Children's Self-efficacy Research Articles

"Listen to the World". Musical Themes in Children's Literature as a Space for Knowledge Integration

The authors of this article analyse contemporary children’s books containing a musical theme. Selected books were examined to determine their educational potential in promoting children’s ability to integrate associative knowledge of music. The following research questions were formulated: can the content and form of the studied works initiate the integration of children’s knowledge? What types of literary editing approaches promote knowledge integration? The study demonstrated that the analysed books can inspire educators to promote identity-building and the development of self-awareness, self-esteem, self-efficacy, and socio-cultural identity in children. They can provide students with the necessary tools for discovering their identity and true potential, becoming independent thinkers, formulating and expressing personal beliefs, and – above all – integrating their knowledge.

The role of parenting stress on parenting self-efficacy and parental burnout among Turkish parents: a moderated mediation model

ObjectiveParental burnout is a significant problem that negatively effects parent-child interaction, parenting skills, and child well-being. Research has identified parenting stress as one of the leading factors in parent burnout. Although crucial connections have been explained between parenting stress and parental burnout, not much is known about how parenting self-efficacy operates in these relationships. This study aims to investigate the roles of parenting self-efficacy and number of children in the relationship between parenting stress and parental burnout.MethodsThe participants consist of a total of 456 parents (Mage = 35.64 ± 9.28, Range = 25–65 years). The data were collected using a personal information form, the Parenting Stress Scale, the Parental Burnout Scale and the Parenting Self-Efficacy Scale. Relationships among variables were examined using Pearson’s correlation, while moderated mediation analysis was carried out using Hayes’s bootstrapping.ResultsThe correlation analyses reveal a negative relationship between parenting self-efficacy and parenting stress, between parenting self-efficacy and parental burnout, and between parenting self-efficacy and number of children, while a positive significant relationship was found between parenting stress and parental burnout. The mediation analyses show parenting self-efficacy to mediate the correlation between parenting stress and parental burnout. The mediating effect of parenting self-efficacy is also moderated by number of children.ConclusionsThis study provides empirical evidence for the effect of parenting stress and parenting self-efficacy on parental burnout, with fewer children in the household alleviating parental burnout.

Stigma, seizure self-efficacy, and quality of life in children with epilepsy.

In addition to seizure care, it has been well-established that a holistic approach to the treatment of children with epilepsy that addresses the social, behavioral, and psychological dimensions also benefits their quality of life (QoL). The aim of this study was to investigate the patient and parental perceived stigma, seizure self-efficacy of children with epilepsy, and the relationship with quality of life in terms of sociodemographic and epilepsy-related factors. The study group consisted of children, aged between 8 and 18years and with a diagnosis of epilepsy of at least six months duration and their parents. Pediatric Quality of Life Inventory (PedsQL), Child-Parent Stigma Scales, and the Seizure Self-Efficacy Scale for Children (SSES-C) were used for evaluation. One hundred and forty-four children (mean age 12.6 ± 2.9years) took part, of whom 48.6% were female. The mean Child Stigma Scale score was 1.77 ± 0.82, Parent Stigma Scale score 2.41 ± 0.75, SSES-C score was 3.37 ± 0.98, and PedsQL score was 72.8 ± 18.6 for children self-reports (CsR) and 73.2 ± 18.8 for parent proxy-reports. The intraclass correlation coefficient for parent-child PedsQL indicated a good level of agreement. There was a significant negative correlation between the Child Stigma Scale and the PedsQL-CsR scores. A significant positive correlation was identified between the SSES-C scores and the PedsQL-CsR scores. Perceptions of stigma in children with epilepsy and their parents were high in this study population. Of note, the elevated stigma perception reported by the patients had a detrimental impact on seizure self-efficacy. This relationship may affect the children's QoL and further complicates epilepsy management in this patient group.

Effect of a mobile application health program on knowledge, self-care, and self-efficacy of children undergoing hemodialysis

Effect of a mobile application health program on knowledge, self-care, and self-efficacy of children undergoing hemodialysis

The Impact of Harsh Parenting on the Self-efficacy of Chinese Middle School Students

As the level of education for all increases, family education is receiving more and more attention, and different parenting styles will have different impacts on children. This article mainly studies the impact of harsh parenting on Chinese middle school students' self-efficacy. In this study, 120 students of a middle school in Chengdu City, Sichuan Province, were recruited, and a questionnaire survey was conducted using stratified cluster sampling method, and 120 valid data were obtained. The questionnaire included the respondents' basic information, harsh parenting scale, and general self-efficacy scale, and the Cronbach's of the data was 0.76. Through comprehensive analyses, it is concluded that middle school students' self-efficacy was negatively correlated with their parents' harsh parenting, with the father's harsh language being the most significant in relation to the children's self-efficacy. In order to highlight the negative effects of harsh parenting and serve as a reminder to parents to be conscious of their own parenting style, this study aims to ascertain how strict parenting will impact children's sense of self-efficacy.

