Stability of self-efficacy and self-concept in young children

Regina LaRocca, Fordham University

Abstract

This study examined the relationship between self-concept and self-efficacy in young children to determine the stability of each construct in the context of being presented with experiential information. The relationship between self-concept and self-efficacy in young children was examined to determine the strength of the correlation between the two constructs, as well as their respective relationships with gender. In addition, the stability of each construct was examined. One hundred and sixty-nine first grade students ranging in age from five to six participated in the study. The subjects were drawn from two elementary schools in a suburban town on Long Island, NY. Two instruments were used to assess the variables. The Self-Description Questionnaire I was used to measure global self-concept. The Self-Efficacy Questionnaire was used to measure self-efficacy beliefs pertaining to a select puzzle (tangram) task. The SDQ-I and Self-Efficacy Questionnaire were administered in three time intervals (baseline, treatment and retest).^ Students in the treatment group were given positive feedback regarding their performance on the puzzle tasks presented to them. The students in the control group were not given any feedback on their performance. Data was analyzed using a repeated measures analysis of variance. The findings of the present investigation supported the belief that young children possess a stable perception of their global self-concept. Further support was derived for the correlation between self-concept and self-efficacy. When exposed to experiential information and attributional feedback, both the self-concept and self-efficacy beliefs of young children remained stable. The examination of the effects of gender on self-perception in young children revealed that males and females possessed a similarly positive and stable global self-concept. Self-efficacy beliefs were higher for males than females and remained stable over time. Results were discussed in terms of the significance of early childhood education and practice. Recommendations for future research were presented. ^

Subject Area

Psychology, Developmental|Psychology, Experimental

Recommended Citation

Regina LaRocca, "Stability of self-efficacy and self-concept in young children" (January 1, 2010). ETD Collection for Fordham University. Paper AAI3407468.
http://fordham.bepress.com/dissertations/AAI3407468

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