Examining the relationships between teachers' affective states, self-efficacy, and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology

Examining the relationships between teachers' affective states, self-efficacy, and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology

• Yin, Hongbiao The Chinese University of Hong Kong
• Tam, Winnie Wing Yi The Chinese University of Hong Kong
• Lau, Elaine The Chinese University of Hong Kong

Studies in Educational Evaluation, 74(0), -, 2022

Elsevier

2022

• S 學校環境、設備與組織
  • SH 學校文化 / 學校氣氛、師生關係

Teacher-child Relationship Self-efficacy Flow Psychological Well-being Kindergarten Teachers

• Hong Kong

• 1997.7 onwards

• 學前教育

This study examines the effects of kindergarten teachers' self-efficacy on their perceived teacher-child relationships, and explores the associations between self-efficacy and two types of positive affective states (i.e., flow experience and psychological well-being) as the antecedents of efficacy beliefs. A sample of 796 kindergarten teachers in Hong Kong participated in this study. The results showed that teachers' flow experience and psychological well-being were significantly associated with their perceived positive teacher-child relationships, and teacher self-efficacy significantly mediated the effects of teachers' positive affective states on their perceived teacher-child relationships. The results highlight the significance of integrating social cognitive theory and positive psychology into the understanding of the relationships between teachers' positive affective states, self-efficacy, and teacher-child relationships in early childhood education settings. The implications for theory and practice are discussed. Copyright © 2022 Elsevier.

• 英文

期刊論文

• 0191491X

• 10.1016/j.stueduc.2022.101188

https://bibliography.lib.eduhk.hk/tc/bibs/1f9a0e27

2023-05-08