The Impact of Digital Game-Based Learning on Children's Self-Efficacy and Reading Success

The Impact of Digital Game-Based Learning on Children's Self-Efficacy and Reading Success

Home‑rearing environment and preschoolers’ academic and behavioral competence: The indirect role of children’s screen time

The home-rearing environment (HRE) is significantly related to preschoolers’ academic and behavioral development. Children’s screen time has become an increasingly important aspect of the family environment in today’s digital age. However, few studies explored screen time’s indirect role in the relationships between HRE and children’s development. This study was conducted in three provinces of China, and 825 child-parent dyads participated. The results indicated that a high-quality HRE is directly associated with better language and cognitive skills, self-regulation, self-efficacy, and fewer problem behaviors in children. Screen time has an indirect role in this relationship, suggesting that a better HRE associated with lower screen time improves children’s outcomes. However, the HRE did not show a significant indirect role through screen time related to children’s problem behavior, indicating other factors may play a role. The study highlights the importance of fostering enriching home environments and managing screen time to support children’s development.

The association between parental warmth and children's prosocial behaviour: A moderated mediation analysis

Prosocial behaviour is a bedrock of humane societies. Although previous studies have shown that parental style is an important contributing factor for children's prosocial behaviour, the psychological mechanism underlying this association in specific cultural background remains unclear. Based on the ecological systems theory, this study sought to explore the influence of parental warmth on children's prosocial behaviour, and the mediating effect of self-efficacy, as well as the moderating role of teachers' incentive evaluation in the link between self-efficacy and children's prosocial behaviour. This cross-sectional, survey-based study collected data from parents and teachers of 414 Chinese preschoolers (5–6 years old). Parents of these children finished questionnaires on the Chinese version of the short-form Egna minnen av. Barndoms uppfostran (s-EMBU-C), Child Behaviour Scale (CBS), and the revised General Self-efficacy Scale (GSES), while Incentive evaluation questionnaire was finished by their teachers. Results indicated that children who experience high parental warmth were more likely to act prosocially (b = 0.61, p < 0.001) and the association between parental warmth and prosocial behaviour was partially mediated by self-efficacy (indirect effect = 0.25, 95 % CI = [0.19, 0.32]). Besides, teachers' incentive evaluation moderated the link between self-efficacy and children's prosocial behaviour (b = 0.24, p < 0.001). Specifically, the effect of self-efficacy on prosocial behaviour was stronger for high teachers' incentive evaluation children than those with low teachers' incentive evaluation. These findings extend the existing understanding of the mechanism concerning the influence of parental warmth on prosocial behaviour in Chinese settings. The results revealed that interventions that could improve children's self-efficacy would be effective in accelerating their prosocial behaviour and schools played a crucial role in working with families to increase their self-efficacy at a young age. It should be noted that this study focused only on Chinese children of 5–6 years old, and the cross-sectional design means that the possibility of bidirectional effects could not be ruled out.

Social Anxiety in Students with Specific Learning Disorders Based on Emotion Regulation and Emotional Intelligence: The Mediating Role of Perceived Self-Efficacy

Background: One of the basic challenges faced by children with specific learning disorders (SLD) is social-emotional problems. Objectives: Considering the importance of social anxiety in interacting with others and its negative consequences in the family, society, and academic life of students with specific learning disabilities, the present study aims to develop a causal model of social anxiety in these students based on emotion regulation and emotional intelligence, taking into account the mediating role of perceived self-efficacy. Methods: The research employed a descriptive approach and utilized path analysis. The statistical population of this research comprised all the students with SLD who were referred to the student counseling centers and LD centers affiliated with the education organization of Sanandaj city in the academic year 2022 - 2023. The research sample consisted of 360 students aged between 8 and 12 years old with SLD, selected from the statistical population through purposeful sampling. In this research, the self-report version of Leibovitz's Social Anxiety Scale for children and adolescents by Masia-Warner et al., Shields and Cicchetti's emotion regulation inventory, Trait Emotional Intelligence Questionnaire by Mavroveli et al., and Muris' Children's Self-Efficacy Questionnaire were utilized. The fit indices of the model were also confirmed. Results: The variables of emotion regulation, perceived self-efficacy, and emotional intelligence directly affected the social anxiety of students with SLD. Additionally, the social anxiety of students with SLD was significantly related to the mediation of perceived self-efficacy with emotion regulation and emotional intelligence (P &lt; 0.01). Conclusions: Therefore, to reduce the social anxiety of students with SLD, it is recommended that educators and experts develop educational programs to increase adaptive emotion regulation strategies, enhance perceived self-efficacy, and strengthen emotional intelligence.

