The interplay of time management and academic self-efficacy and their influence on pre-service teachers' commitment in the first year in higher education.
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| Title: | The interplay of time management and academic self-efficacy and their influence on pre-service teachers' commitment in the first year in higher education. |
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| Authors: | Bargmann, Carina1 ca.barg@posteo.de, Kauffeld, Simone1 |
| Source: | Higher Education (00181560). Dec2023, Vol. 86 Issue 6, p1507-1525. 19p. |
| Subject Terms: | *Self-efficacy in teachers, *Student teachers, *Teaching models, *Teaching methods, *Teacher effectiveness, *Higher education |
| Abstract: | The first academic year involves a variety of challenges students must overcome to maintain their commitment to enter the teaching profession. Students can build on their initial experience in the second semester, while everything is new in the first semester. This longitudinal study investigates the interplay of academic self-efficacy and time management, which are seen as crucial in the first year, and their effects on pre-service teachers' commitment to their studies in the first year. By considering three measurement points in a random intercept-cross lagged panel model (RI-CLPM) to data from 579 students, we distinguish for the first time between-person and within-person effects and compare the students' experiences in the first and second semester. As expected, students with higher self-efficacy were more committed to their studies and reported better time management. We found considerable differences in the relationships between the first and second semesters at the within-person level, revealing that students' prior time management was not significantly connected with subsequent commitment in the first semester, but in the second semester. Surprisingly, students' self-efficacy showed a small negative relationship with commitment in both semesters. Theoretical and practical implications for students, lecturers, and higher education institutions are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 173892642 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=173892642 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10734-022-00983-w Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1507 Subjects: – SubjectFull: Self-efficacy in teachers Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Teaching models Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Teacher effectiveness Type: general – SubjectFull: Higher education Type: general Titles: – TitleFull: The interplay of time management and academic self-efficacy and their influence on pre-service teachers' commitment in the first year in higher education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bargmann, Carina – PersonEntity: Name: NameFull: Kauffeld, Simone IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 00181560 Numbering: – Type: volume Value: 86 – Type: issue Value: 6 Titles: – TitleFull: Higher Education (00181560) Type: main |
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