Self-efficacy is considered a factor of great importance for the self-esteem of young people: in fact, it is part of the architecture necessary for the structuring of a positive level of self-perception. High self-esteem in adolescence is positively related to the tendency to look at everyday tasks as challenges to be overcome, just as adolescents with a great sense of self-efficacy have a higher esteem of themselves and themselves. On the basis of these beliefs, the aim of the study is twofold: firstly, to study the impact of the Flipped Classroom (FC) on the sense of school self-efficacy of a group of adolescents and, subsequently, to investigate the relationship between the levels of self-esteem of the latter and the use of the aforementioned teaching methodology, revealing their views on the strategy itself. The research was conducted through the choice of two homogeneous samples of 100 children each, between 14 years and 15 years of age: the first group (experimental) tested the methodology of the "Flipped Classroom" while the second group (control) continued with the traditional didactic-training approach of the frontal lesson. For the evaluation of the above objectives, the Multidimensional Self Esteem Test and the Study Self-Efficacy Scale were used in order to compare the two groups and draw the related pedagogical considerations that emerged

FLIPPED CLASSROOM AND SELF-ESTEEM: TURNING THE CLASSROOM UPSIDE DOWN TO OVERTURN THE CONCEPT OF SELF THROUGH "KNOW-HOW

Domenico Tafuri
;
2022

Abstract

Self-efficacy is considered a factor of great importance for the self-esteem of young people: in fact, it is part of the architecture necessary for the structuring of a positive level of self-perception. High self-esteem in adolescence is positively related to the tendency to look at everyday tasks as challenges to be overcome, just as adolescents with a great sense of self-efficacy have a higher esteem of themselves and themselves. On the basis of these beliefs, the aim of the study is twofold: firstly, to study the impact of the Flipped Classroom (FC) on the sense of school self-efficacy of a group of adolescents and, subsequently, to investigate the relationship between the levels of self-esteem of the latter and the use of the aforementioned teaching methodology, revealing their views on the strategy itself. The research was conducted through the choice of two homogeneous samples of 100 children each, between 14 years and 15 years of age: the first group (experimental) tested the methodology of the "Flipped Classroom" while the second group (control) continued with the traditional didactic-training approach of the frontal lesson. For the evaluation of the above objectives, the Multidimensional Self Esteem Test and the Study Self-Efficacy Scale were used in order to compare the two groups and draw the related pedagogical considerations that emerged
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11367/109496
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