NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1025091
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-0966-9760
Involving Children in Reflective Discussions about Their Perceived Self-Efficacy and Learning Experiences
Määttä, Elina; Järvelä, Sanna
International Journal of Early Years Education, v21 n4 p309-324 2013
Previous research indicates the importance of self-efficacy beliefs for young children's learning and achievement. However, the challenge has been to research young children's self-efficacy in authentic learning situations. Therefore, the aims of this study were to investigate young children's immediate experiences of confidence in specific classroom-learning situations and to explore the factors that support young children's self-efficacy. The participants (n = 24, children aged six to eight years) from four primary school classrooms were videotaped over the course of seven weeks. During recall discussions, the video clips from the videotaped classroom activities were used to stimulate children's memory regarding the confidence they experienced in specific learning situations. Three levels of confidence (high, moderate and low) were identified. The results showed that three interactive learning contexts (child-teacher-task, child-task and child-child-task) support the development of children's self-efficacy. The findings elucidate the factors influencing children's confidence and indicate it is essential to involve them in discussions about their learning experiences and self-efficacy beliefs. This paper adds to the literature on participatory approaches involving young children in aspects of the analysis and provides important information on how teachers can scaffold young children's confidence and promote self-efficacy in the classroom.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A