Validating the Efficacy-Based Change Model

被引:24
作者
McKinney, M
Sexton, T
Meyerson, MJ
机构
[1] Univ Nevada, Dept Curriculum & Instruct, Las Vegas, NV 89154 USA
[2] Univ Nevada, Dept Counseling, Las Vegas, NV 89154 USA
关键词
innovation; teacher efficacy; teacher concerns;
D O I
10.1016/S0742-051X(98)00051-1
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The purpose of this paper was to empirically validate the Efficacy-Based Change Model as a theoretical model of change. The model suggests that as participants are involved in an innovation, they move through stages of implementation, in the process expressing different concerns that are related to the efficacy process and are further influenced by ascribed attributions. Data analysis strongly supported the role of self-efficacy as it related to expressed concerns (those with higher effcacy expressed concerns associated with later stages). High efficacy was predicted by success attributions for effort; regression analysis for outcome expectation and value also yielded significant models. (C) 1999 Elsevier Science Ltd. All rights reserved.
引用
收藏
页码:471 / 485
页数:15
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