Work

Effects of interpersonal interactions on the teacher beliefs of English pre-service teachers in China: The mediating role of self-efficacy

Year: 2026

Type: article

Abstract: Grounded in Social Cognitive Theory, this study explores how interpersonal interactions shape the belief formation of Chinese pre-service English teachers, with particular attention to the mediating role of self-efficacy. Situated within China's hierarchical and collectivist educational context, this study examines how two key forms of interaction-those with mentors and with students-influence the development of teaching beliefs among 368 senior-year pre-service teachers. Results from structural equation modeling revealed that both teacher-mentor and teacher-student interactions significantly and positively predicted teacher beliefs, with the latter exerting a stronger direct influence. Importantly, self-efficacy emerged as a significant mediator in both relationships, explaining a larger portion of the indirect effect in the mentor pathway. These findings suggest that while direct engagement with students powerfully shapes teachers' belief systems, the impact of mentors primarily operates through the enhancement of teaching confidence, reflecting the cultural salience of authoritative guidance in the Chinese context. The study highlights the importance of integrating efficacy-based mentoring and authentic teaching experiences in teacher education programs to foster the development of coherent and resilient teacher belief systems.

Source: Acta Psychologica

DOI: 10.1016/j.actpsy.2026.106421

Authors: Heng HU, Chen CAI

Institution: Zhejiang Shuren University

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,670