期刊
TEACHING AND TEACHER EDUCATION
卷 77, 期 -, 页码 66-76出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2018.09.012
关键词
Classroom teaching; Self-efficacy beliefs; Support intentions; Individualized support; Primary school teachers; Theory of planned behavior
According to the Theory of Planned Behavior (TPB; Ajzen, 1991), each behavior results from a behavioral intention, which in turn depends on attitudes, subjective norms and perceived behavioral control. In this study, the TPB was investigated with respect to individualized student support and teachers' intrinsic and extrinsic support intentions involving 488 primary school teachers. Employing individualized support interventions was predicted directly by self-efficacy beliefs and the intrinsic support intention as well as indirectly by teachers' attitudes. More practically experienced teachers implement support measures more often, while multi-groupcomparisons regarding advanced training showed no differences in the tested model for the TPB. (C) 2018 The Authors. Published by Elsevier Ltd.
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