Developing teaching self-efficacy in research institutions: A study of award-winning professors

David B. Morris; Ellen L. Usher

doi:10.1016/j.cedpsych.2010.10.005

Developing teaching self-efficacy in research institutions: A study of award-winning professors

David B. Morris, Ellen L. Usher

Research output: Contribution to journal › Article › peer-review

87 Scopus citations

Abstract

The purpose of this study was to assess the sources of award-wining research professors' (six women; six men) teaching self-efficacy through the framework of Bandura's (1986) social cognitive theory. Semi-structured interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that these sources tended to be closely related. Professors reported that their self-efficacy had generally stabilized within their first few years of assuming a tenure-track position. Participants framed negative events in adaptive ways that had little cost to their teaching self-efficacy.

Original language	English
Pages (from-to)	232-245
Number of pages	14
Journal	Contemporary Educational Psychology
Volume	36
Issue number	3
DOIs	https://doi.org/10.1016/j.cedpsych.2010.10.005
State	Published - Jul 2011

Keywords

Higher education
Motivation
Self-efficacy
Sources of self-efficacy
Teacher self-efficacy

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1016/j.cedpsych.2010.10.005

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Developing teaching self-efficacy in research institutions: A study of award-winning professors

Abstract

Keywords

ASJC Scopus subject areas

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