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Title: Exploring self-efficacy beliefs of children experiencing social, emotional and behavioural difficulties : some insights from mainstream and special provision
Author: La Fontaine, Aysun Soysal
ISNI:       0000 0004 2736 3880
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 2012
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Exploring children's self-efficacy beliefs is important as these beliefs tend to affect pupils' levels of cognitive, social and emotional engagement at school. This qualitative research study focuses on the self-efficacy beliefs and sources of self-efficacy for primary-aged children identified as experiencing social, emotional and behavioural difficulties (SEBO). A key aim of this study is to better understand the factors which might be having an impact on children's self-efficacy beliefs. Areas explored included self-efficacy beliefs in learning and behaviour management, and sources of self-efficacy beliefs, in particular perceived support from teachers. Semi-structured interviews were conducted with 14 boys (seven from mainstream school and seven from special provision) from Years 5 and 6. Pupils' teachers were also interviewed and school and pupil documentary evidence was collected to support the analysis. Each interview was transcribed and analysed using thematic analysis. The self-efficacy theoretical framework was also used for the analysis and interpretation of the data. Three main themes emerged from the analysis: perceptions of schooling, perceptions of learning and perceptions of behaviour management. Children reported various levels of self-efficacy depending on the self-efficacy domain under investigation. Where self-efficacy sources were concerned it was apparent that pupils were not always aware of their past accomplishments with regards to learning and behaviour management, implying they had -insufficient information to know how to improve. An interesting finding related to the availability of self-efficacy sources in the respective provisions. Whilst children in the special provision would seem to be advantaged by the greater availability of the self-efficacy sources, in particular teacher support, their reported levels of self-efficacy did not appear to be very different to the levels of their mainstream peers. This research highlights the need to support pupils in developing their selfefficacy beliefs. The implications of the study's findings are considered in relation to future practice of educational psychologists and school-based professionals.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available