The effects of anchoring biases on teachers' self-efficacy and performance: A test of the causality of self-efficacy.
Item
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Title
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The effects of anchoring biases on teachers' self-efficacy and performance: A test of the causality of self-efficacy.
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Identifier
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AAI9020753
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identifier
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9020753
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Creator
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DiStefano, Judith A.
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Contributor
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Adviser: Marian Fish
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Date
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1990
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology
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Abstract
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This study explored teachers' self-efficacy in a situation-specific seriation of length teaching task. Levels of self-efficacy were manipulated by use of adjustment and anchoring. Three levels of anchoring (high, low, control) were embedded in an informational questionnaire.;Fifty-one teachers and a like number of preschoolers served as subjects. Teachers were offered a monetary stipend ({dollar}5--\{dollar}7) for taking part in the study. A criteria was established for children's inclusion in the study and all preschoolers were pretested as to their knowledge of seriation of length. Prior to the teaching session, teachers completed two questionnaires: (1) informational including the anchoring manipulation, (2) 11-part self-efficacy. The one-to-one teaching session was observed by a doctoral student. Dependent teacher measures assessed were: (1) persistence, (2) number of items seriated, and (3) teacher-student behavior. Teacher and student outcome measures were evaluated at the termination of the session.;Results of the study did not support the hypothesis that anchoring would be directly related to pretest self-efficacy. However, anchoring was related to intermediate and global self-efficacy measures which, in turn, were related to pretest self-efficacy. The number of items seriated was the one variable related to most dependent measures. Persistence also proved to be a variable related to teachers' level of attainment, students' outcome measures, and teacher-student positive behavior. An additional finding was that anchoring had a significant effect on the global self-efficacy measure and there were significant differences between the high and low groups.;Praise, encouragement, and teachers' ability to "stick" with the child were positive behaviors exhibited by more than half the teachers in the study.;As a result of the above research, a conceptual model was formulated to describe anchoring biases on teachers' self-efficacy judgments and performance.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
