Emotions and Teaching Styles among Academics: The Mediating Role of Research and Teaching Efficacy

Autor/inn/en	Zhang, Li-fang; Fu, Mingchen; Li, Dorothy Tao; He, Yunfeng
Titel	Emotions and Teaching Styles among Academics: The Mediating Role of Research and Teaching Efficacy
Quelle	In: Educational Psychology, 39 (2019) 3, S.370-394 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Li-fang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2018.1520970
Schlagwörter	College Faculty; Psychological Patterns; Teaching Styles; Teacher Effectiveness; Self Efficacy; Research; Foreign Countries; China (Shanghai) + Suchen Sie Ihr Suchwort? Fakultät; Lehrstil; Unterrichtsstil; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Forschung; Ausland
Abstract	The key purpose of this research was to investigate the mediating role of academics' self-efficacy in teaching and research (termed 'academic self-efficacy') in the relationship between emotions in teaching and teaching styles. Two hundred and thirty-two academics from 13 higher educational institutions in Shanghai, mainland China, responded to three self-report inventories, each assessing academics' emotions in teaching, efficacy in teaching and research, and teaching styles, respectively. Results showed that academics' emotions in teaching statistically predicted teaching styles, both directly and indirectly -- through academic self-efficacy. Findings have enriched the literature on emotions in teaching, that on teaching styles, and that on teacher/academic self-efficacy. Practical implications are proposed in relation to academics and university senior managers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01