@article{ref1,
title="From externalizing student behavior to student-specific teacher self-efficacy: the role of teacher-perceived conflict and closeness in the student-teacher relationship",
journal="Contemporary educational psychology",
year="2017",
author="Zee, Marjolein and de Jong, Peter F. and Koomen, Helma M. Y.",
volume="51",
number="",
pages="37-50",
abstract="Data gathered from a longitudinal study within regular upper elementary schools were used to evaluate a theoretical model within which teachers' perceptions of conflict and closeness in the student-teacher relationship were considered as the intermediary mechanisms by which individual students' externalizing behavior generates changes in teachers' student-specific self-efficacy beliefs (TSE) across teaching domains. Surveys were administered among a Dutch sample of 524 third-to-sixth graders and their 69 teachers. Longitudinal mediation models indicated that individual students' externalizing behavior generally predicted higher levels of teacher-perceived conflict, which, in turn, resulted in lower student-specific TSE across teaching domains (i.e., instructional strategies, behavior management, student engagement, and emotional support). Teacher-perceived closeness, however, was not found to mediate the link between externalizing student behavior and student-specific TSE. Instead, support was found for an alternative model representing the hypothesis that TSE, irrespective of teaching domain, mediated behavior-related changes in teachers' perceptions of closeness in the student-teacher relationship.<p /> <p>Language: en</p>",
language="en",
issn="0361-476X",
doi="10.1016/j.cedpsych.2017.06.009",
url="http://dx.doi.org/10.1016/j.cedpsych.2017.06.009"
}