assuming a tenure-track position. Participants framed negative events in adaptive ways that had little cost to their teaching self-efficacy. |
| doi_str_mv | 10.1016/j.cedpsych.2010.10.005 |
| format | Article |
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The purpose of this study was to assess the sources of award-wining research professors’ (six women; six men) teaching self-efficacy through the framework of
Bandura’s (1986) social cognitive theory. Semi-structured interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that these sources tended to be closely related. Professors reported that their self-efficacy had generally stabilized within their first few years of assuming a tenure-track position. Participants framed negative events in adaptive ways that had little cost to their teaching self-efficacy.</description><identifier>ISSN: 0361-476X</identifier><identifier>EISSN: 1090-2384</identifier><identifier>DOI: 10.1016/j.cedpsych.2010.10.005</identifier><language>eng</language><publisher>Amsterdam: Elsevier Inc</publisher><subject>Academic achievement ; Awards & honors ; Biological and medical sciences ; College Faculty ; College professors ; Educational psychology ; Epistemology ; Fundamental and applied biological sciences. Psychology ; Higher education ; Interviews ; Mastery Learning ; Motivation ; Negative events ; Persuasion ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Recognition (Achievement) ; Research institutions ; Research Universities ; Self Efficacy ; Selfefficacy ; Social cognitive theory ; Social Theories ; Sources of self-efficacy ; Teacher ; Teacher self-efficacy ; Teaching ; Teaching Methods ; Tenure</subject><ispartof>Contemporary educational psychology, 2011-07, Vol.36 (3), p.232-245</ispartof><rights>2010 Elsevier Inc.</rights><rights>2015 INIST-CNRS</rights><rights>Copyright © 2011 Elsevier B.V. All rights reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c423t-2a68915e2868389599ec42dbe99f664c1a1ec7054ccd954be61cf287554c217c3</citedby><cites>FETCH-LOGICAL-c423t-2a68915e2868389599ec42dbe99f664c1a1ec7054ccd954be61cf287554c217c3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.cedpsych.2010.10.005$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,780,784,3541,27915,27916,30990,30991,45986</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ927455$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=24336374$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Morris, David B.</creatorcontrib><creatorcontrib>Usher, Ellen L.</creatorcontrib><title>Developing teaching self-efficacy in research institutions: A study of award-winning professors</title><title>Contemporary educational psychology</title><description>► Award-winning professors identified past instructional successes and students’ evaluative feedback as the most powerful sources of their teaching self-efficacy. ► Participants typically developed a stable sense of self-efficacy within the first 4 years of their teaching careers. ► Professors framed negative teaching-related experiences in adaptive ways that bolstered their self-efficacy.
The purpose of this study was to assess the sources of award-wining research professors’ (six women; six men) teaching self-efficacy through the framework of
Bandura’s (1986) social cognitive theory. Semi-structured interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that these sources tended to be closely related. Professors reported that their self-efficacy had generally stabilized within their first few years of assuming a tenure-track position. Participants framed negative events in adaptive ways that had little cost to their teaching self-efficacy.</description><subject>Academic achievement</subject><subject>Awards & honors</subject><subject>Biological and medical sciences</subject><subject>College Faculty</subject><subject>College professors</subject><subject>Educational psychology</subject><subject>Epistemology</subject><subject>Fundamental and applied biological sciences. 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The purpose of this study was to assess the sources of award-wining research professors’ (six women; six men) teaching self-efficacy through the framework of
Bandura’s (1986) social cognitive theory. Semi-structured interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that these sources tended to be closely related. Professors reported that their self-efficacy had generally stabilized within their first few years of assuming a tenure-track position. Participants framed negative events in adaptive ways that had little cost to their teaching self-efficacy.</abstract><cop>Amsterdam</cop><pub>Elsevier Inc</pub><doi>10.1016/j.cedpsych.2010.10.005</doi><tpages>14</tpages></addata></record> |
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| ispartof | Contemporary educational psychology, 2011-07, Vol.36 (3), p.232-245 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); ScienceDirect Journals (5 years ago - present) |
| subjects | Academic achievement Awards & honors Biological and medical sciences College Faculty College professors Educational psychology Epistemology Fundamental and applied biological sciences. Psychology Higher education Interviews Mastery Learning Motivation Negative events Persuasion Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Recognition (Achievement) Research institutions Research Universities Self Efficacy Selfefficacy Social cognitive theory Social Theories Sources of self-efficacy Teacher Teacher self-efficacy Teaching Teaching Methods Tenure |
| title | Developing teaching self-efficacy in research institutions: A study of award-winning professors |
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