Trajectories of change in reading self-efficacy: A longitudinal analysis of self-efficacy and its sources

Peura, Pilvi; Aro, Tuija; Räikkönen, Eija; Viholainen, Helena; Koponen, Tuire; Usher, Ellen L.; Aro, Mikko

doi:10.1016/j.cedpsych.2021.101947

Cited by 47 publications

(65 citation statements)

References 64 publications

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“…The finding that change in social persuasions is positively associated with changes in math SE among the SE group is in line with the proposal that particularly younger students use the persuasions received from others when forming beliefs of their own capabilities (Bandura, 1997) and in line with recent findings in reading showing that these experiences shape SE development (Peura et al, 2021). The social persuasion provided in the SE intervention was more explicit and systematically provided than the spontaneous positive feedback children likely have received at school.…”

Section: Changes In Source Experiences and Their Relation To Changes In Se During Interventionssupporting

confidence: 88%

“…Covering all four sources in the interventions is further supported by findings that indicate that at the individual level, students may rely on different sources of information in varying combinations (Chen and Usher, 2013). Furthermore, students with learning difficulties are assumed to have less access to sources of efficacy information (Hampton and Mason, 2003), and low-performing students have been shown to lose source experiences over time, and this has been found to relate to their decreasing self-efficacy (Peura et al, 2021). Thus, if we assume that exposure to sources of SE enhances SE and thereby positively influences effort and persistence in learning situations and consequently learning, it would be of utmost importance to provide positive source experiences, especially for students with learning difficulties or low performance.…”

Section: From Theory and Empirical Evidence To Interventionmentioning

confidence: 79%

“…In a longitudinal study among elementary school children, social persuasions were found to be associated with the initial level of math SE but not with its growth among third and fourth graders (Phan, 2012a), whereas an opposite trend was found among fifth and sixth graders; social persuasions were associated with growth but not with the initial level of math SE. In a longitudinal study on reading SE, those students from second to fifth grade who experienced little feedback and support from teacher, parents, and peers and, more importantly, experienced loss of this social persuasion became less confident of their skills over time (Peura et al, 2021).…”

Section: Sources Of Self-efficacymentioning

confidence: 99%

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Benefits of Integrating an Explicit Self-Efficacy Intervention With Calculation Strategy Training for Low-Performing Elementary Students

et al. 2021

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This study examined the malleability of math self-efficacy (SE) among children with poor calculation fluency via an intervention that targeted four sources of SE (mastery experiences, vicarious experiences, social persuasions, and emotional and physiological states). The effect of pure strategy training was contrasted with an intervention that integrated strategy training and explicit SE support. Moreover, the changes in SE source experiences and their relation with math SE, as well as the relation between math-SE profiles and calculation fluency development, were examined. In a quasi-experimental design, 60 Finnish children with calculation fluency problems in Grades 2 to 4 participated in strategy training (N = 38) or in an intervention that integrated SE support with strategy training (N = 32) for 12 weeks. The results showed that the explicit SE intervention integrated with strategy training enhanced math SE among children with poor calculation fluency and low SE (effect size, r = 0.61). Changes in mastery experiences and social persuasions were positively associated with changes in math SE among children who received the explicit SE intervention. An initially high math-SE profile and a profile indicating an increase from low to high math SE were related to growth in calculation fluency that approached the children's average age level during the interventions. In conclusion, an integrated approach that combined skill training and SE intervention was especially beneficial for children with poor calculation fluency and low math SE.

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Section: Changes In Source Experiences and Their Relation To Changes In Se During Interventionssupporting

confidence: 88%

Section: From Theory and Empirical Evidence To Interventionmentioning

confidence: 79%

Section: Sources Of Self-efficacymentioning

confidence: 99%

See 1 more Smart Citation

Benefits of Integrating an Explicit Self-Efficacy Intervention With Calculation Strategy Training for Low-Performing Elementary Students

et al. 2021

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“…It strikes on inner abilities and paves the way for thriving success (Kulakow, 2020). Human beings gain experiences from their surroundings by observing and watching live events of victorious people (Peura et al, 2021). For this purpose, the behavioral performance of individuals is gauged through modeling (Howard & Hoffman, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…A vigorous and challenging source of self-efficacy is an emotional and physical state that excels human's successful/unsuccessful life events (Kulakow, 2020). Individuals are free to examine and interpret their life successes (Peura et al, 2021). Due to confidence, humans are more successful and they enhanced their working towards set targets.…”

