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Sample records for high academic self-efficacy

  1. Academic self-efficacy for high school scale: search for psychometrics evidence

    Directory of Open Access Journals (Sweden)

    Soely Polydoro

    2015-05-01

    Full Text Available This article aims to present the adaptation and the search for psychometrics evidence of an academic self-efficacy scale. High school students (N = 453 participated of the research (mean age 15.93; SD 1.2. The Academic Self-efficacy Scale for High School is an adapted scale composed of 16 items and organized into three factors: self-efficacy for learning, self-efficacy to act in school life, and self-efficacy for the career decision. Through exploratory factor analysis, a KMO = 0.90 was verified, and 56.57% of the variance was explained. The internal consistency was 0.88. The scale demonstrated good conditions to identify academic self-efficacy of high school students.

  2. College and Academic Self-Efficacy as Antecedents for High School Dual-Credit Enrollment

    Science.gov (United States)

    Ozmun, Cliff D.

    2013-01-01

    Do high school students who are predisposed to enroll in dual-credit courses already possess high levels of motivation or college and academic self-efficacy? Students in this study reported being academically motivated, but they did not report high levels of confidence in their ability to perform certain college-associated tasks. Of 52 items…

  3. Factors Affecting Burnout and School Engagement among High School Students: Study Habits, Self- Efficacy Beliefs, and Academic Success

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    Bilge, Filiz; Tuzgol Dost, Meliha; Cetin, Bayram

    2014-01-01

    This study examines high school students' levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011-2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students. The…

  4. High-impact practices and first-year seminars: A quasi-experimental study measuring change in academic self-efficacy

    Science.gov (United States)

    Barber Applewhite, Stephanie

    First-year seminars, high-impact practices, and academic self-efficacy have been identified as relevant to the successful transition process from high school to college. This study investigated the interconnections between freshman academic self-efficacy, high-impact practices, zone of proximal development and first-year seminars. This research contributed to the understandings of the significance of high-impact practices in the development of academic self-efficacy in freshman students. As colleges strive to improve retention from the freshman to sophomore years, it is useful to identify the relevance of high-impact practices within a first-year seminar on academic self-efficacy. A two-group, quasi-experimental study using a pre/post survey was conducted at a regional comprehensive university in east Texas in which 800 students were given a pre and post survey to measure academic self-efficacy. After matching for fidelity, eleven sections were identified for the control group (104 participants) and eleven sections (91 participants) were selected for the experiment group. The findings revealed that the overall gain in the mean of both groups from the pre to post survey was statistically significant. While the students in the high-impact sections reported a higher post mean on the College Academic Self-Efficacy Scale than those who did not receive high-impact instruction, the gain was not statistically significant.

  5. Resilience Building in Students: The Role of Academic Self-Efficacy

    OpenAIRE

    Cassidy, SF

    2015-01-01

    Self-efficacy relates to an individual's perception of their capabilities. It has a clear self-evaluative dimension leading to high or low perceived self-efficacy. Individual differences in perceived self-efficacy have been shown to be better predictors of performance than previous achievement or ability and seem particularly important when individuals face adversity. The study investigated the nature of the association between academic self-efficacy (ASE) and academic resilience. Undergradua...

  6. An Analysis of the Relationship between High School Students' Self-Efficacy, Metacognitive Strategy Use and Their Academic Motivation for Learn Biology

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    Aydin, Solmaz

    2016-01-01

    This study aimed to analyze the relationship between high school students' self-efficacy perceptions regarding biology, the metacognitive strategies they use in this course and their academic motivation for learn biology. The sample of the study included 286 high school students enrolled in three high schools who attended a biology course in Kars,…

  7. Relationship between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop Out of High School: A Longitudinal Study

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    Alivernini, Fabio; Lucidi, Fabio

    2011-01-01

    By means of a longitudinal design the authors sought to determine the role of students' self-determined motivation in reducing the intention to drop out of high school over time, while taking into account the impact of academic performance and of socioeconomic status. The effects of students' self-efficacy and perceived support from parents and…

  8. Self-Efficacy, Stress, and Academic Success in College

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    Zajacova, Anna; Lynch, Scott M.; Espenshade, Thomas J.

