How failure experience combined with high teacher self-aspect importance puts self-efficacy at risk among student teachers

• Thibault Coppe ^[1] ; Christelle Devos ^[1] ; Stéphane Colognesi ^[1]
  1. [1] Université Catholique de Louvain

     Université Catholique de Louvain

     Arrondissement de Nivelles, Bélgica

     
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 38, Nº 1, 2023, págs. 25-42
• Idioma: inglés
• DOI: 10.1007/s10212-021-00588-4
• Texto completo no disponible (Saber más ...)
• Resumen

  • The present study focuses on how elementary-level student teachers reacted to difficulties during their first internship experience. More specifically, we analysed how their self-efficacy was affected by (a) their perception of failure during the internship, (b) the importance they assigned to their teacher self-aspect, and (c) the interaction between these two constructs. Using a quantitative design (N = 124), we measured their self-efficacy both before and after a 2-week internship. Results showed an overall increase in self-efficacy, but no such increase for participants with high teacher self-aspect who reported high failure experience, which indicated an amplifying moderation effect of teacher self-aspect in the relation between failure experience and change in self-efficacy. We discuss the profile of these “high-importance/high-failure” students and the support that can be given to them.

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