Pupils' Academic Self-efficacy in Subject-specific and Integrated Curriculum Instruction

This article reports on a pilot study on the academic self-efficacy (ASE) of 245 Finnish pupils when studying according to a subject-specific curriculum for one week and an integrated curriculum the following week. The data consisted of selected items from the Class Maps Survey and self-reported gra...

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Published inScandinavian journal of educational research Vol. 67; no. 2; pp. 252 - 267
Main Authors Tarnanen, Mirja, Räikkönen, Eija, Martin, Anne, Kaukonen, Vili, Kostiainen, Emma, Toikka, Teppo, Vauhkonen, Ville
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 23.02.2023
Taylor & Francis Ltd
Subjects
Academic achievement
Academic Education
Academic self-efficacy
basic education
Curricula
Curriculum Evaluation
Elementary School Students
Foreign Countries
Inquiry method
inquiry-based learning
Integrated Curriculum
Mathematics
Mathematics Achievement
Prediction
Self Efficacy
subject-specific curriculum
Finland
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Abstract This article reports on a pilot study on the academic self-efficacy (ASE) of 245 Finnish pupils when studying according to a subject-specific curriculum for one week and an integrated curriculum the following week. The data consisted of selected items from the Class Maps Survey and self-reported grades of L1 and mathematics and were analysed using latent growth curve modelling and multivariate linear regression analysis. According to the results, the mathematics grades were associated with the level of and change in ASE: pupils reporting lower skills had lower self-efficacy at the beginning of the study. During the first week, ASE increased similarly among all skills groups; during the second week, only the math grades positively predicted variation across all pupils in rate of change in ASE. The increase in ASE during the second week was faster among pupils with low or good math grades than the pupils with higher math grades.
AbstractList This article reports on a pilot study on the academic self-efficacy (ASE) of 245 Finnish pupils when studying according to a subject-specific curriculum for one week and an integrated curriculum the following week. The data consisted of selected items from the Class Maps Survey and self-reported grades of L1 and mathematics and were analysed using latent growth curve modelling and multivariate linear regression analysis. According to the results, the mathematics grades were associated with the level of and change in ASE: pupils reporting lower skills had lower self-efficacy at the beginning of the study. During the first week, ASE increased similarly among all skills groups; during the second week, only the math grades positively predicted variation across all pupils in rate of change in ASE. The increase in ASE during the second week was faster among pupils with low or good math grades than the pupils with higher math grades.
Audience Elementary Education
Author Tarnanen, Mirja
Kaukonen, Vili
Kostiainen, Emma
Vauhkonen, Ville
Toikka, Teppo
Räikkönen, Eija
Martin, Anne
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SubjectTerms Academic achievement
Academic Education
Academic self-efficacy
basic education
Curricula
Curriculum Evaluation
Elementary School Students
Foreign Countries
Inquiry method
inquiry-based learning
Integrated Curriculum
Mathematics
Mathematics Achievement
Prediction
Self Efficacy
subject-specific curriculum
Title Pupils' Academic Self-efficacy in Subject-specific and Integrated Curriculum Instruction
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