    2005-01-01

    This paper investigates the joint effects of academic self-efficacy and stress on the academic performance of 107 nontraditional, largely immigrant and minority, college freshmen at a large urban commuter institution. We developed a survey instrument to measure the level of academic self-efficacy and perceived stress associated with 27…

  9. Academic Gender Bias and Women's Behavioral Agency Self-Efficacy.

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    Ancis, Julie R.; Phillips, Susan D.

    1996-01-01

    Examined 67 upper-level college women enrolled in traditional, nontraditional, and gender-neutral majors to study the relationship between academic gender bias and female students' agentic self-efficacy expectations. Results indicate that perceived academic gender bias predicted agentic self-efficacy expectations, beyond the contributions of sex…

  10. Academic Self-Efficacy and Prospective ELT Teachers' Achievement

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    Sariçoban, Arif; Behjoo, Bahram Mohammadi

    2016-01-01

    This study aims to scrutinize the possible relationship between academic self-efficacy beliefs and foreign language achievement among prospective ELT teachers. To do so, the data for the study were collected through a questionnaire, "College Academic Self-Efficacy Scale" adapted from Owen & Froman (1988), consisting of 33 items…

  11. Study Skills Course Impact on Academic Self-Efficacy

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    Wernersbach, Brenna M.; Crowley, Susan L.; Bates, Scott C.; Rosenthal, Carol

    2014-01-01

    Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education…

  12. The Relationship of Academic Self-Efficacy to Class Participation and Exam Performance

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    Galyon, Charles E.; Blondin, Carolyn A.; Yaw, Jared S.; Nalls, Meagan L.; Williams, Robert L.

    2012-01-01

    This study examined the relationship of academic self-efficacy to engagement in class discussion and performance on major course exams among students (N = 165) in an undergraduate human development course. Cluster analysis was used to identify three levels of academic self-efficacy: high (n = 34), medium (n = 91), and low (n = 40). Results…

  13. Academic self-efficacy: from educational theory to instructional practice.

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    Artino, Anthony R

    2012-05-01

    Self-efficacy is a personal belief in one's capability to organize and execute courses of action required to attain designated types of performances. Often described as task-specific self-confidence, self-efficacy has been a key component in theories of motivation and learning in varied contexts. Furthermore, over the last 34 years, educational researchers from diverse fields of inquiry have used the notion of self-efficacy to predict and explain a wide range of human functioning, from athletic skill to academic achievement. This article is not a systematic review of the empirical research on self-efficacy; instead, its purpose is to describe the nature and structure of self-efficacy and provide a brief overview of several instructional implications for medical education. In doing so, this article is meant to encourage medical educators to consider and explicitly address their students' academic self-efficacy beliefs in an effort to provide more engaging and effective instruction.

  14. Academic Self-Efficacy Perceptions of Teacher Candidates

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    Dr. Etem YEŞİLYURT

    2013-04-01

    Full Text Available This study aims determining academic self-efficacy perception of teacher candidates. It is survey model. Population of the study consists of teacher candidates in 2010-2011 academic years at Ahmet Keleşoğlu Education Faculty of Education Formation of Selçuk University. A simple random sample was selected as sampling method and the study was conducted on 312 teacher candidates. The data of this study was obtained by “academic selfefficacy scale” which was developed by Jerusalem and Schwazer (1981 and translated into Turkish by Yılmaz, Gürçay, and Ekici (2007 and its reliability value was determined as .79. However, Cronbach Alfa reliability value of this scale became .76 with the result of the data analysis of the study. SPSS package program was used to analyze the data; and the data analysis, frequency, percentage, arithmetic mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA and post hoc tests (LSD test were used. When the findings of the research were considered in general, the result showed that the academic self-efficacy perception level of the candidates was at desired level. However, teachers' views about the level of academic self-efficacy perception showed that most of them preferred a lower level option "suits me", instead of "totally suits me" option that was the highest degree of participation of four likert-type scale. This illustrated that their perception about this issue was not at a very high level. When independent variables were taken into account, among the academic perception levels of teacher candidates, a significant difference was detected in terms of working as a teacher or not and academic achievement variables but it revealed no significant difference in terms of gender and type of education program variables.

  15. Parental Support for Students Who Participate in High School Athletics: An Exploration of the Perceived Influence of Parents and Its Effect on Student Self-Efficacy and Academic Success

    OpenAIRE

    To, Daniel Ming Lui

    2017-01-01

    This mixed method study explored student athletes’ perception of parental influence in their high school athletic endeavours and how this perceived influence affected their self efficacy and academic success.   The quantitative data was derived from surveys that gauged student perceived parental involvement, self efficacy and academic success in two high schools in a large metropolitan school district in British Columbia. One of the schools was a school composed primarily of students of mid t...

