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The role of cultural values in teacher and student self-efficacy : evidence from 16 nations

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Bonneville-Roussy, Arielle, Bouffard, Thérèse, Palikara, Olympia and Vezeau, Carole (2019) The role of cultural values in teacher and student self-efficacy : evidence from 16 nations. Contemporary Educational Psychology, 59 . 101798. doi:10.1016/j.cedpsych.2019.101798 ISSN 0361-476X.

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Official URL: http://dx.doi.org/10.1016/j.cedpsych.2019.101798

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Abstract

Data from a large study (PISA, 2015) involving more than 132,000 children and 22,000 of their teachers, in 16 nations, were used to investigate how teachers convey self-efficacy to students when they teach and whether this is culturally grounded. Using a multilevel data analysis framework, we aimed to: (1) test a path linking teacher and student self-efficacy; (2) examine teaching practices as mediators of the links between teachers and student self-efficacy; (3) evaluate the moderating roles of cultural values on those links. Results indicated that teacher and student self-efficacy were linked indirectly through the use of teaching practices, more strongly through inquiry-based practices. We found cross-cultural differences on the associations between student-perceived teaching practices and student self-efficacy that were moderated by two country-level cultural values: individualism and uncertainty avoidance. This study highlights that, although academic self-efficacy is considered universal, we found cultural differences in its sources and manifestations.

Item Type: Journal Article
Divisions: Faculty of Social Sciences > Centre for Education Studies (2013- )
Journal or Publication Title: Contemporary Educational Psychology
Publisher: Elsevier
ISSN: 0361-476X
Official Date: October 2019
Dates:
DateEvent
October 2019Published
26 August 2019Available
Volume: 59
Article Number: 101798
DOI: 10.1016/j.cedpsych.2019.101798
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access
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