"I Get Competent Pretty Quickly": How Adolescents Play Their Way to Cognitive Self-efficacy

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Moline, T. (2008). "I Get Competent Pretty Quickly": How Adolescents Play Their Way to Cognitive Self-efficacy. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 1217-1219). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27355.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Teddy Moline, University of Alberta, Canada

Abstract

Abstract: Youth who have a sense of cognitive self-efficacy, or who believe in their ability to learn, are more interested in school work, work harder, rebound more quickly from setbacks, set higher goals, and have higher achievement levels. Children, however, develop cognitive self-efficacy not only in school or formal settings, but also in informal or out-of-school learning situations. One type of informal learning, digital gaming, involves complex interactive learning experiences that encourage people to learn and to enjoy learning. However, researchers are just beginning to examine the associations between gaming and self-efficacy. Most research into these connections is quantitative and lacks insight into how personal meaning is developed during gaming. This basic qualitative study explores how adolescent recreational digital gamers experience cognitive self-efficacy while gaming in their homes. After describing data collection and analysis methods, I use illustrative examples to present initial findings.

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