  16. Initial Teacher Education: Does Self-Efficacy Influence Candidate Teacher Academic Achievement and Future Career Performance?

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    Shawer, Saad F.

    2013-01-01

    This quantitative investigation examined the influence of low and high self-efficacy on candidate teacher academic performance in a foreign language teaching methodology course through testing the speculation that high self-efficacy levels would improve pedagogical-content knowledge (PCK). Positivism guided the research design at the levels of…

  17. Self-Efficacy and Academic Listening

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    Graham, Suzanne

    2011-01-01

    This paper takes as its starting point the difficulties inherent in listening in a second language. It argues that self-efficacy, broadly defined as the belief in one's ability to carry out specific tasks successfully, is crucial to the development of effective listening skills, and that listening strategy instruction has the potential to boost…

  18. Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students

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    Pajares, Frank; Johnson, Margaret J.; Usher, Ellen L.

    2007-01-01

    The purpose of this study was to examine the influence of Albert Bandura's four hypothesized sources of self-efficacy on students' writing self-efficacy beliefs (N = 1256) and to explore how these sources differ as a function of gender and academic level (elementary, middle, high). Consistent with the tenets of self-efficacy theory, each of the…

  19. Academic Self-Efficacy Beliefs of Undergraduate Mathematics Education Students

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    Turgut, Melih

    2013-01-01

    The present paper investigated academic self-efficacy beliefs of undergraduate mathematics education students with respect to gender, academic performance and grade level. The participants were a total of 244 undergraduate students (195 females and 49 males) enrolled to department of mathematics education (57 freshmen, 106 sophomores and 81…

  20. Effects of high-fidelity patient simulation led clinical reasoning course: Focused on nursing core competencies, problem solving, and academic self-efficacy.

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    Lee, JuHee; Lee, Yoonju; Lee, Senah; Bae, Juyeon

    2016-01-01

    To examine the effects of high-fidelity patient simulation (HFPS) led clinical reasoning course among undergraduate nursing students. A quasi-experimental study of non-equivalent control group pretest-post test design was applied. A total of 49 senior nursing students participated in this study. The experimental group consisted of the students who took the "clinical reasoning" course (n = 23) while the control group consisted of students who did not (n = 26). Self-administered scales including the nursing core competencies, problem solving, academic self-efficacy, and Kolb learning style inventory were analyzed quantitatively using SPSS version 20.0. Data analysis was conducted using one-way ancova due to a significant difference in nursing core competencies between the experimental group and control group. There was a significant improvement in nursing core competencies in the experimental group (F = 7.747, P = 0.008). The scores of problem solving and academic self-efficacy were higher in the experimental group after the HFPS led clinical reasoning course without statistical difference. There is a need for the development of effective instructional methods to improve learning outcomes in nursing education. Future research is needed related to simulation education as well as management strategies so that learning outcomes can be achieved within different students' learning style. © 2015 The Authors. Japan Journal of Nursing Science © 2015 Japan Academy of Nursing Science.

  1. HIGH SCHOOL STUDENTS' COGNITIVE FLEXIBILITY IS PREDICTED BY SELF-EFFICACY AND ACHIEVEMENT

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    Binnaz Kiran Esen; H. Duygu Özcan; Mehtap Sezgin

    2017-01-01

    In this research, the prediction cognitive flexibility obtained by general self-efficacy, academic self-efficacy, social self-efficacy, emotional self-efficacy and achievement is examined. This study is executed in 2014- 2015 academic year on 760 high school students who are between ages 15 and 18. Cognitive flexibility Scale is developed by Bilgin (2009b) is used for defining cognitive flexibility, Self-Efficacy Scale is developed by Çelikkaleli, Gündoğdu ve Kıran-Esen (2006) is used for def...

  2. Academic delay of gratification, self-efficacy, and time management among academically unprepared college students.

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    Bembenutty, Héfer

    2009-04-01

    This study examined the associations between academic delay of gratification, self-efficacy beliefs, and time management among academically unprepared college students participating in a summer-immersion program. This study also examined whether the relation of self-efficacy with time management is mediated by academic delay of gratification. Analysis indicated that self-efficacy was directly associated with time management, as delay of gratification served to mediate this effect partially. Self-efficacy emerged as the strongest positive predictor of academic achievement.

