Promoting ASC in the primary education classroom: The role of teacher training

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2022-08-10 DOI:10.1080/21683603.2022.2105997

Karla Lobos, C. Bustos, Fabiola Sáez-Delgado, Rubia Cobo-Rendón, C. Bruna

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Abstract

ABSTRACT The purpose of this research was to study the effect of the changes in the strategies to stimulate self-concept used by teachers, that received training, in the academic self-concept of its students. A quasi-experimental design with pre- and post-application measures was used. A total of 36 secondary school teachers and 814 students participated. The program consisted of four months of workshop sessions and accompaniment in the classroom. It was found that changes in the teaching strategies mediated the effect of the intervention on students’ self-concept. In addition, the change in the students’ type of self-concept depended on the change in the teachers’ specific strategies. In conclusion, the training program designed for stimulating academic self-concept was effective in promoting strategies in teachers that increased student’s self-concept. Thus, it can be concluded that the intervention is an approachable methodology to support the development of self-concept, potentially impacting students’ academic success. The findings contribute to the design of future interventions in school contexts for the improvement of students’ self-concept.

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在小学课堂上推广ASC：教师培训的作用

摘要本研究旨在研究接受训练的教师激发自我概念的策略变化对学生学业自我概念的影响。采用准实验设计，包括应用前和应用后的措施。共有36名中学教师和814名学生参加。该项目包括四个月的研讨会和课堂伴奏。研究发现，教学策略的变化介导了干预对学生自我概念的影响。此外，学生自我概念类型的变化取决于教师具体策略的变化。总之，旨在激发学术自我概念的培训计划在教师中有效地促进了提高学生自我概念的策略。因此，可以得出结论，干预是一种支持自我概念发展的可行方法，可能影响学生的学业成功。研究结果有助于设计未来在学校环境中的干预措施，以提高学生的自我概念。

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

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.

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