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An Investigation of the Relationship Between Graduate Teaching assistants’ Teaching Self-Efficacy and Attributions for Students’ Learning

McCrea, Laura Grove
http://rave.ohiolink.edu/etdc/view?acc_num=akron1144943095

Abstract Details

2006, Doctor of Philosophy, University of Akron, Counseling Psychology.
Teaching self-efficacy (TSE) refers to teachers’ expectations that they can help students learn (Ashton & Webb, 1986). A significant amount of research has explored the importance of teaching self-efficacy for both K-12 education teachers and graduate teaching assistants (GTAs). Researchers have focused heavily on the relationship between teaching self-efficacy and other relevant variables, such as training and experience; however, researchers have yet to determine the specific relationship between teaching self-efficacy and attributions GTAs make regarding their students’ performance. The present investigation, which is grounded in self-efficacy (Bandura, 1982, 1986, 1997) and attribution (Weiner, 1986) theories, was an attempt to augment the existing literature. The current research examined the relationship between GTAs’ teaching self-efficacy and the attributions they make regarding their students’ performance. It was hypothesized that GTAs’ teaching self-efficacy would influence the attributions that GTAs make regarding their students’ performance. A total of 117 GTAs from The University of Akron responded to an online survey. GTAs were randomly assigned to respond to the CDS-II, which is a measure of causal attributions, imagining that their students had done well in their class (n = 58) or had done poorly in their class (n = 59). GTAs also completed the SETI-A, which is a measure of personal teaching self-efficacy, and a demographic questionnaire. Major findings of the study were a) GTAs who endorsed extremely high levels of TSE made significantly more internal attributions when compared to GTAs with high TSE; b) GTAs’ TSE was significantly positively correlated with ability and effort attributions when GTAs’ students did well in the class; and c) GTAs did not significantly attribute their students’ performance to luck. Exploratory findings revealed that GTAs’ attributions varied based on GTAs’ sex and GTAs’ students’ performance. Implications and limitations of the current study are discussed.
James Werth (Advisor)
145 p.
graduate teaching assistants; teaching self-efficacy; teacher attributions

Recommended Citations

Citations

  • McCrea, L. G. (2006). An Investigation of the Relationship Between Graduate Teaching assistants’ Teaching Self-Efficacy and Attributions for Students’ Learning [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1144943095

    APA Style (7th edition)

  • McCrea, Laura. An Investigation of the Relationship Between Graduate Teaching assistants’ Teaching Self-Efficacy and Attributions for Students’ Learning. 2006. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1144943095.

    MLA Style (8th edition)

  • McCrea, Laura. "An Investigation of the Relationship Between Graduate Teaching assistants’ Teaching Self-Efficacy and Attributions for Students’ Learning." Doctoral dissertation, University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1144943095

    Chicago Manual of Style (17th edition)

akron1144943095
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© 2006, all rights reserved.
This open access ETD is published by University of Akron and OhioLINK.