Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis

Hu, Bi Ying; Li, Yuanhua; Wang, Chuang; Wu, Huiping; Vitiello, Ginny

doi:10.1016/j.ecresq.2020.12.001

Cited by 21 publications

(17 citation statements)

References 57 publications

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“…Someone who has high social skills can be easily accepted by others socially (Istiqamah, 2019). Students with good social skills can be seen from the ability to empathize and be firm in communication, collaboration, responsibility, involvement in the school environment, and being able to control themselves which affects relationships with their peers (Hu et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

Implementation of Stad-cooperative Learning in Improving Social Skills of College Student

Syahbuddin

Putra²,

Haryono³

2022

J. Sci. Edu. Practice

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This study aims to determine the difference in the average social skills of students with the STAD type cooperative learning model and the conventional learning model in the form of direct learning in social studies education courses. The research method used is descriptive and quantitative with a quasi-experimental research design with a post-test only non-equivalent control group design. This study begins with a normality test and a homogeneity test of variance. The results of the study show that in hypothesis testing with t-test obtained p-value (sig) of 0.000 with a significant level of 0.05, because 0.000 0.05 then H0 is rejected. And the results of the calculation of social skills analysis, the average value of social skills in the experimental group is 0.597812 and the control group is 0.208414. From these results it can be concluded that the average social skills in the experimental group is better than the average in the control group. So it is known that there is a significant difference in average social skills between students who are treated with the STAD type cooperative learning model with conventional learning in social studies education courses at Tadris IPS UIN Fatmawati Sukarno Bengkulu.

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Section: Resultsmentioning

confidence: 99%

Implementation of Stad-cooperative Learning in Improving Social Skills of College Student

Syahbuddin

Putra²,

Haryono³

2022

J. Sci. Edu. Practice

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“…Extensive research, including evidence-based studies, literature reviews, and meta-analyses, consistently demonstrates that the quality of teaching and learning experience profoundly influences students’ achievements and well-being (e.g., Darling-Hammond & Youngs, 2002). To support teachers’ professional learning and teaching practice, existing research from both Western and Chinese contexts has attempted to conceptualize quality teaching by identifying observable indicators related to learning outcomes (Egert et al, 2020; Hu et al, 2021; Lovat & Clement, 2008; Pianta et al, 2021). As a result, various environmental and quality rating scales have emerged.…”

Section: What Makes Quality Teaching?mentioning

confidence: 99%

Promoting effective teaching and learning through a professional development program: A randomized controlled trial.

Huang,

Siraj,

Melhuish

2024

Journal of Educational Psychology

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“…Research is being conducted to determine the self-efficacy of the professional competence of preschool teachers. For example, in China Hu et al [6] used multilevel mediation modelling to investigate whether teacher selfefficacy-specifically teacher self-efficacy regarding instructional approaches, group management, and children's engagement-influences children's self-efficacy and social skills. Their study showed that it does not always work positively.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Future preschool teachers’ professional competence in planning, implementing and evaluating the learning process

Āboltiņa

Kaļķe

Baranova

2022

Мiждисциплiнарнi дослiдження складних систем

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One of the most important tasks in the 2022 UNESCO report is the preparation of teachers in the field of higher education, which is oriented towards the improvement of professional competence. The teacher is described as a creator of knowledge, and as a central person in educational and social transformation, while knowledge and learning are described as the basis of renewal and transformation. Opportunities for meaningful and high-quality education should be available at every stage of a person's life. Preschool education is the first level of education and is where a child gains first knowledge, skills, and experience about the world around them. The preschool teacher and their professional competences are of particular importance in this cognitive process. Using the teachers' professional competence assessment tool (survey), this study analyses the self-assessment of future preschool teachers' professional competence in the planning, implementation and evaluation of the learning process. Our results show that the survey that we created can be used as one of the tools for the evaluation of the teacher's professional competence. In addition, the professional competence of future preschool teachers can be promoted in the study process in the unity of theory and practice. From the survey, it can be concluded that the planning, implementation and evaluation of the learning process interact and are mutually dependent components of the teacher's professional competence. In the data analysis, it was found that the professional competences of preschool teachers are strengthened, which helps to identify the individual needs of children and to plan, implement and evaluate the learning process in accordance with them.

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Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis

Cited by 21 publications

References 57 publications

Implementation of Stad-cooperative Learning in Improving Social Skills of College Student

Implementation of Stad-cooperative Learning in Improving Social Skills of College Student

Promoting effective teaching and learning through a professional development program: A randomized controlled trial.

Future preschool teachers’ professional competence in planning, implementing and evaluating the learning process

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