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[학술저널]

  • 학술저널

Kyungwha Hong(Torch Trinity Graduate University) Kyoung-Suk Moon(Wonkwang University) Jiyoung Choi(Hannam University) Hai-Jeong Ahn(Korean Educational Development Institute) Jingu Kim(Konkuk University) Eunyoung Choi(Konkuk University) Jonghyo Park(Konkuk University)

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The purpose of this study was to examine the relationship between the teacher’s self-efficacy and classroom social dynamics in a middle-school setting. Seven middle-school classes were extracted from a larger dataset collected in 2017 as part of the ClassNet program. A total of seven homeroom teachers and 157 students in their classrooms were analyzed for this study. Peer nominations were used to measure classroom social dynamics, while a self-report measure was used to assess teacher self-efficacy both at the beginning and at the end of the first semester. This study found that students who were perceived as receiving the teacher’s positive support were more likely to be liked, perceived as popular, pro-social, defenders of bullied students, and leaders by their classmates. For classrooms where the teacher’s self-efficacy increased, popular students were likely to be considered as relationally aggressive at the beginning of the semester but by the end of the semester, this correlation was no longer significant. For classrooms where the teacher’s self-efficacy decreased over the semester, by the end of the semester, on average more students exhibited aggressive behavior and were victims of aggression. In contrast, for classrooms where the teacher’s self-efficacy increased over the semester, by the end of the semester, on average fewer students were considered to exhibit aggressive behaviors and were perceived as victims of aggression.

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ABSTRACT
Introduction
Literature Review
Method
Results
Discussion
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