The Effect of a Group-Based Play Therapy on Executive Function, Working Memory and Self-Efficacy in Children with ADHD

The Effect of a Group-Based Play Therapy on Executive Function, Working Memory and Self-Efficacy in Children with ADHD

Comparing the Effectiveness of Schema-Based Parenting Training with Compassion-Based Parenting Training on Mothers' Parenting Self-efficacy, Self-concept, and Parental Acceptance of Children with Internalizing Problems

Background: Children and adolescents constitute a major segment of the world's population, and their health is particularly important in any society. In recent years, attention has been paid to the issues and challenges faced by children under the title of morbid psychology of children, as one of the major topics in psychiatry and psychology. Objectives: The present study was conducted with the aim of comparing the effectiveness of schema-based parenting training with compassion-based parenting training on mothers' parenting self-efficacy, self-concept, and parental acceptance of children with internalizing problems. Methods: The current research was conducted as a semi-experimental pre-test-post-test and follow-up study. The statistical population included all primary school-aged children in Tehran and their mothers in 2020. Forty-five children with internalizing problems and their mothers, who referred to counseling centers in Tehran and met the entry criteria, were selected through available sampling. They were then randomly assigned to two experimental groups (15 people in each group) and one control group (15 people). The study utilized Achenbach's Child Behavior Inventory (1991), the Children's Self-Concept Scale (1969), Rohner's Parental Rejection-Acceptance Questionnaire (Mother's Form) (1996), and Dumka's Parental Self-Efficacy Questionnaire (2007) to collect data. Data were analyzed using repeated measures tests and SPSS-24 software. Results: The results showed that both parenting education approaches had an effect on improving parental self-efficacy, self-concept, and parental acceptance. However, there was no significant difference between the two treatment methods. Conclusions: Therefore, according to the findings of this research, it can be concluded that both the schema-based parenting method and the compassion-based parenting training method can be used to reduce the internalized problems of children.

Warrior Kids Games on Improving the Self-Efficacy Abilities and Fine Motor Skills of 5–6 Years-Old Children

The ability to have self-efficacy is an essential aspect for every individual. Self-efficacy skills that develop from an early age positively impact other factors, such as good social-emotional, cognitive, affective, motor skills, and academic. However, in real life, children's self-efficacy abilities still need to be developed because teachers still need to have the ability to choose suitable games to build them. This study looks at the effectiveness of the Warrior Kids' game in developing self-efficacy skills in children aged 5-6 years. This study used an experimental method with a one-group design, which compared the pre-test and post-test values; the sample used was 15 people, and the effectiveness, which is analyzed with Wilcoxon's formula, shows if the results of the study get a sig value of less than .05, the results obtained are .001, so it can be concluded that the efficacy of using warrior kids' games High means the efficacy of this game is in the high category, nature develops the self-efficacy abilities of early childhood. This is because the warrior kids' game can motivate children to conquer the game with exciting and fun obstacles, and each obstacle has been designed by prioritizing children's safety in playing so that children dare to try and participate in activities until they are finished properly. Keywords: Game, Motor Skills, Self-efficacy, Early Childhood

Self-efficacy Anak yang Berhadapan dengan Hukum di Lembaga Pembinaan Khusus Anak

A child who becomes a perpetrator, witness, and victim of violence can often be harmed in material and immaterial ways, including emotional shock, emotional stability, and psychological disorders. The purpose of this coaching program is to help children avoid repeating their mistakes, regain their self-confidence, and re-enter society as accepted members. Self-efficacy plays a significant role in the arrangement process by motivating children to make positive changes during the foster period. This study employs a qualitative research approach, utilizing a field study model. This study examines the Self-efficacy of children in conflict with the law. The Class I Blitar Special Child Development Institution serves as the chosen research location in this case. The study's results demonstrated the Self-efficacy of children in conflict with the law through the restoration of their self-confidence during the foster period. The Self-efficacy that foster children actually possess is not solely due to their coaching, but also to the influence of their peers and environment. When they study under guidance in a semi-boarding school environment, they feel they get support from various parties in dealing with the legal problems that befall them.

