Self-Efficacy in Multimodal Narrative Educational Activities
Explorative Study in a Multicultural and Multilingual Italian Primary School
Bibliographic Data
| ID | 21225555 |
|---|---|
| Authors | Monica Banzato (0000-0002-6294-6868, Ca' Foscari University of Venice), Francesca Coin (0000-0001-5437-724X, Ca' Foscari University of Venice) |
| Year | 2019 |
| Volume | 7 |
| Issue | 2 |
| Pages | 148-159 |
| Publication date | 2019-06-11 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Media and Communication (JOURNAL) |
| Journal identifiers | ISSN: 2183-2439 • E-ISSN: 2183-2439 |
| Publisher | Cogitatio (PUBLISHER • PT) |
| DOI | 10.17645/mac.v7i2.1922 |
| OpenAlex | W2950433164 |
| Language | EN |
| Citations received | 4 |
| References cited | 13 |
The international migration changed the situation in the Italian school system: it is asked to update educational practices with new pedagogical models of narration and expression (multiliteracies and multimodality) and to promote digital skills from childhood. Self-efficacy, more than the actual performance, influences the will to try again and not give up. Few studies are available on how narrative self-efficacy affects expressive development, especially in school contexts characterized by multilingualism and multiculturalism. This exploratory survey aims to investigate the narrative self-efficacy of eighteen 8-year-old children attending primary school, with a significant presence of international migrant children (two out of three). For three months, these students were involved in multimodal narrative learning activities through gestural/mime languages (theatre), visual languages (drawings), verbal languages (oral and written) and digital languages (digital video narration). The research questions were: (1) Does the multimodal workshop influence the self-efficacy beliefs of the narrative skills perceived by Italian students (L1) and international migrant students (L2)? (2) Does the most influence come from the mime/gestural, the digital video or the entire multimodal narrative activities? (3) In which aspects of the narrative is the self-efficacy most influenced by the multimodal workshop for L1 and L2 groups
Linguistics · Multiculturalism · Multilingualism · Multimodality · Narrative · Narrative inquiry · Pedagogy · Digital Storytelling and Education · Literacy, Media, and Education · Psychology · Second Language Learning and Teaching
Optimism and realism
Social Foundations of Thought and Action
Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement.
Sources of Self-Efficacy in School
Self-Efficacy Beliefs, Motivation, and Achievement in Writing
Multimodality and Literacy in School Classrooms
Sources of self-efficacy
Self-Efficacy
Validation of a New General Self-Efficacy Scale
Spelling and Writing Self-efficacy of Indo-Canadian and Anglo-Canadian Early Adolescents
Gender and Perceived Self-Efficacy in Self-Regulated Learning
Becoming a Self-Regulated Learner
The Routledge Handbook of Multimodal Analysis
| Citations per year | 0.57 |
|---|---|
| Citation span | 2019 - 2026 (8) |
| Highly cited | No |