A Longitudinal Study of Pre-School-Teacher-Efficacy in a Case of Junior College Early Childhood Education Majors with a Focus on the Motivation of College Admission

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  • 保育系短期大学生の進学理由による保育者効力感の縦断的変化
  • ホイクケイ タンキ ダイガクセイ ノ シンガク リユウ ニ ヨル ホイクシャ コウリョクカン ノ ジュウダンテキ ヘンカ

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Abstract

This paper clarifies that depending on the students' motivation and reasons for admission as early childhood education majors, their pre-school-teacher-efficacy during junior college showed various tendencies and changes. A study was carried out in which 214 female participants in a junior college rated questionnaires at four different times during their 2 year college term. Results show that motivation was correlated with pre-school-teacher-efficacy during the first year, but not during the second year. The reasons of admission were classified into four types; (a) students with active attitudes, (b) students with recognition of social value, (c) students with passive attitudes, (d) students with self-interests. The students with active attitudes showed a high consistency of pre-school-teacher-efficacy, while the students with passive attitudes declined in their efficacy from the beginning until their graduation. These results suggest that consecutive supports such as career guidance are necessary for the students.

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