This study examined the interrelationship between important affective beliefs of a group of elementary education student teachers at one institution. In particular, the study focused on goal orientations, self-efficacy, hope, and beliefs about knowledge. Student teachers with higher levels of hope tended to have higher levels of personal teaching efficacy and maintain a mastery goal orientation. Surprisingly, no relationship was found between adopting a mastery goal orientation and either personal teaching efficacy or general teaching efficacy. Higher levels of hope also led to a belief in omniscient authority. Finally, all four of the belief constructs were independent of general ability.
|Original language||English (US)|
|Number of pages||36|
|Journal||Current Issues in Education|
|State||Published - Mar 17 2003|
ASJC Scopus subject areas