The Influence of Educational Enrichment on Self-Efficacy and Interest Levels in Young Children

Abstract

This study examined how young children's school-related self-efficacy expectations related to their exposure to enrichment or Type I activities as defined by Renzulli (1977). School-related self-efficacy was defined as children's estimation of their ability to perform general learning-related tasks, and was measured by the Self-Efficacy Scale for Young Children (SESYC). Results of a hierarchical multiple regression analysis showed that self-efficacy pretest scores were significant predictors of self-efficacy posttest scores, but not treatment condition, sex, intelligence, or any of three interaction terms. Some qualitative data suggest that the enrichment activities increased the number and range of interests of children in the treatment group considerably.