Motives for becoming a teacher, coping strategies and teacher efficacy among Swedish student teachers

被引：2

作者：

Thornberg, Robert ^{[1
,5
]}

Wanstrom, Linda ^{[2
]}

Lindqvist, Henrik ^{[1
]}

Weurlander, Maria ^{[3
]}

Wernerson, Annika ^{[4
]}

机构：

[1] Linkoping Univ, Dept Behav Sci & Learning, Linkoping, Sweden

[2] Linkoping Univ, Dept Comp & Informat Sci, Linkoping, Sweden

[3] Stockholm Univ, Dept Educ, Stockholm, Sweden

[4] Karolinska Inst, Dept Clin Sci Intervent & Technol, Stockholm, Sweden

[5] Linkoping Univ, Dept Behav Sci & Learning, SE-58183 Linkoping, Sweden

来源：

EUROPEAN JOURNAL OF TEACHER EDUCATION | 2023年

关键词：

Student teacher; motives for becoming a teacher; coping; teacher efficacy; teacher education; SELF-EFFICACY; ACADEMIC-ACHIEVEMENT; STRESS; MOTIVATIONS; CAREER; ENGAGEMENT; PRACTICUM; PERSPECTIVES; COMMITMENT; EMOTIONS;

D O I：

10.1080/02619768.2023.2175665

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The current study examined whether different motives for entering teacher education and different coping strategies in distressful situations during teacher training were associated with teacher efficacy among student teachers. A sample of 517 Swedish student teachers completed a questionnaire. According to the findings from multivariate regression analysis, student teachers who scored higher in intrinsic and altruistic motives and cognitive restructuring, and lower in self-criticism, tended to show greater teacher efficacy.

引用

页数：19

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