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14-12-2017 | Artikelen | Uitgave 1/2018

Omgaan met verschillende soorten gedrag in de klas

De rol van self-efficacy van de leerkracht

Tijdschrift:: Kind en adolescent > Uitgave 1/2018

Auteurs:: dr. Marjolein Zee, prof. dr. Peter F. de Jong, dr. Helma M. Y. Koomen

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Dit artikel is een Nederlandstalige bewerking van Zee, M., Jong, P. F. de, & Koomen, H. M. Y. (2016). Teachers’ self-efficacy in relation to individual students with a variety of social-emotional behaviors: a multilevel investigation. Journal of Educational Psychology, 108, 1013–1027. https://doi.org/10.1037/edu0000106

Samenvatting

Deze studie onderzocht de self-efficacy van basisschoolleerkrachten (LSE) binnen verschillende domeinen van lesgeven en in relatie tot individuele leerlingen met verschillende soorten gedrag. Deelnemers waren 526 leerlingen en 69 leerkrachten uit groep 5 tot en met 8 van het basisonderwijs. Zowel LSE als leerlinggedrag werd gerapporteerd door leerkrachten. Multilevelanalyse werd gehanteerd om de voorspellende rol van externaliserend, internaliserend en prosociaal leerlinggedrag voor de mate van LSE binnen verschillende domeinen (instructiestrategieën, gedragsmanagement, leerlingbetrokkenheid en emotionele ondersteuning) te onderzoeken. Resultaten toonden aan dat de meeste variantie in LSE optrad binnen leerkrachten. Externaliserend leerlinggedrag was negatief gerelateerd aan LSE voor instructiestrategieën, gedragsmanagement, leerlingbetrokkenheid en emotionele ondersteuning. Daarnaast rapporteerden leerkrachten meer self-efficacy in deze domeinen in relatie tot leerlingen met prosociaal gedrag. Internaliserend leerlinggedrag voorspelde een lagere mate van LSE voor instructie en emotionele ondersteuning en een hogere mate van LSE voor gedragsmanagement. Deze bevindingen onderstrepen het belang van het onderzoeken van LSE vanuit een dyadisch perspectief.

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Titel: Omgaan met verschillende soorten gedrag in de klas
De rol van self-efficacy van de leerkracht
Auteurs:: dr. Marjolein Zee
prof. dr. Peter F. de Jong
dr. Helma M. Y. Koomen
Publicatiedatum: 14-12-2017
DOI: https://doi.org/10.1007/s12453-017-0162-7
Uitgeverij: Bohn Stafleu van Loghum
Tijdschrift: Kind en adolescent
Uitgave 1/2018
Print ISSN: 0167-2436
Elektronisch ISSN: 1876-5998

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