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Assessing self-efficacy beliefs of students enrolled in early childhood education practicum movement courses.

机译：评估参加幼儿教育实习运动课程的学生的自我效能感信念。

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摘要

The purpose of this study was to assess self- efficacy beliefs of students in early childhood education movement practicum courses offered in Northeastern Ohio higher educational institutions. The sample population consisted of early childhood education students from four higher educational institutions (two community colleges and two universities) located in the Northeastern Ohio area. The survey was given to a total of 165 students and the researcher received a total of 151 completed questionnaires for a response rate of 92%. The student population was composed of 137 females (90%) and 14 males (9%). Using the Raosoft Sample Size Calculator the researcher determined that a total of 116 completed questionnaires were needed to yield statistical power. To address research question One, the researcher employed descriptive data to identify the demographic characteristics of participants in the study. Research question Two, the researcher employed a t-test to assess the extent to which gender accounts for the variability in self-efficacy beliefs among students in this program. This type of test fits the research question well because it involved a comparison of the means for two groups (Salkind, 2004). For research questions Three, Four, and Five the researcher conducted separate One Way Analysis of Variance (ANOVA) tests. For research question Six, a Pearson Product Moment Correlation Coefficient was selected to assess the relationship between respondents' age and self-efficacy beliefs. A reliability analysis employing Cronbach's alpha was also conducted to examine whether the series of questions were designed to measure the underlying themes in the survey were internally consistent. The themes were overall self- efficacy (Cronbach's alpha .96); student engagement self-efficacy (Cronbach's alpha .90); instruction strategies self-efficacy (Cronbach's alpha .92); and classroom management self-efficacy (Cronbach's alpha .90) were internally consistent. Self-efficacy beliefs for each question on the survey were grouped according to each subscale/theme of student engagement, instruction strategies, and classroom management experiences. The Ohio State Teachers' Sense of Efficacy Scale (OSTES) was utilized to collect data for this study and Educators at Ohio State University College of Education and Human Ecology developed the OSTES.
机译：这项研究的目的是评估东北俄亥俄高等教育机构提供的幼儿教育运动实习课程中学生的自我效能信念。样本人口包括位于俄亥俄州东北部地区的四所高等教育机构（两所社区学院和两所大学）的幼儿教育学生。该调查共对165名学生进行了调查，研究人员共收到151份完整问卷，答复率为92％。学生人数由137名女性（占90％）和14名男性（占9％）组成。研究人员使用Raosoft样本量计算器确定总共需要完成116份问卷才能产生统计功效。为了解决研究问题一，研究人员使用描述性数据来确定研究参与者的人口统计学特征。研究问题二，研究人员使用t检验来评估性别对该项目中学生自我效能感信念变化的影响程度。这种类型的测试非常适合研究问题，因为它涉及对两组方法的比较（Salkind，2004）。对于研究问题3、4和5，研究人员分别进行了方差单向分析（ANOVA）测试。对于研究问题六，选择了Pearson产品矩相关系数来评估受访者的年龄与自我效能感信念之间的关系。还使用Cronbach's alpha进行了可靠性分析，以检验该系列问题是否旨在衡量调查中的基本主题在内部是否一致。主题是整体自我效能感（Cronbach's alpha .96）；学生参与的自我效能感（克朗巴赫α.90）；指导策略自我效能感（Cronbach's alpha .92）；和课堂管理的自我效能感（Cronbach的α.90）在内部是一致的。根据学生参与度，教学策略和课堂管理经验的每个次级量表/主题，将调查中每个问题的自我效能信念进行分组。俄亥俄州立大学教师的效能感量表（OSTES）被用于收集这项研究的数据，俄亥俄州立大学教育与人类生态学院的教育工作者开发了OSTES。

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  • 作者

    Johnson, Lisa B.;

  • 作者单位

    Hampton University.;

  • 授予单位 Hampton University.;
  • 学科 Education policy.;Teacher education.;Early childhood education.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 173 p.
  • 总页数 173
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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