Attitude of Students towards the Study of Early Childhood Education
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Attitude of Students towards the Study of Early Childhood Education
Chapter one
INTRODUCTION
Background of the Study
Attitude can influence all element of a person’s life, including schooling. Students’ attitudes towards learning shape their capacity and willingness to study. If unfavourable views do not change, a student is unlikely to complete his education to the appropriate level.
Changing pupils’ negative attitudes towards learning is a process that entails identifying the causes influencing the attitude and using this information to effect change.
Without positive attitudes and views, students have little chance of learning effectively, if at all. Marzano (2016) recognised two types of attitudes and perceptions that influence learning: attitudes and perceptions about the learning environment, and attitudes and perceptions regarding classroom tasks.
A fundamental concept of the Dimensions of Learning model (Marzano, 2016) is that good teachers constantly reinforce attitudes and perceptions in both categories.
According to Marzano, the master teacher has internalised procedures and strategies for improving these attitudes and perceptions to the point that the approaches are frequently transparent: they have been woven into the fabric of instruction and are hardly visible to the undiscerning eye.
Attitude can be defined as a long-term favourable or negative emotional disposition towards mathematics (McLeod, 2012). Attitudes are rather stable and include both emotive and cognitive components (Goldin 2002). A bidimensional definition of attitude includes simply the emotions and beliefs related to learning (Daskalogianni & Simpson, 2000).
A multidimensional definition of attitude includes three components: emotional response, beliefs about learning, and subject-related behaviour (Hart, 2009)
Confidence, beliefs in the relevance of the subject and its utility in practice, and anxiousness are all elements that influence one’s attitude towards learning a subject.
Students’ enthusiasm and beliefs in the value of educational information in their future careers or daily lives are critical. Belief systems are one’s worldview, or the standpoint from which one views a subject.
One’s ideas regarding a piece of knowledge might influence how one approaches an issue, what strategies are employed or avoided, how long and hard one works on it, and so on. (Schöenfeld, 2005)
Self-efficacy refers to students’ beliefs about their ability to effectively execute a task, as well as their confidence in their abilities to do so (Pintrich, Candela, & James, 2003).
People’s beliefs in their efficacy influence the choices they make, their aspirations, how much effort they mobilise in a given endeavour, how long they persevere in the face of difficulties and setbacks
whether their thought patterns are self-hindering or self-aiding, the amount of stress they experience when coping with taxing environmental demands, and their vulnerability to depression (Richards, 2001).
Self-ratings of skills related to specific challenges can be used to assess self-efficacy among undergraduates studying Early Childhood Education (ECE).
Students who have a high level of self-efficacy are more likely to concentrate on assignments, adopt efficient tactics, manage their time effectively, and seek for help when necessary (Pintrich & De Groot, 2010).
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