High Academic Self-Efficacy and Dispositional Empathy in Future Teachers
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http://hdl.handle.net/10045/109519
Title: | High Academic Self-Efficacy and Dispositional Empathy in Future Teachers |
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Authors: | Aparicio-Flores, María del Pilar | Esteve-Faubel, José-María | Esteve-Faubel, Rosa Pilar | Álvarez Teruel, José Daniel |
Research Group/s: | Música, Artes Escénicas, Patrimonio y Educación Musical (MAPEM) | Humanismo - Europa | Grupo de Investigación Interdisciplinar en Docencia Universitaria - Educación y Tecnologías de la Información y Comunicación/Educación Inclusiva (GIDU-EDUTIC/IN) |
Center, Department or Service: | Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica |
Keywords: | Perceived academic self-efficacy | Dispositional empathy | Undergraduates | Future teachers |
Knowledge Area: | Didáctica de la Expresión Plástica | Didáctica y Organización Escolar |
Issue Date: | 19-Aug-2020 |
Publisher: | MDPI |
Citation: | Aparicio-Flores MP, Esteve-Faubel JM, Esteve-Faubel RP, Álvarez-Teruel JD. High Academic Self-Efficacy and Dispositional Empathy in Future Teachers. Sustainability. 2020; 12(17):6728. https://doi.org/10.3390/su12176728 |
Abstract: | High perceived academic self-efficacy influences both subject performance and emotions of the subject. In turn, dispositional empathy implies a social and emotional adaptability towards the subject itself and those around them. This study aimed to analyze the differences in the mean dispositional empathy factors (i.e., perspective taking, fantasy, empathic concern and personal distress) between future teachers with high and low perceived academic self-efficacy, as well as the predictive capacity of dispositional empathy on high perceived academic self-efficacy, and the correlations between both dimensions. For this, a sample of 805 Spanish students of the Faculties of Education of the Universities of Alicante and Murcia was recruited. The Escala de Autoeficacia Percibida Específica de Situaciones Académicas was used to assess perceived academic self-efficacy and the Interpersonal Reactivity Index was used to analyze the dimensions of dispositional empathy. It was observed that high academic self-efficacy is more likely to present in people with a high level of perspective taking and fantasy (OR = 1.06 and 1.09, respectively) and less for those with personal discomfort (OR = 0.86). The other analyzes provided the same conclusions. In conclusion, it is important to develop perceived academic self-efficacy in undergraduates and future teachers due to the consequences that can lead to their classrooms. |
URI: | http://hdl.handle.net/10045/109519 |
ISSN: | 2071-1050 |
DOI: | 10.3390/su12176728 |
Language: | eng |
Type: | info:eu-repo/semantics/article |
Rights: | © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
Peer Review: | si |
Publisher version: | https://doi.org/10.3390/su12176728 |
Appears in Collections: | INV - GIDU-EDUTIC/IN - Artículos de Revistas INV - Humanismo-Europa - Artículos de Revistas y Capítulos de Libros INV - MAPEM - Artículos de Revistas |
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Aparicio-Flores_etal_2020_Sustainability.pdf | 347,19 kB | Adobe PDF | Open Preview | |
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