Rebeca Blas's research while affiliated with University of A Coruña and other places

During the past few decades, researchers have proposed that teacher self-efficacy influences student achievement and motivation. The main aim of this work is to identify possible teacher self-efficacy profiles and to determine possible differences in some affective-motivational variables of students. 95 teachers and 1924 students from five Spanish public Universities took part in this study. Using cluster analysis, three distinctive profiles of teachers were generated: high self-efficacy, medium self-efficacy, and low self-efficacy. ANOVA results suggest that teachers with intermediate self-efficacy perception have more learning-oriented students than teachers with high self-efficacy. Students of teachers who are overconfident of their teaching capacity seem to engage less in studying to learn, they are more indifferent to the subjects, and they value the contents of the subject less. These students could also be less confident about the results of their efforts, showing a low perception of self-efficacy, greater academic work avoidance, and more anxiety than students of teachers with a moderate perception of self-efficacy. The results are discussed in light of the hypothesis of overconfidence.

During the past few decades, researchers have proposed that teacher self-efficacy influences student achievement and motivation. The main aim of this work is to identify possible teacher self-efficacy profiles and to determine possible differences in some affective-motivational variables of students. 95 teachers and 1924 students from five Spanish public Universities took part in this study. Using cluster analysis, three distinctive profiles of teachers were generated: high self-efficacy, medium self-efficacy, and low self-efficacy. ANOVA results suggest that teachers with intermediate self-efficacy perception have more learning-oriented students than teachers with high self-efficacy. Students of teachers who are overconfident of their teaching capacity seem to engage less in studying to learn, they are more indifferent to the subjects, and they value the contents of the subject less. These students could also be less confident about the results of their efforts, showing a low perception of self-efficacy, greater academic work avoidance, and more anxiety than students of teachers with a moderate perception of self-efficacy. The results are discussed in light of the hypothesis of overconfidence.

According to previous research, teachers' efficacy relating to teaching practices is highly dependent on the extent to which they are confident about their own capabilities to manage the new demands on their professional role. The present work aimed at: a) gathering information about the way teachers manage different aspects of self-efficacy (i.e., enhancing their instructional process in order to optimize their lessons and engage the students in the learning process), in order to identify homogeneous self-efficacy profiles, b) investigating the way these profiles relate to different levels and types of motivation, teaching strategies and teachers' self-esteem. Ninety-five teachers from five Spanish public Universities participated in this study. Three different profiles of teachers' efficacy have been identified: 1) high self-efficacy in the three dimensions; 2) medium self-efficacy in the enhancement of the teaching process and of lessons management, and medium-high efficacy in the engagement of students, and 3) low self-efficacy in the three dimensions. ANOVA results supported previous findings since teachers' self-efficacy beliefs played a crucial role on teachers' motivation and professional engagement.

According to previous research, teachers' efficacy relating to teaching practices is highly dependent on the extent to which they are confident about their own capabilities to manage the new demands on their professional role. The present work aimed at: a) gathering information about the way teachers manage different aspects of self-efficacy (i.e., enhancing their instructional process in order to optimize their lessons and engage the students in the learning pro- cess), in order to identify homogeneous self-efficacy profiles, b) investigating the way these profiles relate to different levels and types of motivation, teaching strategies and teachers' self-esteem. Ninety-five teachers from five Spanish public Universities participated in this study. Three different profiles of teachers' efficacy have been identified: 1) high self-efficacy in the three dimensions; 2) medium self-efficacy in the enhancement of the teaching process and of lessons management, and medium-high efficacy in the engagement of students, and 3) low self-efficacy in the three dimensions. ANOVA results supported previous findings since teachers' self-efficacy beliefs played a crucial role on teachers' motivation and professional engagement.