How failure experience combined with high teacher self-aspect importance puts self-efficacy at risk among student teachers
(2023) European Journal of Psychology of Education — Vol. 30, n° 1, p. 25-42 (2022)
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- Abstract
- The present study focuses on how elementary-level student teachers reacted to difficulties during their first internship experience. More specifically, we analysed how their self-efficacy was affected by (a) their perception of failure during the internship, (b) the importance they assigned to their teacher self-aspect and (c) the interaction between these two constructs. Using a quantitative design (N = 124), we measured their self-efficacy both before and after a 2-week internship. Results showed an overall increase in self-efficacy, but no such increase for participants with high teacher self-aspect who reported high failure experience, which indicated an amplifying moderation effect of teacher self-aspect in the relation between failure experience and change in self-efficacy. We discuss the profile of these ‘high-importance/high-failure’ students and the support that can be given to them.
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Citations
Coppe, T., Devos, C., & Colognesi, S. (2023). How failure experience combined with high teacher self-aspect importance puts self-efficacy at risk among student teachers. European Journal of Psychology of Education, 30(1), 25-42. https://doi.org/10.1007/s10212-021-00588-4 (Original work published 2022)