Section: Introductionmentioning

confidence: 99%

Teachers Self-Efficacious, Locus of Control and Workplace Spirituality Beliefs Buffers the Effects on Elementary Students Achievement Scores

Hassan

Nawaz

Akbar

2021

HSSR

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Purpose of the study: The purpose of the current research was to gauge the effect of teachers self-efficacious, locus of control, and workplace spirituality beliefs on elementary students achievement scores. The researchers are intended to measure the effect of current practices happening in male public sector schools of district Lahore, Punjab-Pakistan. Methodology: The current research was quantitative in nature, and the researchers used ex post facto design leading to a positivist paradigm. The researchers administered one questionnaire having three parts: i) Henson (1999) Sources of Self-efficacy Inventory; SOSI, ii) Rose and Medway (1981) Locus of Control Scale and, iii) Petchsawang and Duchon (2009) Workplace Spirituality Beliefs Scale whereas authors obtained students achievement scores from office of the Punjab Examination Commission during session 2018-2019. Main Findings: Results of regression analysis declared that teachers self-efficacious beliefs affect 87.10%, locus of control 58.60%, and workplace spiritual beliefs affect 79.40% on students achievement scores. Applications of this study: This research is applicable for headteachers and parents that may provide sources and resources for teachers and students to strengthen students idiosyncratic growth and pedagogic success. Findings of the research will applicable for the male teachers working in public sector elementary schools to make their teaching effective, scientific, and logical. Curriculum planners and policymakers revisit official documents to add data about teachers self-efficacious, locus of control, and workplace spirituality beliefs. Novelty/Originality of this study: Applications of teachers utmost cognitive, social and spiritual potential escort required changes in students holistic growth. Authors have deliberatively identified that self-efficacious, locus of control and workplace spirituality beliefs are teachers considerable hallmarks which facile them towards students didactic success. Authors have significantly contributed in already existing body of knowledge in the field of cognitive and social psychology and spirituality.

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Performance and Perception of Creativity and Academic Achievement in Elementary School Students: A Normal Mixture Modeling Study

Scherbakova,

Dumas,

Acar

et al. 2024

Journal of Creative Behavior

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Creativity can be assessed using various methods, including divergent thinking performance, self‐ratings, and teacher ratings. However, these measures may not always align, as they may not consistently identify creative potential in the same manner. The present study aimed to identify latent subgroups of students based on their observed originality, creative self‐efficacy, teacher‐rated originality, academic achievement in reading and mathematics, and demographic background characteristics. Data were collected from 243 elementary school students. We applied the normal mixture technique to classify participants into latent subgroups. Five latent subgroups of students were identified: Overconfident Low Performers, Creative High Achievers, Under‐Confident Below‐Average Achievers, Mathematically Oriented Students, and Calibrated Above‐Average Achievers. Female students tended to fall disproportionately into the subgroup of Creative High Achievers. Students receiving free/reduced lunch had a lower probability of being Creative High Achievers. Special education students had a higher probability of falling into the subgroup Overconfident Low Performers. Teacher ratings of students' originality were more in line with student academic performance rather than with their performance‐based originality scores. Students' self‐ratings of creativity bifurcated across subgroups, with Creative High Achievers and Overconfident Low Performers reporting the highest self‐ratings of originality, despite displaying very different levels of performance on the divergent thinking assessment.

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Trajectories of change in reading self-efficacy: A longitudinal analysis of self-efficacy and its sources

Cited by 47 publications

References 64 publications

Benefits of Integrating an Explicit Self-Efficacy Intervention With Calculation Strategy Training for Low-Performing Elementary Students

Benefits of Integrating an Explicit Self-Efficacy Intervention With Calculation Strategy Training for Low-Performing Elementary Students

Teachers Self-Efficacious, Locus of Control and Workplace Spirituality Beliefs Buffers the Effects on Elementary Students Achievement Scores

Performance and Perception of Creativity and Academic Achievement in Elementary School Students: A Normal Mixture Modeling Study

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