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Which is more predictive: Domain- or task-specific self-efficacy in teaching and outcomes?

Hong Lu1, Xin Chen1, Chunxia Qi2

  • 1Faculty of Education, The University of Hong Kong, Hong Kong SAR, Hong Kong.

The British Journal of Educational Psychology
|October 5, 2022
PubMed
Abstract

Keywords:
cognitive activationdomain-specific self-efficacylearning outcomestask-specific self-efficacyteacher support

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