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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-176073
DOI: 10.25656/01:17607; 10.1080/03004430.2017.1323888
URN: urn:nbn:de:0111-pedocs-176073
DOI: 10.25656/01:17607; 10.1080/03004430.2017.1323888
| Title |
Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children |
|---|---|
| Authors |
Höltge, Lea  ;
Ehm, Jan-Henning  ;
Hartmann, Ulrike ;
Hasselhorn, Marcus |
| Source | Early child development and care 189 (2019) 2, S. 339-351  |
| Document | full text (523 KB) (formally and content revised edition) |
| License of the document | In copyright |
| Keywords (German) | Erzieher; Überzeugung; Einstellung <Psy>; Selbstwirksamkeit; Förderung; Leistungsbeurteilung; Kind; Vorschulalter; Kindertagesstätte; Kindergarten; Mathematische Kompetenz; Sprachkompetenz; Soziale Kompetenz; Emotionale Kompetenz; Qualifikation; Berufsausbildung; Studium; Befragung; Faktorenanalyse; Baden-Württemberg; Deutschland |
| sub-discipline | Empirical Educational Research Early Childhood Education and Care |
| Document type | Article (journal) |
| ISSN | 0300-4430; 03004430 |
| Language | English |
| Year of creation | 2019 |
| review status | Peer-Reviewed |
| Abstract (English): | This study addresses preschool teachers' self-efficacy beliefs in assessment and promotion of children's early language, social-emotional, and mathematical skills. The aim of the study was to find out to what extent preschool teachers believe to be able to assess and promote those skills, respectively. In a sample of 368 German preschool teachers, average scores in all scales were quite homogenously high. However, average scores of self-efficacy beliefs between the domains differed, with self-efficacy beliefs regarding language skills being the strongest. Self-efficacy beliefs regarding assessment were stronger than in promotion in the social-emotional and the mathematical domain, but not in language. Yet, confirmatory factor analyses indicate that self-efficacy beliefs regarding assessment were highly correlated with self-efficacy beliefs regarding promotion of skills in all three domains. Possible explanations for these results and ideas for further research are discussed. |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 01.07.2020 |
| Citation | Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike; Hasselhorn, Marcus: Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children - In: Early child development and care 189 (2019) 2, S. 339-351 - URN: urn:nbn:de:0111-pedocs-176073 - DOI: 10.25656/01:17607; 10.1080/03004430.2017.1323888 |
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