The Teacher’s Educational Psychological Game Sense (EPGS) as the Foundation of a Student’s Positive Self-Conception

Abstract

This research analyzed how university students of education perceive the formation of self-conception in classroom situations. The following questions were asked: (1) Which factors have positive and negative impact on students’ self-conception? and (2) How does the teacher’s action appear in this regard? This study applied the narrative research approach. Altogether 70 students participated in the study. The data collection method used empathy-based frame stories. The data was analyzed first with the method of the analysis of narratives. In the second round of analysis, the variation between the students’ narratives were compared following the idea of the method of empathy-based stories in research. Group-related factors influencing on students’ self-conception, student-related factors influencing on self-conception and the teacher-related factors influencing the student’s self-conception are introduced as findings. According to the findings it seemed that the teacher’s educational psychological game sense (EPGS) could be named as the defining factor that lies in the intersection of the student-related factors, the group-related factors, and the teacher-related factors.

Academic Self-concept and its Relationship to Academic Achievement among University Students

“…The findings were similar to the findings of earlier studies (Jaiswal & Choudhuri, 2017;Lau, 1990;Marsh, 1989). It was reported (Blazar & Kraft, 2017;Hyvärinen, et al, 2022;Vasalampi et al, 2020) that teacher-related factors, such as teachers' positive and constructive feedback towards performance, pedagogical choices and teachinglearning models, teacher and peer encouragement, and teachers' courage are prime activities that support and enhance students' self-concept. Also, students' exploring self-fulfillment habits; enthusiasm; disciplined actions, parental engagement in students' learning, overall realistic goals are factors that support students' self-concept (Darling-Hammond et al, 2020;Hyvärinen, et al, 2022;Yong, 1994).…”

“…It was reported (Blazar & Kraft, 2017;Hyvärinen, et al, 2022;Vasalampi et al, 2020) that teacher-related factors, such as teachers' positive and constructive feedback towards performance, pedagogical choices and teachinglearning models, teacher and peer encouragement, and teachers' courage are prime activities that support and enhance students' self-concept. Also, students' exploring self-fulfillment habits; enthusiasm; disciplined actions, parental engagement in students' learning, overall realistic goals are factors that support students' self-concept (Darling-Hammond et al, 2020;Hyvärinen, et al, 2022;Yong, 1994). The importance of academic self-concept is well sought, with some studies implying that high academic performance positively influences students' academic self-concept, and vice versa (e.g., Marsh & Craven, 2006;Peperkorn & Wegner, 2020).…”

Student Teachers’ Views on Media Education Related to New Literacy Skills

“…Research also shows that student teachers recognize social media as a group phenomenon (Kupiainen, 2017) and the narrative value of images as a form of self-expression for children and young people. Taking and sharing selfies was also seen as a positive communication tool to reinforce a positive self-concept and as a way for children and young people to write a narrative about themselves in social media (Hyvärinen et al, 2022). They also recognize the importance of student empowerment and critical reflection skills in the educational task at school.…”

“…This is supported by the findings of a study by the Reading Centre (2016), which found that boys and those who read the least in their leisure time clearly saw e-books as a more meaningful option more often than other groups (Reading Centre 2016). Positive self-concept has been studied as a factor that promotes learning and interest (Ng, 2020) and the teacher's pedagogical choices play an important role in the development of self-concept (Hyvärinen et al, 2022). (Lerkkanen (2018) argues that the learning tasks chosen by Finnish teachers are related to students' interest in reading.…”

“…According to a study by Lerkkanen (2018), students' sense of freedom, arousal of interest, positive study habits and different teaching strategies have a strong relationship with motivation (Ryan & Deci, 2020) and thus with the development of students' literacy and reading skills. The construction of a positive self-concept is promoted by a variety of teaching methods (Hyvärinen et al, 2022).…”