Future Professionals' Perceptions of Play and Intended Practices: The Moderating Role of Efficacy Beliefs

• In Event: Roundtable Session 55
  In Roundtable Session: Self-Efficacy, Beliefs, and Perceptions of Preservice Elementary Teachers

Abstract

This study examined whether perceptions of play of future professionals from diverse backgrounds (N=337) are related to their intent to integrate play in 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, suggesting a notable discrepancy between their perceptions and intentions. Students’ efficacy beliefs moderate the relationship between perceptions of play and their intended practices, but an intriguing pattern was observed between high and low efficacy holders. The efficacy beliefs of college students in the field of child-related settings need to be more seriously considered.

Authors

• Eunjoo Jung, Syracuse University

• Yue Zhang, Syracuse University

• Ying Zhang, Syracuse University

• Xinyue Xiao, Syracuse University