Relations among preschool teachers' self-efficacy,classroom quality,and children's language and literacy gains |
| |
| Authors: | Ying Guo Shayne B Piasta Laura M Justice Joan N Kaderavek |
| |
| Institution: | 1. The Ohio State University, Columbus, OH 43210, USA;2. University of Toledo, Toledo, OH 43606, USA |
| |
| Abstract: | This study examined the relations among preschool teachers' self-efficacy (n = 67), classroom quality (instructional and emotional support), and children's (n = 328) gains in print awareness and vocabulary knowledge over an academic year in the US. Results indicated that teachers' self-efficacy and classroom quality served as significant and positive predictors of children's gains in print awareness but not vocabulary knowledge. However, results also showed a significant interaction among teachers' self-efficacy, classroom quality, and vocabulary gains: for children of teachers with higher levels of self-efficacy, higher levels of classroom quality (emotional support) were associated with higher vocabulary gains. |
| |
| Keywords: | Teacher self-efficacy Classroom quality Literacy and language development |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
