Nursery school teachers' control beliefs, beliefs about development and education, and educational action
(1996) Journal of Applied Developmental Psychology — Vol. 17, n° 3, p. 453-473 (1996)
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- Abstract
- Twenty-four nursery school teachers were given Levenson's (1974) questionnaire on control beliefs and rating scales referring to their belief in nature's and nurture's contributions to the child's development. They were then involved in a semistructured play situation with children of their class, 31 to 52 months old, in a small group setting. The entire situation was videorecorded In a structured interview, the teachers had to respond to several questions referring to development and education and the interview was submitted to content analysis. Finally, the teachers' educational action was rated from the video recordings as io distancing and directive strategies. Internal control beliefs, agreement with nature's contribution to the child's development, and the proportion of references to cognitive-developmental processes predicted educational action aggregated from distancing and directive strategies and explained a high percentage of variance. Internal control was the most powerful predictor.
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Citations
Vandenplasholper, C. (1996). Nursery school teachers’ control beliefs, beliefs about development and education, and educational action. Journal of Applied Developmental Psychology, 17(3), 453-473. https://doi.org/10.1016/S0193-3973(96)90037-4 (Original work published 1996)