The effect of Self-Regulation Based Cognitive Psychoeducation Program on emotion regulation and self-efficacy in children diagnosed with attention deficit hyperactivity disorder

IntroductionAttention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder with early onset (Christiansen, H., et al. CPR 2019, 1–11), which is characterized by several symptoms, including lack of attention, hyperactivity, and impulsivity that are incompatible with age and developmental level (Caye, A., et al. 2020 JAACAP, 990–997)ObjectivesThis study aimed to determine the effect of Self-Regulation Based Cognitive Psychoeducation Program on emotion regulation and self-efficacy in children diagnosed with attention deficit hyperactivity disorder (ADHD) and receiving medication.MethodsThe sample of this study with control group and pre-test, post-test and follow-up randomized experimental design consisted of children followed in the child and adolescent mental health outpatient clinic of a state hospital. The data were evaluated by parametric and non-parametric analyses.ResultsA statistically significant increase was determined in the internal functional emotion regulation mean scores of children, who participated in the Self-Regulation Based Cognitive Psychoeducation Program, measured before, immediately after, and 6 months after the intervention (p &lt; 0.05). A statistically significant increase was also found in their external functional emotion regulation mean scores measured before and 6 months after the intervention (p &lt; 0.05). In addition, a statistically significant difference was found between their internal dysfunctional and external dysfunctional emotion regulation mean scores measured before and 6 months after the intervention; however the mean scores of those in the control group 6 months after the intervention were higher than those in the intervention group (p &lt; 0.05). Furthermore, there was a statistically significant increase in their self-efficacy mean scores measured before and 6 months after the intervention (p &lt; 0.05).ConclusionsThe Self-Regulation Based Cognitive Psychoeducation Program was found be effective in increasing the levels of emotion regulation and self-efficacy in children with ADHD.Disclosure of InterestNone Declared

The Effect of Self-Efficacy on Digital Reading Platforms on Early Childhood English Language Development

Early childhood education is crucial in laying a solid foundation for children's language and literacy development. In an era where digital technology is increasingly pervasive in daily life, it is important to understand how digital reading platforms can influence young children's language development. This study aims to explore the relationship between children's self-efficacy in using digital reading platforms and their English language development. Qualitative research methods were employed, collecting data through participatory observation and interviews with parents and early childhood educators. The research sample consisted of 30 children (aged 4-6 years) who regularly use digital reading platforms in formal and informal learning environments. The results indicate a positive correlation between children's self-efficacy levels in digital reading platforms and their progress in understanding and using English. The practical implications of this research emphasize the importance of strengthening children's self-efficacy and selecting appropriate digital reading platforms to support young children's language and literacy development. This study provides valuable insights for educators, parents, and educational technology developers in designing effective learning strategies for young children in the digital age.

The correlations between parental warmth and children's approaches to learning: a moderated mediation model of self-efficacy and teacher-child closeness.

Researchers have increasingly considered approaches to learning (ATL) a key indicator of school readiness. Our study purposed to examine the impacts of parental warmth on children's approaches to learning, and the mediating role of self-efficacy, as well as the moderating role of teacher-child closeness in this relationship. Using a whole-group sampling method, 414 Chinese children aged 5-6 years participated this research together with their parents and teachers. Parents of those children were asked to fill out in person questionnaires on parental warmth, children's approaches to learning, and self-efficacy. Children's teachers completed the questionnaire regarding teacher-child closeness. Results indicated that children with high parental warmth were more likely to get high approaches to learning and their self-efficacy played a partial mediating role in this link. In addition, teacher-child closeness moderated the correlation between parental warmth and children's self-efficacy. Specifically, the association between parental warmth and children's self-efficacy was stronger for children with high teacher-child closeness than those with low teacher-child closeness. The results extend our understanding of how parental warmth affects children's approaches to learning, revealing that strategies that could enhance self-efficacy would be effective in improving children's approaches to learning.

Psychometric properties of the Turkish Version General Self-Efficacy Scale in children and adolescents with cancer

