Formation of group self-efficacy in the conditions of joint activity in preschool children

Currently, the development of collective joint activity as a factor of group effectiveness is relevant. Preschool age is characterized by intensive personal development, which, according to many researchers, fully occurs only in a team. Adequate organization of joint activities in preschool age encourages the child to rapid socialization and develops group self-efficacy. It is important that children have an idea of their group as a whole. This subjective factor of activity effectiveness is formed in the experience of successful implementation of joint activities, in the favorable psychological climate of the children's collective. The article presents a model of a formative experiment aimed at creating conditions for the formation of self-efficacy of a group at preschool age. The author presents in detail the methodological block within the framework of the ascertaining and forming part of the dissertation research aimed at identifying objective and subjective factors affecting the effectiveness of joint activities. The article also presents the results of the formative experiment of the included observation of the joint activities of children. The author describes in detail the content of formative classes aimed at developing group self-efficacy in a children's team. The results of observation of changes in the joint activity of preschoolers before and after the formative experiment are a statement of the fact of the relationship between group self-efficacy and its effectiveness. A comparative analysis of the formative experiment showed that children from the experimental group became more active in joint activities. More than 50% of the children of the control group remained indifferent to group activities. The author reveals the relationship between the formed idea of the group as a whole and the effectiveness of joint activities among preschoolers. In conclusion, the author points out that the insufficient development of the study leaves a prospect for further study of the process of forming preschool children's ideas about the positive result of joint activity, as the main indicator of the self-effectiveness of a group of preschoolers.

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Effectiveness of an Improvement Writing Program According to Students' Reflexivity Levels

The Spanish Journal of Psychology ◽

10.1017/s1138741600006570 ◽

2007 ◽

Vol 10 (2) ◽

pp. 303-313 ◽

Cited By ~ 5

Author(s):

Jesús Nicasio García ◽

Ana Mª de Caso-Fuertes

Keyword(s):

Learning Disabilities ◽

Learning Style ◽

Self Efficacy ◽

Control Group ◽

Specific Intervention ◽

Writing Program ◽

Students With Learning Disabilities ◽

The Relationship ◽

Experimental Group

After designing a writing program to enhance students' reflexivity and thus improve their compositions (García & de Caso, 2002a, 2002b), the aim of the research project was to show how reflexivity levels could influence the effectiveness of this program. This writing instruction through reflexivity was carried out with 5th and 6th grade students with learning disabilities (LD) and/or low achievement (LA) during 25 sessions. One hundred participants were assigned to either the experimental group (n = 49), which received specific intervention in writing and reflexivity, or the control group (n = 51), which simply received the ordinary curriculum. Both groups were assessed on the productivity and quality of their writing composition as well as their attitudes, self-efficacy, and reflexivity towards writing. The results show that coherence and reflexivity improved depending on the level of reflexivity, whereas the relationship with attitudes and self-efficacy is not so clear. Thus, it seems possible to improve LD and/or LA students' compositions by taking their reflexive style into account. Depending on the students' learning style, teachers should use either one or another technique.

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Effects of Self-Modeling on Self-Efficacy and Balance Beam Performance

Perceptual and Motor Skills ◽

10.2466/pms.1993.77.3.907 ◽

1993 ◽

Vol 77 (3) ◽

pp. 907-913 ◽

Cited By ~ 31

Author(s):

Mary L. Winfrey ◽

Douglas L. Weeks

Keyword(s):

Self Efficacy ◽

Instructional Program ◽

The Self ◽

Control Group ◽

Balance Beam ◽

Actual Performance ◽

Modeling Group ◽

And Performance ◽

Female Gymnasts ◽

Group Self

The purpose of this investigation was to assess the effect of self-modeling on self-efficacy and performance of balance beam routines. Subjects were intermediate-level female gymnasts who were randomly assigned to one of two groups, a self-modeling or a control group. For the self-modeling group, self-modeling videotapes were made of each subject performing her balance beam routine. During a 6-wk. period, self-modeling group subjects viewed the videotape of themselves three times a week prior to practice. During this time, the control group and self-modeling group participated in their normal instructional program. All subjects completed self-efficacy inventories and balance beam skill tests at four intervals, a pretest, a 2-wk. test, a 4-wk. test, and a 6-wk. posttest. Although no significant differences in ratings of self-efficacy or balance beam performance between the groups were found, the correlation between subjects' self-rated performance scores and actual performance scores for the self-modeling group was significant ( r = .92). This correlation was not significant for the control group ( r = .02). This significant correlation suggests that self-modeling may enhance performers' ability to assess their own performance realistically, improving their understanding and use of instructional feedback to enhance performance.

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Representations of kindergarten teachers of the conditions of creating an effective preschoolers’ joint action in the performance of productive tasks

Psychological-Educational Studies ◽

10.17759/psyedu.2015070109 ◽

2015 ◽

Vol 7 (1) ◽

pp. 89-96

Author(s):

A.F. Schmidt

Keyword(s):

Preschool Children ◽

Joint Action ◽

Effective Means ◽

Preschool Education ◽

Preschool Age ◽

Self Organization ◽

Joint Activity ◽

Joint Activities ◽

Joint Group

Inclusion of preschool children to work together allows to teach the child an effective means of addressing the productive tasks of varying complexity in cooperation with other children. The article presents the results of a study of representations of teachers of preschool education on creating conditions conducive to the formation of preschool children the skills of joint activities with peers. The paper highlights the aspects of pedagogical communication of caregivers, the formation and structure of the professional skills required for the development of effective joint activity of preschool children. Based on the study, conducted by focus groups and survey of teachers, we revealed teachers' representation of the means of self-organization of the joint group productive tasks solving in children and the role of educators in the development of joint activities for children of preschool age. We pay great attention to personal and professional qualities of the teacher in introducing preschoolers to work cooperatively with others.

