Students' Self-Efficacy in Self-Regulation Together with Behavioural and Emotional Strengths: Investigating Their Self-Perceptions

Autor/inn/en	Ikävalko, Minna; Sointu, Erkko; Lambert, Matthew C.; Viljaranta, Jaana
Titel	Students' Self-Efficacy in Self-Regulation Together with Behavioural and Emotional Strengths: Investigating Their Self-Perceptions
Quelle	In: European Journal of Special Needs Education, 38 (2023) 4, S.558-572 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2127083
Schlagwörter	Self Efficacy; Self Management; Age Differences; Elementary School Students; Secondary School Students; Stress Variables; Anxiety; Student Behavior; Emotional Response; Interpersonal Competence; Foreign Countries; Grade 4; Grade 5; Grade 6; Grade 7; Student Characteristics; Affordances; Finland; Behavioral and Emotional Rating Scale + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Age; Difference; Age difference; Altersunterschied; Sekundarschüler; Angst; Student behaviour; Schülerverhalten; Emotionales Verhalten; Interpersonale Kompetenz; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Finnland
Abstract	Students' self-perceptions are a foundation for educational and psychosocial development. In order to investigate self-perceptions, we need to recognise the preconceptions (e.g. doubts and confidence) students hold about themselves. In this study, we examined 10-16-year-old students' (N=599) self-perceptions from the viewpoints of the sources of self-efficacy in self-regulation and behavioural and emotional strengths. Specifically, we used descriptive analyses to examine whether students' ages or received pedagogical support played a role in how they perceived themselves, and whether these viewpoints are related to each other. Our results indicate that, in general, primary school students perceived their sources of self-efficacy in self-regulation and strengths more positively than did lower secondary school students. However, the experience of stress and anxiety in task situations did not differ between the groups. Further, pedagogical support did not play a significant role in how primary school students perceived themselves, whereas in lower secondary school, significant differences were found in several areas. Finally, we found that the sources of self-efficacy in self-regulation and strengths were related in both primary and lower secondary school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01