Esplorare la teoria dell'autopercezione di Bem in un contesto educativo
DOI:
https://doi.org/10.6092/issn.1825-8670/9891Parole chiave:
self-perception theory, cognitive dissonance theory, pre-service teachers´ education, educational policy, educational managementAbstract
Questo studio offre una sintesi di elementi critici della teoria dell’autopercezione di Bem in un contesto educativo. In definitiva, le persone comprendono le loro credenze, atteggiamenti e percezioni comprendendo il proprio comportamento e le circostanze che ne sono alla base. Pertanto, la teoria di Bem è parte integrante nell’ottenere una migliore comprensione delle percezioni degli insegnanti pre-servizio riguardo alle loro disposizioni e capacità TPACK (Tecnologia, Pedagogia e Conoscenza dei Contenuti). Questo studio esplora vari esperimenti. Mette in evidenza le applicazioni della teoria al campo dell’istruzione e dell’esperienza sul campo. Fornisce un’analisi comparativa della teoria della dissonanza cognitiva e della teoria dell’autopercezione, in quanto entrambe sono quadri preziosi per l’istruzione. I risultati ottenuti da questo studio potrebbero potenzialmente avere un impatto sul modo in cui ministeri, istituzioni e scuole sviluppano politiche educative e gestiscono programmi educativi.
Riferimenti bibliografici
Abdullahi, H. (2013). The role of ICT in teaching science education in schools. Journal of Educational and Social Research, 3(9), 127-131.
Bem, D. J. (1967). Self-perception: An alternative interpretation of cognitive dissonance phenomena. Psychological Review, 74(3), 183-200.
Bem, D. J. (1972). Self-perception theory. In L. Berkowitz (Ed.), Advances in Experimental Social Psychology (pp. 1-62). New York: Academic Press.
Bem, D. J., & McConnell, H. K. (1970). Testing the Self-Perception Explanation of Dissonance Phenomena: On the Salience of Premanipulation Attitudes. Journal of Personality and Social Psychology, 14(1), 23-31.
Blascovich, J., Loomis, J., Beall, A. C., Swinth, K. R., Hoyt, C. L., & Bailenson, J. N. (2002). Immersive virtual environment technology: Just another methodological tool for social psychology? An International Journal for the Advancement of Psychological Theory, 13(2), 146-149.
Burmann, C., Hegner, S., & Riley, N. (2009). Towards an identity-based branding. Marketing Theory, 9(1), 113-118.
Chai, C. S., Koh, J. H., Ho, H. N., & Tsai, C. C. (2017). Examining preservice teachers’ perceived knowledge of TPACK and cyberwellness through structural equation modeling. Australasian Journal of Educational Technology, 28(6), 1000-1019.
Chaiken, S., & Baldwin, M. W. (1981). Affective-cognitive consistency and the effect of salient behavioural information on the self-perception of attitudes. Journal of Personality and Social Psychology, 41(1), 1-12.
Choy, D., Wong, A. F. L., Goh, K. C., & Low, E. L. (2014). Practicum experience: Pre-service teachers’ self-perception of their professional growth. Innovations in Education and Teaching International, 51(5), 472–482.
Critcher, C. R., & Gilovich, T. (2010). Inferring attitudes from mindwandering. Personality and Social Psychology Bulletin, 36(9), 1255-1266.
Díaz Martínez, C. (1994). A sociosemantic analysis of adolescents´ self-perception patterns in four secondary schools in Spain. (Unpublished PhD thesis), University of London, UK.
Dico, G. L. (2018). Self-perception theory, radical behaviuorism, and the publicity/privacy issue. Review of Philosophy and Psychology, 9(2), 429-445.
Grover, R. L., Nangle, D. W., Serwik, A. K., Fales, J., & Prenoveau, J. M. (2013). The measure of heterosocial competence. Journal of Social and Personal Relationships, 30(4), 457-481.
Guadagno, R. E., Lankford, A., Muscanell, N. L., Okdie, B. M., & McCallum, D. M. (2010). Social influence in the online recruitment of terrorists and terrorist sympathizers: Implications for social psychology research. Revue internationale de psychologie sociale, 23, 1255-1266.
Harmon-Jones, E., & Mills, J. (2019). An introduction to cognitive dissonance theory and an overview of current perspectives on the theory. In E. Harmon-Jones (Ed.), Cognitive dissonance: Re-examining a pivotal theory in psychology (pp. 3-24). Washington, D.C., US: American Psychological Association.
International Encyclopedia of the Social Sciences. (2008). Self-Perception Theory. Retrieved November 3, 2020, from http://www.encyclopedia.com/doc/1G2-3045302392.html.
Ito, T. A., Chiao, K. W., & Devine, P. G. (2006). The influence of facial feedback on race bias. Psychological Science, 17(3), 256-261.
Jeong, M., Zo, H., Lee, C. H., & Ceran, Y. (2019). Feeling displeasure from online social media postings: A study using cognitive dissonance theory. Computers in Human Behaviour, 97, 231-240.
Lawrence, S., & Sathiyaseelan, A. (2019). How children perceive their disability in learning? IOSR Journal of Humanities and Social Science, 24(3), 55-60.
Lui, A. K., Choy, S.-O., Cheung, Y. H., & Li, S. C. (2006). A Study on the Perception of Students towards Educational Weblogs. Informatics in Education, 5(2), 233-254.
Naidoo, K., & Kirch, S. A. (2016). Candidates use a new teacher development process, Transformative Reflection, to identify and address teaching and learning problems in their work with children. Journal of Teacher Education, 67(5), 379-391.
Schuck, S., & Kearney, M. (2008). Classroom-based use of two educational technologies: A sociocultural perspective. Issues in Technology and Teacher Education, 8(4), 394-406.
Teng, C.-I. (2018). Managing gamer relationships to enhance online gamer loyalty: The perspectives of social capital theory and self-perception theory. Computers in Human Behaviour, 79, 59-67.
Van den Brink, E. (2017). What is the importance of self-perception in open innovation processes? (Unpublished master´s thesis). Department of Industrial Economics, BTH Blekinge Tekniska Haskalah, Blekinge Institute of Technology, Sweden.
Woolhouse, C. (2012). Reflective practice and identity construction: The particularities of the experiences of teachers specializing in dyslexia. Reflective Practice, 13(6), 747-760.
Yee, N., & Bailenson, J. (2007). The Proteus effect: The effect of transformed self-representation on behavior. Human Communication Research, 33(3), 271-290.
Downloads
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2020 Laila Mohebi, Fatima Bailey
Questo articolo è soggetto a licenza Creative Commons Attribution 3.0 Unported License.