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Joint attention at preschool age

SHS Web of Conferences ◽

10.1051/shsconf/20185502008 ◽

2018 ◽

Vol 55 ◽

pp. 02008

Author(s):

Yana Smirnova

Keyword(s):

Preschool Children ◽

Joint Attention ◽

Adult Child ◽

Preschool Age ◽

Ontogenetic Development ◽

Joint Activity ◽

Joint Activities ◽

Problem Situations ◽

Social Coordination ◽

External Conditions

The article deals with the functions of joint attention with regard to ontogenetic development of arbitrariness and social coordination of group activity of preschool children. It is shown that the concepts of joint attention cover much more than just “visual joint attention” and require to consider of other forms of manifestations of mutual participation in joint activities. The manifestation of joint attention on the part of children themselves without the participation of adults is studied in the article. Response and initiation of joint attention are considered not only in the adult-child dyads, but also in a larger group of preschool children. The study involved 157 preschool children, who were organized during the experiment in subgroups to jointly solve problem situations. It is proved that in the structure of the regulation of joint activity different forms of manifestation of joint attention provide an afferent synthesis of the conditions of activity, facilitates the analysis of internal and external conditions of joint activity, the development of a program of conscientious activity.

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CHANGES IN SELF-EFFICACY AND DECISIONAL BALANCE FOLLOWING AN INTERVENTION TO INCREASE CONSUMPTION OF CALCIUM-RICH FOODS

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2006.34.8.1007 ◽

2006 ◽

Vol 34 (8) ◽

pp. 1007-1016

Author(s):

Kambiz Karimzadeh Shirazi ◽

Shamsaddin Niknami ◽

Louise Wallace ◽

Alireza Hidarnia ◽

Elaheh Rahimi ◽

...

Keyword(s):

Stages Of Change ◽

Transtheoretical Model ◽

Self Efficacy ◽

Decisional Balance ◽

Control Group ◽

Pros And Cons ◽

Randomized Control ◽

Group Self ◽

Experimental Group ◽

Control Study

In this randomized control study the changes in Transtheoretical Model (TTM; Prochaska & DiClemente, 1983) constructs (Self-Efficacy, Decisional Balance) after a tailored stage-based education program to increase calcium consumption in 40–65-year-old women were investigated. Postintervention, significantly more of the experimental group in comparison to the control group improved their calcium consumption stage of change. In the experimental group self-efficacy and pros of calcium consumption increased and cons decreased for those who had positive progression in stages of change but these constructs remained unchanged in individuals in the control group. The tailored education based on the TTM is an effective method of assisting women to progress through the calcium-rich foods consumption stages of change and can cause more actualized results for self-efficacy, pros and cons in the manner predicted by TTM.

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Adolescents’ self-mutilation - Relationship with dependent behaviour

Swiss Journal of Psychology ◽

10.1024/1421-0185.62.4.241 ◽

2003 ◽

Vol 62 (4) ◽

pp. 241-249 ◽

Cited By ~ 8

Author(s):

M. Bolognini ◽

B. Plancherel ◽

J. Laget ◽

P. Stéphan ◽

O. Halfon

Keyword(s):

Suicide Attempts ◽

Clinical Sample ◽

Control Sample ◽

Clinical Population ◽

Control Group ◽

Clinical Group ◽

Self Mutilation ◽

Self Harm ◽

Partial Overlap ◽

The Relationship

The aim of this study, which was carried out in the French-speacking part of Switzerland, was to examine the relationship between suicide attempts and self-mutilation by adolescents and young adults. The population, aged 14-25 years (N = 308), included a clinical sample of dependent subjects (drug abuse and eating disorders) compared to a control sample. On the basis of the Mini Neuropsychiatric Interview ( Sheehan et al., 1998 ), DSM-IV criteria were used for the inclusion of the clinical population. The results concerning the occurrence of suicide attempts as well as on self-mutilation confirm most of the hypotheses postulated: suicidal attempts and self-mutilation were more common in the clinical group compared to the control group, and there was a correlation between suicide attempts and self-mutilation. However, there was only a partial overlap, attesting that suicide and self-harm might correspond to two different types of behaviour.

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Employee Strengths Use and Thriving at Work

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000262 ◽

2020 ◽

Vol 19 (4) ◽

pp. 197-205

Author(s):

He Ding ◽

Xixi Chu

Keyword(s):

Self Efficacy ◽

Mediation Model ◽

Model Data ◽

Strengths Use ◽

Moderated Mediation Model ◽

Indirect Relationship ◽

Relationship Of ◽

The Relationship ◽

Humble Leadership ◽

Thriving At Work

Abstract. This study aimed to investigate the relationship of employee strengths use with thriving at work by proposing a moderated mediation model. Data were collected at two time points, spaced by a 2-week interval. A total of 260 medical staff completed strengths use, perceived humble leadership, self-efficacy, and thriving scales. The results of path analysis showed that strengths use is positively related to thriving, and self-efficacy mediates the relationship of strengths use with thriving. In addition, this study also found perceived humble leadership to positively moderate the direct relationship of strengths use with self-efficacy and the indirect relationship of strengths use with thriving via self-efficacy. This study contributes to a better understanding of how and when strengths use affects thriving.

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