Will an app-based reading intervention change how teachers rate their teaching self-efficacy beliefs? A test of social cognitive theory in Swedish special educational settings
Educational researchers have challenged Bandura’s prediction that self-efficacy beliefs tend to be established early in learning and that once set, self-efficacy beliefs persist unless a critical event causes them to be reevaluated. However, the results have been mixed in previous research, includin...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-08-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1184719/full |
| _version_ | 1797754351400255488 |
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| author | Monica Reichenberg Gunilla Thunberg Gunilla Thunberg Emil Holmer Lisa Palmqvist Lisa Palmqvist Jenny Samuelsson Mats Lundälv Katarina Mühlenbock Mikael Heimann |
| author_facet | Monica Reichenberg Gunilla Thunberg Gunilla Thunberg Emil Holmer Lisa Palmqvist Lisa Palmqvist Jenny Samuelsson Mats Lundälv Katarina Mühlenbock Mikael Heimann |
| author_sort | Monica Reichenberg |
| collection | DOAJ |
| description | Educational researchers have challenged Bandura’s prediction that self-efficacy beliefs tend to be established early in learning and that once set, self-efficacy beliefs persist unless a critical event causes them to be reevaluated. However, the results have been mixed in previous research, including being positive, negative, and unchanged. In response, we evaluated how 75 teachers (i.e., special educators) rate their teaching self-efficacy beliefs in motivating student reading and adapting reading instruction at two time points. All teachers taught students with an intellectual disability, communication difficulties, and poor reading skills. The teachers participated in a workshop to learn teaching reading strategies with apps under various conditions (comprehension strategies, phonemic strategies, or both comprehension and phonemic strategies). We analyzed teacher self-efficacy beliefs at two time points with a 12-week span (pre-and postintervention). First, we developed measures of teacher self-efficacy through confirmatory factor analyses. Next, we analyzed the data with multiple imputation and mixed linear regression with difference-in-differences (DiD). The results indicated no statistically significant treatment effect on teachers’ rating of their teaching self-efficacy beliefs. We conclude that our results agree with Bandura’s original prediction and thus, his social cognitive theory. |
| first_indexed | 2024-03-12T17:31:16Z |
| format | Article |
| id | doaj.art-18fd889164c74005811b916f3cd095d2 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-12T17:31:16Z |
| publishDate | 2023-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-18fd889164c74005811b916f3cd095d22023-08-04T17:30:24ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-08-01810.3389/feduc.2023.11847191184719Will an app-based reading intervention change how teachers rate their teaching self-efficacy beliefs? A test of social cognitive theory in Swedish special educational settingsMonica Reichenberg0Gunilla Thunberg1Gunilla Thunberg2Emil Holmer3Lisa Palmqvist4Lisa Palmqvist5Jenny Samuelsson6Mats Lundälv7Katarina Mühlenbock8Mikael Heimann9Department of Education and Special Education, University of Gothenburg, Gothenburg, SwedenDart Centre for Augmentative and Alternative Communication and Assistive Technology, Sahlgrenska University Hospital, Gothenburg, SwedenSpeech and Language Pathology Unit, Department of Health and Rehabilitation, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, SwedenDepartment of Behavioural Sciences and Learning, Linköping University, Linköping, SwedenDepartment of Education and Special Education, University of Gothenburg, Gothenburg, SwedenDepartment of Behavioural Sciences and Learning, Linköping University, Linköping, SwedenSpeech and Language Pathology Unit, Department of Health and Rehabilitation, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, SwedenDart Centre for Augmentative and Alternative Communication and Assistive Technology, Sahlgrenska University Hospital, Gothenburg, SwedenDart Centre for Augmentative and Alternative Communication and Assistive Technology, Sahlgrenska University Hospital, Gothenburg, SwedenDepartment of Behavioural Sciences and Learning, Linköping University, Linköping, SwedenEducational researchers have challenged Bandura’s prediction that self-efficacy beliefs tend to be established early in learning and that once set, self-efficacy beliefs persist unless a critical event causes them to be reevaluated. However, the results have been mixed in previous research, including being positive, negative, and unchanged. In response, we evaluated how 75 teachers (i.e., special educators) rate their teaching self-efficacy beliefs in motivating student reading and adapting reading instruction at two time points. All teachers taught students with an intellectual disability, communication difficulties, and poor reading skills. The teachers participated in a workshop to learn teaching reading strategies with apps under various conditions (comprehension strategies, phonemic strategies, or both comprehension and phonemic strategies). We analyzed teacher self-efficacy beliefs at two time points with a 12-week span (pre-and postintervention). First, we developed measures of teacher self-efficacy through confirmatory factor analyses. Next, we analyzed the data with multiple imputation and mixed linear regression with difference-in-differences (DiD). The results indicated no statistically significant treatment effect on teachers’ rating of their teaching self-efficacy beliefs. We conclude that our results agree with Bandura’s original prediction and thus, his social cognitive theory.https://www.frontiersin.org/articles/10.3389/feduc.2023.1184719/fullteacher self-efficacy beliefsreading researchspecial educationintellectual disabilitycomputer-assisted instructionsocial cognitive theory |
| spellingShingle | Monica Reichenberg Gunilla Thunberg Gunilla Thunberg Emil Holmer Lisa Palmqvist Lisa Palmqvist Jenny Samuelsson Mats Lundälv Katarina Mühlenbock Mikael Heimann Will an app-based reading intervention change how teachers rate their teaching self-efficacy beliefs? A test of social cognitive theory in Swedish special educational settings Frontiers in Education teacher self-efficacy beliefs reading research special education intellectual disability computer-assisted instruction social cognitive theory |
| title | Will an app-based reading intervention change how teachers rate their teaching self-efficacy beliefs? A test of social cognitive theory in Swedish special educational settings |
| title_full | Will an app-based reading intervention change how teachers rate their teaching self-efficacy beliefs? A test of social cognitive theory in Swedish special educational settings |
| title_fullStr | Will an app-based reading intervention change how teachers rate their teaching self-efficacy beliefs? A test of social cognitive theory in Swedish special educational settings |
| title_full_unstemmed | Will an app-based reading intervention change how teachers rate their teaching self-efficacy beliefs? A test of social cognitive theory in Swedish special educational settings |
| title_short | Will an app-based reading intervention change how teachers rate their teaching self-efficacy beliefs? A test of social cognitive theory in Swedish special educational settings |
| title_sort | will an app based reading intervention change how teachers rate their teaching self efficacy beliefs a test of social cognitive theory in swedish special educational settings |
| topic | teacher self-efficacy beliefs reading research special education intellectual disability computer-assisted instruction social cognitive theory |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1184719/full |
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