  3. Resources of Mathematics Self-Efficacy and Perception of Science Self-Efficacy as Predictors of Academic Achievement

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    Kaya, Deniz; Bozdag, Hüseyin Cihan

    2016-01-01

    The main objective of this study is to determine the predictive power of mathematics self-efficacy resources and perception of science self-efficacy on academic achievement. The study, adopting a relational screening model, was conducted with a total of 698 students in sixth, seventh and eighth grade level of a state secondary school. Mathematics…

  4. The Relationships between Academic Self-Efficacy, Computer Self-Efficacy, Prior Experience, and Satisfaction with Online Learning

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    Jan, Shazia K.

    2015-01-01

    This study investigated the relationships between academic self-efficacy (ASE), computer self-efficacy (CSE), prior experience, and satisfaction with online learning and explored how ASE, CSE, and satisfaction vary with age and gender. One hundred and three graduate students enrolled in purely online courses in January 2014 at a university in the…

  5. Academic Self-Efficacy Mediates the Effects of School Psychological Climate on Academic Achievement

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    Høigaard, Rune; Kovac, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy

    2015-01-01

    This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth-and tenth-grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic…

  6. Academic Self-Efficacy Mediates the Effects of School Psychological Climate on Academic Achievement

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    Høigaard, Rune; Kovac, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy

    2015-01-01

    This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth-and tenth-grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic…

  7. Freshman Engineering Students At-Risk of Non-Matriculation: Self-Efficacy for Academic Learning

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    Ernst, Jeremy V.; Bowen, Bradley D.; Williams, Thomas O.

    2016-01-01

    Students identified as at-risk of non-academic continuation have a propensity toward lower academic self-efficacy than their peers (Lent, 2005). Within engineering, self-efficacy and confidence are major markers of university continuation and success (Lourens, 2014 Raelin, et al., 2014). This study explored academic learning self-efficacy specific…

  8. Self-Efficacy and Chemistry Students' Academic Achievement in Senior Secondary Schools in North-Central, Nigeria

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    Baanu, Titilayo Funmisho; Oyelekan, Oloyede Solomon; Olorundare, Adekunle Solomon

    2016-01-01

    Self-efficacy reflects the extent to which students believe that they can successfully perform in school. It usually positively correlated with outcome expectations but it is possible that a student's has high self-efficacy does not transform into a high academic achievement. This study sought to find out the relationship between chemistry…

  9. Resilience Building in Students: The Role of Academic Self-Efficacy

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    Cassidy, Simon

    2015-01-01

    Self-efficacy relates to an individual's perception of their capabilities. It has a clear self-evaluative dimension leading to high or low perceived self-efficacy. Individual differences in perceived self-efficacy have been shown to be better predictors of performance than previous achievement or ability and seem particularly important when individuals face adversity. The study investigated the nature of the association between academic self-efficacy (ASE) and academic resilience. Undergraduate student participants (N = 435) were exposed to an adverse situation case vignette describing either personal or vicarious academic adversity. ASE was measured pre-exposure and academic resilience was measured post-exposure. ASE was correlated with, and a significant predictor of, academic resilience and students exhibited greater academic resilience when responding to vicarious adversity compared to personal adversity. Identifying constructs that are related to resilience and establishing the precise nature of how such constructs influence academic resilience will assist the development of interventions aimed at promoting resilience in students. PMID:26640447

  10. Relationship between Achievement Goals and Academic Self-Efficacy; Mediation Role of Academic Engagement

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    Samareh S.

