Abstract

This study analysed the effects of teachers’ cognitive support through guidance (guiding talk) as well as motivational support tapping on students’ confidence for learning (talk for and against self-efficacy) on children’s persistence and help-seeking behaviours in Chile and England. Results from the analysis of 8 classrooms show that same types of teacher talk can have unique and even opposite predictive functions on children’s persistence and help-seeking across countries. Furthermore, the predictive role of guiding talk was found to switch directions depending on whether talk for self-efficacy or talk against self-efficacy were included as joint estimators/control variables. Results highlight the importance of cross-cultural studies and studies including both teacher cognitive and motivational support to better understand teacher effects on child self-regulation.