scholarly journals Teachers’ Self-Efficacy: How does it Predict Children's Task Persistence and Behavioral Self-Regulation?

Psichologija ◽  
2020 ◽  
pp. 8-24
Author(s):  
Justina Davolytė ◽  
Saulė Raižienė ◽  
Gintautas Šilinskas
Keyword(s):  
School Psychologists ◽  
Primary Education ◽  
Self Efficacy ◽  
Parental Education ◽  
Self Regulation ◽  
Task Persistence ◽  
Learning Abilities ◽  
Children’S Learning ◽  
Children's Learning

It has been suggested that the quality of pre-primary education influences children's learning abilities in a variety of ways. Teachers’ behaviors are among the major factors relating to the quality of the classrooms, and one aspect of them – teachers’ self-efficacy – has been put forward to predict successful development of childrens’ learning and abilities to learn. Given this, it is surprising that relatively few studies have taken pre-primary techers' self-efficasy into account, and no research on the topic has been conducted in Lithuania. Futhermore, a few studies have analyzed how teachers' self-efficacy relates to childrens' learning abilities, such as, tasks persistence and self-regulation. Consequently, the present study analyzed relations between teachers' self-efficacy, childrens' task persistence and self-regulation. This study is based on the theory of teachers’ self-efficacy by Tschannen-Moran and Woolfolk Hoy (2001). The aim of the current study is to determine whether the self-efficacy of Lithuanian pre-primary teachers' is related to the learning outcomes, in particular, childrens' tasks persistence and ability to regulate their behavior. Childrens' tasks persistence was measured using the Behavioral strategy rating scale (teachers' form) (Aunola et al., 2000; Zhang et al., 2011); the Head-Toes-Knees-Shoulders task (McCellandet al., 2007; Ponitz et al., 2008; Ponitz at al., 2009) was used to measure  childrens' self-regulation. Participants were 18 pre-primary education teachers from six Lithuanian schools and their 229 pre-primary class students (116 [50.7%] girls and 113 [49.3%] boys). Teachers answered questionnaires concerning their self-efficacy towards the whole class and towards each child’s task persistence; school psychologists tested each child on their self-regulation. The statistical analyses of this study comprised of correlation analyses and hierarchical regression analyses. The results supported our expectations about the positive significant relations between teachers' self-efficacy, childrens' tasks persistence and self-regulation. That is, the greater teachers' self-efficacy was, better childrens' tasks persistence and self-regulation were. The results stayed significant even after controlling for, child gender, parental education, and teachers’ experience. MoreoverIn particular, gilrs and children of higher educated parents were more likely to have better task persistence and self-regulation. Moreover, surprisingly, it was found that teachers' work experience predicted childrens' self-regulation. Taken together, the results have  verified that techers' self-efficacy plays a meaningful role in promoting childrens’ tasks persistence and self-regulation in Lithuanian preschool. Thus,  from the practical point of view, in order to facilitate children’s learning in preschool and primary school, one should also pay attention to the ways of strengthening teachers’ self-efficacy. 

Parents and Mathematical Games

1991 ◽  
Vol 38 (7) ◽  
pp. 14-16
Author(s):  
Owen Tregaskis
Keyword(s):  
Children’S Learning ◽  
The One ◽  
Technological World ◽  
Work Done ◽  
Children's Learning ◽  
At Home

In an increasingly technological world, parents are becoming more worried about the quality of children's learning of mathematics. Many parents become concerned about their own child's learning and visit the school to discuss the problem with the child's teacher. The result of this discussion is usually that the teacher confirms the parents' anxiety but offers few specific suggetions. If any help is offered. the parents are a ked to make the child practice more of the type of work done in school. This practice is often pitched at such a level that the parent have to do some teaching. At this juncture either the parent become confused because they do not know the method used in school or the child become confused because he or she is taught at home a method different from the one taught in school.

scholarly journals Motivation for the Family Visit and On-the-Spot Activities Shape Children’s Learning Experience in a Science Center

2021 ◽  
Vol 12 ◽  
Author(s):  
Pirko Tõugu
Keyword(s):  
Informal Learning ◽  
Learning Experience ◽  
Sound Waves ◽  
Science Center ◽  
Science Centers ◽  
Family Science ◽  
Children’S Learning ◽  
The Family ◽  
Children's Learning

