Future professionals’ perceptions of play and intended practices: the moderating role of efficacy beliefs

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.

KEYWORDS:

• Play
• future professionals
• efficacy beliefs
• perceptions
• early childhood

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Eunjoo Jung is Associate Professor in Child and Family Studies at Syracuse University. Her research focuses on child development and the relationship between children and educational environment.

Yue Zhang is a Ph.D. candidate in the Department of Child and Family Studies at Syracuse University. Her research focuses on parental involvement and children’s academic achievement.

Ying Zhang is a doctoral student in Child and Family Studies at Syracuse University. Her research interests focus on child development, play, and school environment.