Abstract
This study examined whether perceptions of play of future professionals (N = 337) are related to their intent to integrate play into their practices and how their efficacy beliefs moderate the relation between perceptions of play and intended practices. While students with child-related majors were more likely to have stronger perceptions of play, they did not necessarily hold stronger intentions to use play in their practices, thus suggesting a noteworthy discrepancy between their perceptions and intentions. Students’ efficacy beliefs moderate the relationship between perceptions of play and their intended practices; however, an intriguing pattern was observed between high- and low-efficacy holders. The notable difference between participants with high- and low-efficacy beliefs in their intentions suggests the importance of efficacy beliefs in future professionals’ intended practices, as they make instructional and professional decisions in a challenging educational environment. The efficacy beliefs of future professionals need to be more seriously considered.
Original language | English (US) |
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Pages (from-to) | 1335-1348 |
Number of pages | 14 |
Journal | Early Child Development and Care |
Volume | 187 |
Issue number | 8 |
DOIs | |
State | Published - Aug 3 2017 |
Keywords
- Play
- early childhood
- efficacy beliefs
- future professionals
- perceptions
ASJC Scopus subject areas
- Social Psychology
- Developmental and Educational Psychology
- Pediatrics