Children’s learning often happens in the interactions with more knowledgeable members of the society, frequently parents, as stated by the sociocultural theory. Parent-child conversations provide children with a new understanding and foster knowledge development, especially in informal learning contexts. However, the family conversations in museums and science centers can be contingent on the motivation for the family visit or the activities organized on the spot. In order to establish how family motivation and on-the-spot activities influence children’s informal learning experience, the present study was carried out in a family science center. The study focused on children’s learning experience in a hands-on exhibit featuring objects that allow for the exploration of the concepts of sound waves and light. Thirty-nine 7–10-year-old children (21 boys and 18 girls) and their families participated in the study. Twenty families received a worksheet to prompt an experimentation activity with one of the light exhibits. Motivation for the family visit was probed at the end of the visit. The target children of the families wore a GoPro HERO 5 camera attached to a chest harness throughout their visit. The video was coded for family interaction and experimentation with the light exhibit. Family conversations were coded for open-ended questions, responses to open-ended questions, explanations, associations, attention directing, and reading signage aloud. Family motivation for the visit was related to the quality of family conversation during the visit. The experimentation activity prompt did not affect the likelihood of noticing and engaging with the particular exhibit. At the same time, it did affect the quality of engagement: children who received the experimentation activity prompt were more likely to explore the effects the exhibit provided and experiment rather than play with the exhibit. Family motivation and on-the-spot activities are discussed as two possible factors to influence children’s learning experience in science centers.

scholarly journals The Effects of Situational Teaching on Preschool Children’s Originality Development

2022 ◽  
Vol 08 (01) ◽  
Author(s):  
Li-Yuan Cheng ◽  
Keyword(s):  
Physical Education ◽  
Instructional Strategies ◽  
Preschool Education ◽  
Critical Stage ◽  
Learning Abilities ◽  
Children’S Learning ◽  
Situational Learning ◽  
Learning Development ◽  
Children's Learning

Preschool education is a critical stage in a child's life. Several studies have confirmed that the pivotal moment for the development of creativity is between the ages of three and five. Through cultivation, training, and learning development ability, preschool children's creativity can be amplified through the presence of nature and the imagination of instructional strategies. The purpose of this research is to look into the effect of situational learning in physical education on preschool children's creativity. This study's methodology begins with a pre-test of the child's creativity performance, followed by a six-week program of situational physical learning lessons. The data is compared to show how children's learning abilities have changed and how effective situational learning training has been in increasing creativity.

Moderating Effects of Depression, Food Cravings, and Weight-Related Quality-of-Life on Associations of Treatment-Targeted Psychosocial Changes and Physical Activity in Adolescent Candidates for Bariatric Surgery

2018 ◽  
Vol 15 (12) ◽  
pp. 946-953 ◽  
Author(s):  
James Annesi
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Bariatric Surgery ◽  
Self Efficacy ◽  
Strong Predictor ◽  
Negative Mood ◽  
Self Regulation ◽  
Physical Activity Change ◽  
Related Quality

Background: Physical activity is a strong predictor of sustaining weight loss. Yet physical activity has been challenging to maintain. Adolescent bariatric surgery is increasing, and there is typically an initial 6-month period when improving health behaviors such as physical activity are addressed by a clinic-based team. However, there is minimal understanding of how to target psychosocial factors relevant for behavioral changes. Methods: A group of 15 adolescent candidates for bariatric surgery (mean age = 15.1 y; mean body mass index = 55.9 kg/m2) were assessed on changes in 3 theory-based predictors of physical activity from baseline–month 3 and baseline–month 6. Results: Changes in physical activity-related self-regulation and self-efficacy over 3 months significantly predicted change in physical activity over 6 months. Reciprocal relationships were also significant, including the prediction of physical activity change by change in negative mood. The clinical psychology-based factor of weight-related quality-of-life significantly moderated the prediction of self-regulation via physical activity, and degree of depressive symptoms significantly moderated the prediction of changes in physical activity through self-efficacy changes. Conclusions: Because improvements in several theory-based psychosocial variables related to physical activity have demonstrated a carry-over to controlling eating, the improved understanding of those variables for treating adolescents with severe obesity was useful.

