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ERIC Number: EJ1144646
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0300-4430
Future Professionals' Perceptions of Play and Intended Practices: The Moderating Role of Efficacy Beliefs
Jung, Eunjoo; Zhang, Yue; Zhang, Ying
Early Child Development and Care, v187 n8 p1335-1348 2017
This study examined whether perceptions of play of future professionals (N = 337) are related to their intent to integrate play into their practices and how their efficacy beliefs moderate the relation between perceptions of play and intended practices. While students with child-related majors were more likely to have stronger perceptions of play, they did not necessarily hold stronger intentions to use play in their practices, thus suggesting a noteworthy discrepancy between their perceptions and intentions. Students' efficacy beliefs moderate the relationship between perceptions of play and their intended practices; however, an intriguing pattern was observed between high- and low-efficacy holders. The notable difference between participants with high- and low-efficacy beliefs in their intentions suggests the importance of efficacy beliefs in future professionals' intended practices, as they make instructional and professional decisions in a challenging educational environment. The efficacy beliefs of future professionals need to be more seriously considered.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A