Students' internalizing behavior predicts lower teacher self-efficacy for instructional strategies and emotional support but higher self-efficacy for behavior management¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Internalizing student behavior predicted lower teacher self-efficacy for instructional strategies and emotional support, and higher teacher self-efficacy for behavior management. → M. Zee 2016
Evidence¶
M. Zee 2016¶
M. Zee, P.F. de Jong, H.M.Y. Koomen. (2016). Teachers' self-efficacy in relation to individual students with a variety of social-emotional behaviors: A multilevel investigation. Journal of Educational Psychology, 108(7), 1013-1027. https://doi.org/10.1037/edu0000106
q3 · i? · associational · r2
Multilevel analysis of 526 students and 69 teachers found domain-specific, mixed associations for internalizing behavior: negative for instructional strategies and emotional support, positive for behavior management. No effect sizes are printed.
"Students' internalizing behavior predicted lower levels of TSE for instructional strategies and emotional support, and higher levels of TSE for behavior management."
Discussion¶
Related Claims¶
- Students' externalizing behavior is negatively associated with teachers' self-efficacy for instructional strategies, behavior management, student engagement, and emotional support — related
- Teachers report higher self-efficacy toward students with high levels of prosocial behavior across all teaching domains — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
internalizing-behavior-mixed-tse-domains |
title |
Students' internalizing behavior predicts lower teacher self-efficacy for instructional strategies and emotional support but higher self-efficacy for behavior management |
description |
Students' internalizing behavior predicts lower teacher self-efficacy for instructional strategies and emotional support but higher self-efficacy for behavior management |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — m-zee-2016 |
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