Morphological Knowledge and Self-Efficacy of SLPs and Educators

IF 0.7 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly Pub Date : 2022-09-17 DOI:10.1177/15257401221122677

Keisey Fumero, Carla L. Wood

引用次数: 0

Abstract

The current study examines the morphological knowledge (MK) and self-reported MK self-efficacy of speech-language pathologists (SLPs) and educators in an effort to inform professional development and preservice training related to MK and skills in implementing morphological instruction. This sample of 850 participants consisted of SLPs ( n = 406), English language arts teachers ( n = 178), special education teachers ( n = 201), and reading specialists ( n = 65). A survey elicited professional experience, self-efficacy related to the application of MK, and a MK measure. Correlations and analyses of variance (ANOVAs) between the groups that differed by disciplinary backgrounds were conducted to assess differences in MK and MK self-efficacy. The results yielded two key findings: (a) MK differs by profession, with SLPs performing with higher accuracy in morpheme counting and nonword derivation tasks and (b) MK self-efficacy differs by profession with reading specialists rating themselves significantly more confident than all other professions.

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形态知识与教育工作者的自我效能感

本研究旨在探讨语言病理学家和教育工作者的形态学知识(MK)和自我报告的MK自我效能感，从而为形态学教学的专业发展和职前培训提供信息。850名参与者包括语言教师(n = 406)、英语语言艺术教师(n = 178)、特殊教育教师(n = 201)和阅读专家(n = 65)。问卷调查的内容包括职业经验、自我效能感和自我效能感量表。不同学科背景组间进行相关性和方差分析(ANOVAs)来评估MK和MK自我效能的差异。结果得出了两个主要发现:(a)阅读专家的自我效能因职业而异，他们在语素计数和非词衍生任务中表现得更准确;(b)阅读专家的自我效能因职业而异，他们对自己的自信程度明显高于其他所有职业。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Communication Disorders Quarterly REHABILITATION-

CiteScore

1.90

自引率

0.00%

发文量

期刊介绍： Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.