The role of vicarious experiences in the development of pre-service teachers’ classroom management self-efficacy beliefs

El-Abd, Maria; Chaaban, Youmen

doi:10.1080/09669760.2020.1779669

Cited by 9 publications

(5 citation statements)

References 31 publications

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“…Even though the data show that the participants are moderately-to well-prepared to understand students' heterogeneity (see Table 1 and 2), the difficulty to manage a large size of students with various characteristics is a common issue raised by the participants, in line with prior research (see El-Abd & Chaaban, 2020;O'Neill & Stephenson, 2012). In this situation, pre-service teachers are confronted with the ability to select effective instructional strategies that are able to engage all students.…”

Section: Students' Heterogeneitymentioning

confidence: 60%

English Language Pre-Service Teachers’ Sense of Preparedness for Teaching: An Indonesian Case

Tutyandari¹

2022

TEFLIN

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A sense of preparedness for teaching is an essential factor in the field of teacher preparation as it is a crucial construct in pre-service teachers’ professional growth towards becoming accomplished teachers. Accordingly, this paper aims to explore pre-service English language teachers’ sense of preparedness for teaching within Indonesian contexts. A cohort of final-year students of a university-based English language teacher program in Yogyakarta was included as the participants. In this mixed-methods study, an online questionnaire and interview were the research instruments employed to collect the data. There were 106 students responding to the questionnaire and 31 students participating in the interviews. Findings showed that the pre-service teachers’ levels of preparedness varied according to the teaching tasks. Based on the survey, the task of technology integration obtained the highest score. This implies that the participants appeared to feel comfortable with using technology in their teaching practices. However, their overall sense of preparedness indicated lower confidence. The interview results provide further explanation of the survey findings. The descriptive analysis revealed some key issues, including academic and personal factors, which potentially influenced pre-service teachers’ sense of preparedness for teaching.

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Section: Students' Heterogeneitymentioning

confidence: 60%

English Language Pre-Service Teachers’ Sense of Preparedness for Teaching: An Indonesian Case

Tutyandari¹

2022

TEFLIN

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“…The experiences that students gain affect their level of selfefficacy. For instance, a student who can complete a difficult task, surely leads a strong belief to the other students that they are also capable of doing the same thing (El-Abd & Chaaban, 2021;Kang et al, 2021). Physiological and affective states play an important role in increasing student efficacy because students' physiological states such as fatigue, anxiety, and stress affect students' ability and belief in completing tasks.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Level of Students’ Self-Efficacy in Speaking Class

Agung

Siboro²,

Quinones³

2022

LLT Journal

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Exploring the level of the students’ self-efficacy toward their speaking ability is the grand design of this study. The participants of this study were 28 non-native students from the suburban area in West Borneo. Those students belong to the third semester of the speaking class. In collecting the data, they were given a questionnaire. An in-depth interview was also conducted with 3 prominent students to validate and triangulate the represented data in the questionnaire result. Adopting Bandura’s theory, the results of this study show that the students manifested slightly high self-efficacy in the magnitude dimension, slightly high self-efficacy in the generality dimension, and very high self-efficacy in the strength dimension. In addition, the in-depth interview affirms that the students’ level in magnitude is influenced by their educational background; the students’ level in generality is affected by their interests in their particular field, and the student's level of strength is determined by their strong belief.

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“…In addition, convincing others through verbal persuasion is a method “widely used to get people to believe they possess capabilities that will enable them to achieve what they seek” (p. 127). This idea is supported by research finding that people experience greater self-efficacy after hearing or seeing the success of others (i.e., vicarious experience) as well as after being told that they are capable of success (i.e., verbal persuasion; Arslan, 2012; El-Abd & Chaaban, 2021; Wise & Trunnell, 2001). Indeed, people tend to seek out instrumental others when they are feeling a lack of self-efficacy (Righetti et al, 2014), suggesting that people instinctively look to instrumental relationships as sources of self-efficacy.…”

Section: Interpersonal Influences On Goal Successmentioning

confidence: 92%

In it together: Shared reality with instrumental others is linked to goal success.

Elnakouri

Rossignac-Milon

Krueger

et al. 2023

Journal of Personality and Social Psychology

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Why are some people more successful than others? In addition to individual factors (e.g. self-control), research has recently suggested that the quality of people's interpersonal relationships is crucial for success. Successful people do not just like and feel close to instrumental objects (e.g., study material, the gym), they also like and feel close to instrumental others (IOs; people who make goal success more likely). Yet instrumental people have one crucially distinct feature that instrumental objects do not: A mind of their own. We propose that while a growing body of work suggests that the sense of closeness to IOs (others who make goal success more likely) is crucial for goal success, prior work has not examined how the sense of the quality of people's relationships with IOs, and therefore goal success, likely depends on their ability to "merge minds" with them, experiencing both the goal and the world at large (i.e., shared reality) in the same way as one's IO contributes to goal success. Specifically, the present research (N = 1,326) explored (a) whether people experience shared reality-the perception of shared attitudes and judgments about the world-with IOs and (b) whether those who do so achieve greater goal success. Participants perceiving their romantic partner as instrumental for their goals experienced more shared reality with them (Study 1); participants also reported greater shared reality with IOs relative to noninstrumental others (NIO; Study 2). Higher shared reality with IOs was linked to more goal success initially, (Studies 2-4), 3-4 weeks later (Study 2c), and higher grade point averages (Study 4). These effects held when controlling for IO liking, closeness, epistemic trust, and NIO shared reality. Self-efficacy consistently mediated the effect of IO shared reality on goal success, indicating that IO shared reality may bolster people's epistemic confidence in their abilities. Overall, findings suggest that shared reality with IOs may play an important role in goal success.

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The role of vicarious experiences in the development of pre-service teachers’ classroom management self-efficacy beliefs

Cited by 9 publications

References 31 publications

English Language Pre-Service Teachers’ Sense of Preparedness for Teaching: An Indonesian Case

English Language Pre-Service Teachers’ Sense of Preparedness for Teaching: An Indonesian Case

Exploring the Level of Students’ Self-Efficacy in Speaking Class

In it together: Shared reality with instrumental others is linked to goal success.

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