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dc.contributor.authorKunter, Mareike
dc.contributor.authorVieluf, Svenja
dc.contributor.authorVan de Vijver, Fons J.R.
dc.date.accessioned2016-03-15T09:39:10Z
dc.date.available2016-03-15T09:39:10Z
dc.date.issued2013
dc.identifier.citationVieluf, S. et al. 2013. Teacher self-efficacy in cross-national perspective. Teaching and teacher education, 35:92-103. [http://www.journals.elsevier.com/teaching-and-teacher-education/ ]en_US
dc.identifier.issn0742-051X
dc.identifier.urihttp://hdl.handle.net/10394/16665
dc.description.abstractIn the present study, teacher self-efficacy was examined in a cross-national setting. The cross-national generalizability of the scale and the meaning of cross-national variation in mean scores were investigated. Using data from TALIS involving 73,100 teachers in 23 countries, teacher self-efficacy was shown to have a similar unifactorial structure and equivalent positive correlations with teaching practices and job satisfaction across countries. At the country level, significant correlations were only found for job satisfaction; in addition, teacher self-efficacy was related to collectivism, modesty, and extremity scoring. Thus, mean score differences between countries mainly reflect cultural value orientations and response stylesen_US
dc.description.urihttp://www.journals.elsevier.com/teaching-and-teacher-education/
dc.description.urihttp://www.sciencedirect.com/science/article/pii/S0742051X13000954
dc.description.uridoi:10.1016/j.tate.2013.05.006
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.subjectTeacher self-efficacyen_US
dc.subjectcross-nationalen_US
dc.subjectstructural equivalenceen_US
dc.subjectcultural valuesen_US
dc.subjectresponse stylesen_US
dc.titleTeacher self-efficacy in cross-national perspectiveen_US
dc.typeArticleen_US
dc.contributor.researchID13172735 - Van de Vijver, Alphonsius Josephus Rachel


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