Fathers’ sensitive guidance moderates the association between coparenting and behavioral regulation in preschoolers

2018 ◽  
Vol 42 (6) ◽  
pp. 574-580 ◽  
Author(s):  
Joana Baptista ◽  
Diana Sousa ◽  
Isabel Soares ◽  
Carla Martins
Keyword(s):  
Parental Education ◽  
Picture Book ◽  
Self Regulation ◽  
Verbal Ability ◽  
Intervention Programs ◽  
Book Reading ◽  
Behavioral Regulation ◽  
Guidance Intervention ◽  
Picture Book Reading

The purpose of this study was to determine the links between paternal sensitive guidance, coparenting, and child behavioral regulation. It also aimed to assess whether paternal sensitive behaviors moderate the putative relationship between cooperative coparenting and child regulatory abilities. The sample comprised 70 preschoolers and their fathers. Behavioral regulation was assessed using the Head–Toes–Knees–Shoulders task. For the assessment of paternal sensitive guidance, dyads were videotaped during a picture-book reading task. Fathers reported coparenting cooperation. Results revealed that coparenting predicted behavioral regulation, even after accounting for verbal ability and parental education. No significant links emerged between fathers’ sensitive guidance and regulatory skills. However, the interaction of coparenting and paternal sensitive behaviors predicted behavioral regulation: a lower score on cooperative coparenting was linked to more regulatory difficulties, when coupled with lower levels of paternal sensitive guidance. Intervention programs, designed to promote child self-regulation, should be focused on strategies aimed to improve both the cooperation between parents and the quality of individual parenting. Efforts should be made to include fathers.

scholarly journals Playgroups as sites for parental education

2015 ◽  
Vol 15 (3) ◽  
pp. 227-237 ◽  
Author(s):  
Karen McLean ◽  
Susan Edwards ◽  
Maria Evangelou ◽  
Helen Skouteris ◽  
Linda J Harrison ◽  
...  
Keyword(s):  
Educational Outcomes ◽  
Parental Education ◽  
Educational Equality ◽  
Home Learning Environment ◽  
Learning And Development ◽  
Children’S Learning ◽  
Home Learning ◽  
Learning Through Play ◽  
Children's Learning ◽  
Education Initiatives

There is widespread international interest in parental education as a means of promoting educational equality through improving educational outcomes for young children. The research in this area suggests an association between the home learning environment and children’s educational outcomes and highlights the importance of parental education for supporting young children’s learning through play. This article reviews the international literature around parental education initiatives (or ‘interventions’) in early childhood and then considers playgroups as potential sites for parental education. The article identifies the universal features of playgroups that make these sites appealing for the implementation of parental education initiatives and discusses the complexities associated with the design of interventions aimed at meeting the diverse needs of parents attending playgroups. It concludes by providing a case for community playgroups as cultural contexts, to be considered sites for parental education through curriculum aimed at supporting parents to actively engage in their children’s learning and development through play.

scholarly journals Pengaruh Kelekatan Dengan Orang Tua Terhadap Motivasi Belajar Anak Melalui Self-Efficacy Siswa di Mts. Al-Ittihadiyah Canggu Badas Kediri

2016 ◽  
Vol 4 (1) ◽  
pp. 29-54
Author(s):  
Dewi Isroiyah
Keyword(s):  
Self Efficacy ◽  
Partial Correlation ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Children’S Learning ◽  
Special Meaning ◽  
Children's Learning

In psychology, attachment is a strong emotional bond developed through interaction with children that have special meaning in his life. The study reveals that (1) the correlation between attachment of parents and students' self-efficacy was 33%. The influence of attachment of parents to self-efficacy was 10.9%, whereas 89.1% was influenced by other factors outside the model. (2) The correlation between self-efficacy and students' motivation to learn was 68.2%. The influence of self-efficacy on students' motivation to learn was 46.5%, whereas 53.5% was influenced by other factors outside the model. (3) partial correlation between attachment of parents and the motivation of children to learn was 45.3%. The influence of attachment of parents to motivate children to learn was partially by 20.6%, whereas 79.4% was influenced by other factors outside the model. There is interplay between attachments of parents on children's learning motivation enough. (4) Effect of attachment with parents to motivate children to learn through self-efficacy was 52.4%. This means that there is sufficient influence of attachment with parents to motivate children to learn through self-efficacy of students at MTs. Al-Ittihadiyah Canggu.

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