THE RELATION OF THE SOURCES OF EXPERIENCE AND THE PERCEPTION OF TEACHING SELF-EFFICACY OF UNIVERSITY STUDENTS OF THE LICENCIATURA COURSE IN PHYSICAL EDUCATION

ABSTRACT The objective of the study was to analyze the implications of the sources that construct the perception of self-efficacy in teaching. A total of 274 university students from two undergraduate courses in Physical Education in Southern Brazil participated in the research.The scales of teacher self-efficacy and the self-efficacy sources were applied. Multilevel regression models were used to verify the contribution of the sources of teacher self-efficacy to the perception of the university students. The results showed that the university students had high levels of self-efficacy. The sources of self-efficacy revealed that vicarious experiences had a moderate correlation with level of perception. They also showed that direct experiences contributed to the level of perception of university students with teaching experience, in upper levels of the course, and who underwent mandatory internships. This was similar to the vicarious source for those with teaching experience, as well as the source of social persuasion, which affects university students with sports and/or teaching experience. Lastly, the source of physiological states contributed to mandatory internships, teaching experience, and progression in the course. In conlcusion, the students perceive themselves as self-efficacious, the source of vicarious experience had a high perception, and other sources contributed to the teachers’ self-efficacy.

摘要
本研究旨在分析构建教学自我效能感（self-efficacy）认知的各类来源的影响效应。研究共招募巴西南部两所体育教育本科专业的274名大学生参与。研究采用教师自我效能感量表与自我效能感来源量表开展测评。通过多层回归模型，验证教师自我效能感各来源对大学生自我效能感认知水平的贡献作用。结果显示，参与研究的大学生整体自我效能感处于较高水平。自我效能感来源分析表明，替代经验与认知水平呈中等程度相关。此外，直接经验对拥有教学经验、处于高年级阶段且完成强制实习的大学生的认知水平具有显著正向影响；该效应与拥有教学经验群体的替代经验来源效应一致，而社会说服来源则对兼具体育及/或教学经验的大学生存在影响。最后，生理状态来源对参与强制实习、拥有教学经验且处于课程进阶阶段的大学生具有显著影响。综上，参与研究的大学生具备较高的自我效能感认知，其中替代经验来源对其认知水平的影响最为突出，其余来源则分别对不同特征群体的教师自我效能感产生作用。