小学一年级自我调节自我效能来源的发展:性别、特殊教育需求和个人特长的作用

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Minna J. Ikävalko, Erkko T. Sointu, Matthew C. Lambert, Rebecca Lazarides, Jaana Viljaranta
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引用次数: 0

摘要

本研究调查了 9-12 岁(317 人,小学)学生在一学年中自我调节自我效能感来源的发展情况。我们使用潜成长曲线模型来确定:(1)自我调节自我效能感的不同来源(即掌握经验、替代经验、社会说服、生理和情绪唤醒)在一学年中的变化情况;(2)学生的性别、特殊教育需求以及行为和情绪优势与这些变化的关系。这些结果表明,平均而言,掌握经验减少了,生理和情绪唤醒增加了,而替代经验和社会说服保持稳定。与男生相比,女生最初的生理和情绪唤醒水平更高,掌握经验的下降幅度更大。与没有特殊教育需求的学生相比,有特殊教育需求的学生最初的掌握体验水平较低,生理和情绪唤醒水平较高。此外,个人特长较强的学生呈现出较高的初始掌握体验和替代体验水平,而生理和情绪唤醒水平较低。研究结果表明,自我调节的自我效能感来源会随着时间的推移而发生变化,因此在学校环境中具有可塑性,从而为当前的研究和实践做出了贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The development of sources of self‐efficacy in self‐regulation during one primary school year: the role of gender, special educational needs, and individual strengths
The study investigated the development of sources of self‐efficacy in self‐regulation in 9–12 year old (N = 317, primary school) students during one school year. We used latent growth curve modeling to determine (1) how the different sources of self‐efficacy for self‐regulation (i.e., mastery experience, vicarious experience, social persuasion, physiological and emotional arousal) change over one school year, and (2) how students' gender, special educational needs, and behavioral and emotional strengths relate to these changes. These results indicated that, on average, mastery experiences decreased and physiological and emotional arousal increased, whereas vicarious experience and social persuasion remained stable. Girls had higher initial levels of physiological and emotional arousal than boys, and experienced a steeper decline in mastery experiences compared to boys. Students with special educational needs had lower initial levels of mastery experience and higher physiological and emotional arousal than students without special educational needs. In addition, students with higher individual strengths presented higher initial levels of mastery and vicarious experiences, and lower physiological and emotional arousal. The results contribute to current research and practice by indicating that sources of self‐efficacy for self‐regulation change over time and are thus malleable in the school context.
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来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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