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روان شناسی و مشاوره::
انتظار نتیجه
These causal attributions elicit affective reactions and lead to the formation of outcome expectations, which in turn motivate choice and action (Graham, this volume; Weiner, 2010).
In addi- tion to self-efficacy, Bandura also forwarded the belief construct "outcome expectancy,"
Thus, a teacher might believe that well-implemented cooperative learning activi- ties will improve student learning (outcome expectancy), but her belief in her ability to implement those activities reflects her self-efficacy beliefs.
Gib- son and Dembo (1984) argued that each of the RAND items reflected a unique type of expectation: an outcome expectation (the external control item) and an efficacy expecta- tion (the internal control item).
Using this framework, Gibson and Dembo created a new measure, the Teacher Efficacy Scale, to assess two aspects of teacher efficacy: outcome expectations, labeled general teaching efficacy, reflecting what a teacher could do in gen- eral, and efficacy expectations, named personal teaching efficacy, reflecting the teacher's belief about her own capabilities.
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