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Relationships of reported state measures of performance to self-perceived teaching competence: an intrapersonal analysis of ten adult educators

This study investigated intrapersonal self-reported, perceived teaching competence. Each of ten adult educators� teaching competence was analysed in a qualitative/quantitative study within ten interactive teaching sessions. Self-reported influences of performance variables pertaining to perceived arousal discrepancy, effort, performance state self-esteem, and telic/paratelic metamotivational states were related to self-perceptions of teaching competence. Seven of ten adult educators demonstrated a relationship between their current state and perceived teaching competence. A higher perceived teaching competence was experienced when rating themselves nearer to their ideal teaching state. From a reversal theory perspective, the investigator determined telic/paratelic situational state balance by primarily utilising the Telic State Measure (Svebak and Murgatroyd, 1985), and conducting the Metamotivational State Interview Coding Schedule (O�Connell, Potocky, Cook, & Gerkovich, 1991) to code psychological lability (i.e., how easily and readily one shifts between states) and subjective experiences of the educator�s perceived competent and �less� competent teaching sessions.

  1. http://hdl.handle.net/2123/565
Identiferoai:union.ndltd.org:ADTP/220614
Date January 2004
CreatorsWilson, Lizbeth Luther
PublisherUniversity of Sydney. Community and Behavioural Health Sciences
Source SetsAustraliasian Digital Theses Program
LanguageEnglish, en_AU
Detected LanguageEnglish
RightsCopyright Wilson, Lizbeth Luther;http://www.library.usyd.edu.au/copyright.html

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