摘要：During the past few decades, researchers have proposed that teacher self-efficacy influences student achievement and motivation. The main aim of this work is to identify possible teacher self-efficacy profiles and to determine possible differences in someaffective-motivational variables of students. 95 teachers and 1924 students from five Spanish public Universities took part in this study. Using cluster analysis, three distinctive profiles of teachers were generated: high self-efficacy, medium self-efficacy, and lowself-efficacy. ANOVA results suggest that teachers with intermediate self-efficacy perception have more learning-oriented students than teachers with high self-efficacy. Students of teachers who are over confident of their teaching capacity seem to engage lessin studying to learn, they are more indifferent to the subjects, and they value the contents of the subject less. These students could also be less confident about the results of theirefforts, showing a low perception of self-efficacy, greater academic work avoidance, and more anxiety than students of teachers with a moderate perception of self-efficacy. The results are discussed in light of the hypothesis of overconfidence.
其他摘要：During the past few decades, researchers have proposed that teacher self-efficacy influences student achievement and motivation. The main aim of this work is to identify possible teacher self-efficacy profiles and to determine possible differences in someaffective-motivational variables of students. 95 teachers and 1924 students from five Spanish public Universities took part in this study. Using cluster analysis, three distinctive profiles of teachers were generated: high self-efficacy, medium self-efficacy, and lowself-efficacy. ANOVA results suggest that teachers with intermediate self-efficacy perception have more learning-oriented students than teachers with high self-efficacy. Students of teachers who are over confident of their teaching capacity seem to engage lessin studying to learn, they are more indifferent to the subjects, and they value the contents of the subject less. These students could also be less confident about the results of theirefforts, showing a low perception of self-efficacy, greater academic work avoidance, and more anxiety than students of teachers with a moderate perception of self-efficacy. The results are discussed in light of the hypothesis of overconfidence.
