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Education Research International
Volume 2012 (2012), Article ID 654154, 6 pages
http://dx.doi.org/10.1155/2012/654154
Research Article

Information Updating in Working Memory: Its Effect on Teacher Efficacy

Department of Psychology, Harbin University, 109 Zhongxing Avenue, Nangang, Harbin 150086, China

Received 29 October 2012; Accepted 19 November 2012

Academic Editor: Hoi Yan Cheung

Copyright © 2012 Jun Tao. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Teacher efficacy has a great impact on effective teaching and has been studied in various perspectives. The updating information ability in working memory is always related with many capabilities of cognition. An experiment of N-back task and a questionnaire of teacher efficacy were conducted in this study to test the effect of the ability of information updating in working memory on the teacher efficacy. A significant difference was found in the reaction time between high teacher efficacy group and low teacher efficacy group. The results showed that teachers who scored higher in the teacher efficacy scale tended to react faster than those who scored lower based on the same accuracy. And the updating information ability could serve as a predictor of teacher efficacy.