Educator beliefs around supporting early self-regulation: development and evaluation of the self-regulation knowledge, attitudes and self-efficacy scale

Elena Vasseleu*, Cathrine Neilsen-Hewett, John Ehrich, Ken Cliff, Steven James Howard

*Corresponding author for this work

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Abstract

The current study sought to investigate the extent to which early childhood educators’ confidence in knowledge, attitudes and self-efficacy for supporting early self-regulation predicted educator behavior and children’s self-regulation outcomes. Data from a diverse sample of 165 early childhood educators participating in a cluster Randomized Control Trial evaluation of a self-regulation intervention were utilized to evaluate the construct validity, reliability and predictive properties of the Self-Regulation Knowledge, Attitudes and Self-Efficacy scale. Evaluation via traditional (EFA, Cronbach’s Alpha) and modern approaches (Rasch Analysis) yielded a valid and reliable 25-item scale, comprising three distinct yet related subscales (i.e., confidence in knowledge, attitudes, self-efficacy). For educators assigned to the intervention group, self-efficacy significantly predicted educators perceived competency to implement the self-regulation intervention as well as their perceptions around the effectiveness of the intervention to enhance children’s self-regulation. For educators assigned to the control group (i.e., practice as usual), educator attitudes longitudinally predicted children’s end-of-year status and change in self-regulation (over 6 months later). Findings from this study suggest the importance of pre-school educators’ beliefs for fostering early self-regulation and highlight a need to further explore the impact of these beliefs with regard to educator engagement with intervention.

Original languageEnglish
Article number621320
Pages (from-to)1-13
Number of pages13
JournalFrontiers in Education
Volume6
DOIs
Publication statusPublished - 11 Feb 2021

Bibliographical note

Copyright the Author(s) 2021. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

  • early childhood educator
  • knowledge
  • attitudes
  • self-regulation
  • self-efficacy
  • measurement

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