Informational teacher support strengthens the association between psychological resilience and academic self efficacy among preservice English teachers
In high-demand, high-stakes pre-service English teacher education, academic self-efficacy is critical for sustained engagement and performance in core tasks (e.g., microteaching, lesson planning, and classroom management). Yet evidence on how resilience translates into self-efficacy in this population remains limited. Guided by Social Cognitive Theory and Conservation of Resources theory, this explanatory mixed-methods study surveyed 202 pre-service English teachers and conducted hierarchical regression analyses, followed by semi-structured interviews with 7 participants for process-oriented explanation. Results showed that resilience was positively associated with academic self-efficacy. Informational teacher support significantly strengthened the resilience–self-efficacy link, whereas emotional teacher support did not show a significant moderating effect. Qualitative findings suggested that resilience operated through sustained learning engagement, stronger competence appraisals, lower perceived pressure, and more adaptive learning strategies. These findings clarify differentiated functions of teacher support and refine context-specific pathways to academic self-efficacy in pre-service English teacher education.
Learning burnout poses a major challenge in higher education, particularly in project-based and high-demand disciplines. Perceived teacher autonomy support may be associated with lower learning burnout, but the mechanisms underlying this association remain unclear. This cross-sectional study examined the associations...
Heng-Sheng Zhao, Jie Li, Juan Zhang et al.· Scientific Reports· 0 citations
This study examined the relationship between mathematics anxiety and
self-efficacy among pre-service teachers at a Philippine college of education and generated evidence to inform institutional intervention design. Addressing the limited mixed-methods evidence in the local teacher education context, the study used a c...
Ysmael V. Caballas, R. Cacho· International Journal of Eva...· 0 citations
Pre-service teachers encounter substantial academic and professional demands during teacher preparation, particularly during semesters combining coursework and field experiences. How candidates cope with these demands may shape their academic experiences and preparation outcomes. This study examined pre-service teacher...
Haley M. Olson, Teddy D. Roop, Kelly O'Neal-Hixson· International Journal of Res...· 0 citations
Research on academic resilience has often focused on students’ personal resources, but less attention has been paid to those classroom conditions that may help students cope with academic setbacks. This study examined the extent to which students’ perceptions of a learning-oriented classroom motivational climate (CMC)...
M. Terradillos, J. Alonso-Tapia· Behavioral Science· 0 citations
Digital learning environments require students to manage academic demands alongside psychological and technological challenges, making psychological resilience increasingly important. However, the mechanism linking perceived digital guidance to students’ psychological resilience remains insufficiently understood, parti...
Mega Aria Monica, S. Sunyono, M. Mujiyati et al.· Online Learning In Education...· 0 citations
This study investigates the relationship between professional competence and teacher immunity among in-service EFL teachers in Türkiye. Using a mixed-methods design, quantitative and qualitative data were collected from secondary and high school teachers. The quantitative phase measured perceived professional competenc...
Aysel Özcan, Seçil Tümen Akyıldız· Dil Eğitimi ve Araştırmaları...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
