Personal and Contextual Contributors to Young Children's Activity-Based Perceived Self-Efficacy

Määttä, Elina; Järvelä, Sanna; Perry, Nancy E.

doi:10.1080/00313831.2015.1024161

Cited by 6 publications

(4 citation statements)

References 42 publications

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“…Despite these understandings about how efficacy beliefs develop and change, little is known about the approximate age at which efficacy beliefs become differentiated in middle childhood. Studies in early primary school show that young children's efficacy beliefs can vary between different learning contexts (Wilson & Trainin, 2007) and situations (Määttä, Järvelä, & Perry, 2016). Previous studies also show increasing differentiation in other dimensions of self-efficacy: older students' (high-school and secondary) efficacy beliefs seem to be more subject-specific (Bong, 2001) and more differentiated on the basis of the difficulty level (Street, Malmberg, & Stylianides, 2017) than are the beliefs of younger students (primary and middle school).…”

Section: Specificity Of Young Children's Reading Self-efficacymentioning

confidence: 96%

Specificity of Reading Self-Efficacy Among Primary School Children

Peura

Viholainen

Aro

et al. 2018

The Journal of Experimental Education

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We investigated the specificity of reading self-efficacy among second-to fifth-grade children in Finland (N = 1,327). Bandura (1997) theorized that efficacy beliefs can be assessed at different levels of specificity; however, empirical support for this view is scarce among young children. Efficacy beliefs targeting reading-related activities were assessed at three specificity levels (general, intermediate, and specific). Confirmatory factor analysis revealed that these specificity levels are separable, but correlated, and the structure was invariant across gender and grade level. Self-efficacy factors were positively associated with reading fluency, but the strength of these associations varied according to specificity level. Findings suggest that reading self-efficacy in primary grades can and should be assessed at different specificity levels according to varying research aims.

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Section: Specificity Of Young Children's Reading Self-efficacymentioning

confidence: 96%

Specificity of Reading Self-Efficacy Among Primary School Children

Peura

Viholainen

Aro

et al. 2018

The Journal of Experimental Education

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“…The process involves a participant being "shown a video of an interaction that they have taken part in and when prompted by the researcher to reflect on their role within it" (Haw & Hadfield, 2011, p. 55). Similar to the evidence of videointerviewing among elementary students (Schneps & Libarkin, 2017), VSRD has been increasingly impactful within early childhood educational research queries (e.g., Määttä et al, 2016;Myrtil et al, 2021). And given that the method can be perspicacious when exploring social settings identified as "complex, interactive contexts characterised by novelty, uncertainty and non-deliberative behaviour" (Lyle, 2003, p. 861-862), VSRD was well suited for gaining insight into children's experiences in a Forest School.…”

Section: Vsrdmentioning

confidence: 79%

“We re Trying to Find Cool Things in the Forest” – Exploring Children s Curiosity and Creativity in the Outdoors

Harwood¹,

Huang²,

Somma³

2022

iejee

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Curiosity and creativity are crucial for children's learning and engagement within their worlds. However, research on creative teaching that also addresses children's curiosity is quite limited. In this case study, we adopted visual methods in combination with video-stimulated recall dialogue (VSRD) to explore children’s experiences in a Forest School (FS) program in Southern Ontario. As researchers, we were particularly interested in the nexus of children’s curiosity and creativity in the process of learning. Participating children, aged 6-12 years, wore GoPro cameras to document their lived experiences in the FS. Informed by constructivism, we examined data vignettes, querying the role of curiosity and creativity within children’s entanglements in the natural environment. The results indicate that open-ended materials within nature invited and sustained curiosity and creativity. Children tended to gravitate to the complexity and ambiguity offered within the natural environment. The research findings have implications for educators, namely the importance of the choice of materials and approaches to support and prioritize children’s curiosity and creativity in learning processes. Implications for inviting educators to capitalize upon inquiry moments and the unknown were also evident.

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“…Similarly, prior mastery experiences were the most frequently reported sources of academic self-efficacy among a large sample of upper elementary and middle school students (Butz & Usher, 2015). Less is known about the relationship of mastery experiences and self-efficacy for younger, elementary aged children; however, there is research to suggest that mastery experiences are a source of self-efficacy for children as young as 6 to 8 (Maatta, Järvelä, & Perry, 2016).…”

Section: Self-efficacy and Writing Competencementioning

confidence: 99%

The contribution of mastery experiences, performance feedback, and task effort to elementary-aged students’ self-efficacy in writing.

Hier¹,

Mahony²

2018

School Psychology Quarterly

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Although intervention procedures exist for improving elementary-aged students' writing fluency skills, less is known about how their writing self-efficacy develops upon participating in these procedures. In this study, 117 second grade students participated in an evidence-based performance feedback writing intervention. Students reported higher levels of self-efficacy in their writing abilities after participating in the intervention than they did at baseline. Although their experiences with task mastery and positive feedback did not impact their writing self-efficacy, the effort they put forth during the intervention was a significant predictor. These results may provide initial guidance for the development of students' self-efficacy in the context of school-based interventions, and they have specific implications for how the performance feedback intervention procedures may be refined to more systematically target students' task effort in future research. (PsycINFO Database Record

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Personal and Contextual Contributors to Young Children's Activity-Based Perceived Self-Efficacy

Cited by 6 publications

References 42 publications

Specificity of Reading Self-Efficacy Among Primary School Children

Specificity of Reading Self-Efficacy Among Primary School Children

“We re Trying to Find Cool Things in the Forest” – Exploring Children s Curiosity and Creativity in the Outdoors

The contribution of mastery experiences, performance feedback, and task effort to elementary-aged students’ self-efficacy in writing.

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