ObjectivesThe study aimed to evaluate the validity and reliability of the Turkish version of the General Self-Efficacy Scale in children and adolescents aged 8–18 undergoing cancer treatment. MethodsThe sample of this methodological and descriptive study consisted of 128 children and adolescents between the ages of 8 and 18 in the pediatric hematology-oncology wards and outpatient units of a university hospital. The study was implemented in a university hospital in Turkey between March 2023 and November 2023. Data were collected through face-to-face interviews with children and adolescents attending the clinic or outpatient clinic. Data were collected using the information form and General Self-Efficacy Scale psychometric tests, Cronbach's alpha, Test-retest, validity and reliability analysis). Item-total score correlation was used. ResultsIn the exploratory factor analysis, Kaiser Meyer Olkin was p 0.77, for which Bartlett's test of sphericity was significant (p < 0.001). Exploratory factor analysis revealed a ten-item unidimensional structure with satisfactory representation. Item-total score correlations of the scale ranged between 0.32 and 0.52. In the confirmatory factor analysis, the model fit indices of this scale were obtained as follows: χ2/sd = 1.36, Goodness-of-Fit Index = 0.94, Comparative Fit Index = 0.92, Adjusted Goodness-of-Fit Index = 0.90, and Cronbach alpha value, indicating the internal consistency of the entire scale, was 0.76. ConclusionsThe scale is a valid and reliable tool for assessing self-efficacy in children and adolescents between the ages of eight and eighteen undergoing cancer treatment. Practice implicationsThe study will provide precious information for experimental interventions and follow-up studies to assess the self-efficacy of children and adolescents with cancer.

The Influence of Parental Conflict on Primary School Students' Academic Self-Efficacy

Parental conflict refers to the disputes and conflicts caused by the difference of parents' views in a family environment. This will have a negative influence on the child's psychology and behavior. Academic Self-efficacy (ASE) refers to students' overall belief in their capacity to cope with many different types of academic challenges in school and is an important prerequisite for well-being and academic performance. Parental conflict not only affects children's emotional development, but also their behavior and sense of academic self-efficacy. This experiment uses the method of questionnaire to study the effect of parental conflict on the academic self-efficacy of primary school children, hoping to provide some enlightenment and suggestions for educators and parents. The average score of academic self-efficacy was 70.95. The average parental conflict was 109.33. The intensity dimension was 15.57 and the frequency dimension was 14.04. The mean value of academic self-efficacy is slightly lower than the median, the mean value of parental conflict, the mean value of intensity and the mean value of frequency are much higher than the median. The results show that parental conflict frequency has a significant negative linear relationship with academic self-efficacy, there is no significant relationship between parental conflict intensity and academic self-efficacy. And there is a significant negative linear relationship between parental conflict and academic self-efficacy. The more parental conflict occurs, the lower children's academic self-efficacy will be. Parents should reduce conflict and ensure that children have a high sense of academic self-efficacy.

The Effectiveness of Teaching Self-regulatory Strategies on Attention Deficit, Social Adjustment, and Self-efficacy in Children With Attention -Deficit/Hyperactivity Disorder

Background and Aims One of the common childhood disorders is attention-deficit hyperactivity disorder, which can be caused by a lack of self-regulation. This study aimed to evaluate the effectiveness of teaching self-regulatory strategies on elementary students’ attention deficit, social adjustment, and self-efficacy in Tehran City, Iran. Methods This quasi-experimental study employed a pre-test-post-test design with a control group. In this research, 100 students with attention-deficit/hyperactivity disorder were selected by cluster sampling from 9-11 years old male elementary schools of District 16, Tehran City, Iran, in the 2018-2019 academic year. They were studied using the Conners questionnaire, attention-deficit questionnaire, general self-efficacy questionnaire, social adjustment questionnaire, and Russell Barkley’s 8-session educational protocol. Results he study’s results demonstrated the effect of self-regulatory strategic teaching on the reduction of attention deficit, increase in social adjustment, and self-efficacy of students in the experimental group compared to the control group (P&lt;0.05). Conclusion Cognitive skills and instructional programs in early life play an essential role in children’s learning and self-regulation improvement. Furthermore, they can reduce the occurrence rate of long-term behavioral problems.

A Model for Effective Learning in Competition: A Pedagogical Tool to Enhance Enjoyment and Perceptions of Competency in Physical Education Lessons for Young Children.

To date, little research on competition has focused on young children (6-7-year-olds). A total of ninety-seven participants (51 boys and 46 girls) from two English primary schools completed two physical education (PE) lessons, which included three different activity challenges. The control group undertook the same activities in both lessons. The experimental group did likewise but were set high-, low-, or mid-level targets in lesson two based on individual scores from lesson one. The children completed a post-session questionnaire to assess (i) enjoyment levels and (ii) which activity they perceived they performed best in. The results found that children both improved and enjoyed the lesson most when low- or mid-level targets were set. Indeed, when targets were absent (in the control group), children's competency scores regressed. Likewise, children perceived that they performed best in the activity where lower targets were set. Their perceived competency included both tangible and intangible reasons. From these results, it is recommended that for practitioners working with 6-7-year-old children, the most effective learning in competition uses individualised and competitive targets and challenges as a means to garner greater enjoyment in PE. Understanding each child's self-efficacy and motivation is key, which requires ongoing evaluation and assessment during PE lessons.