    2016-02-01

    Full Text Available Aims: Understanding the goals of achievement and educational self-efficacy of the students might lead to their more engagement and then, higher learning and academic scheivement. The aim of this study was to investigate the mediating role of academic engagement in a relation to the achievement goals with academic self-efficacy. Instrument & Methods: In the correlational study, 360 female and meale medical, nursing, midwifery, and paramedical students of Kerman Shahid Bahonar University of Medical Sciences were studied in 2015. The subjects were selected via cluster random sampling. Data was collected using acheivemnet goals, academic self-efficacy, and academic engagement questionnaires. To investigate the causal model of caheivement goals, academic engagement, and salf-efficacy, correlative descarptive (by SPSS 20 and Amos 22 softwares and path analysis (based on structural equations modeling methods were used. Findings: There were significant effects between mastery approach and mastery avoidance approach and academic engagement and academic self-efficacy (p<0.05. There was a correlation between the goal of positively mastery approach and motivational, cognitive, and behavioral engagements. The higher the motivational and cognitive engagements were, the higher the academic self-efficacy was. In addition, based on the model fitness indices, fitness of the model was favorable.   Conclusion: motivational and cognitive engagements play a complete mediator role between mastery approach goals and academic self-efficacy

  11. The relationship among self-efficacy, perfectionism and academic burnout in medical school students

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    Yu, Ji Hye; Chae, Su Jin; Chang, Ki Hong

    2016-01-01

    Purpose: The purpose of this study was to examine the relationship among academic self-efficacy, socially-prescribed perfectionism, and academic burnout in medical school students and to determine whether academic self-efficacy had a mediating role in the relationship between perfectionism and academic burnout. Methods: A total of 244 first-year and second-year premed medical students and first- to fourth-year medical students were enrolled in this study. As study tools, socially-prescribed perfectionism, academic self-efficacy, and academic burnout scales were utilized. For data analysis, correlation analysis, multiple regression analysis, and hierarchical multiple regression analyses were conducted. Results: Academic burnout had correlation with socially-prescribed perfectionism. It had negative correlation with academic self-efficacy. Socially-prescribed perfectionism and academic self-efficacy had 54% explanatory power for academic burnout. When socially-prescribed perfectionism and academic self-efficacy were simultaneously used as input, academic self-efficacy partially mediated the relationship between socially-prescribed perfectionism and academic burnout. Conclusion: Socially-prescribed perfectionism had a negative effect on academic self-efficacy, ultimately triggering academic burnout. This suggests that it is important to have educational and counseling interventions to improve academic self-efficacy by relieving academic burnout of medical school students. PMID:26838568

  12. High Self-efficacy and High Use of Electronic Information may Predict Improved Academic Performance. A review of: Tella, Adeyinka, Adedeji Tella, C. O. Ayeni, and R. O. Omoba. “Self-efficacy and Use of Electronic Information as Predictors of Academic Performance.” Electronic Journal of Academic and Special Librarianship 8.2 (2007. 24 Apr. 2008

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    Stephanie J. Schulte

    2008-06-01

    Full Text Available Objective – To determine if self-efficacy and use of electronic information jointly predicted academic performance and to determine what information sources students used most often. Design – Descriptive surveys (scales for each of the three variables.Setting – University of Ibadan, Nigeria, a metropolitan, government-supported university with approximately 18,000 students.Subjects – Seven hundred undergraduate and graduate students randomly chosen from 7 departments of the faculty (i.e., college of education (100 students from each department.Methods – Students completed the Morgan-Jinks Self-Efficacy Scale and the Use of Electronic Information Scale. Academic performance was measured using a general aptitude test that covered general education, English language, and mathematics. The Morgan-Jinks scale consisted of 30 items, and the academic performance test consisted of 40 items. No instrument length was provided for the Use of Electronic Information Scale, and no details on the actual content of the general aptitude test or the Use of Electronic Information Scale were provided. These surveys were completed atthe university under conditions similar to that of a typical exam (i.e., no talking. All 700 subjects completed the surveys, and there was no evidence of participants providing informed consent or that they were given an opportunity to withdraw from the study. Data was analyzed using multiple regression analysis, a suitable analysis for this type of data.Main Results – Self-efficacy and use of electronic information together contributed to 9% (reported as 0.9% in the article of the variance in academic performance, and each variable statistically significantly contributed to predicting academic performance (pConclusion – The original authors conclude that self-efficacy and use of electronic information “predict and influence academic performance” (Discussion ¶ 6. Since use of electronic information is related to greater

  13. Gender fairness in self-efficacy? A Rasch-based validity study of the General Academic Self-efficacy scale (GASE)

    DEFF Research Database (Denmark)

    Nielsen, Tine; Dammeyer, Jesper; Vang, Maria Louison

    2017-01-01

    Studies have reported gender differences in academic self-efficacy. However, how and if academic self-efficacy questionnaires are gender-biased has not been psychometrically investigated. The psychometric properties of a general version of The Physics Self-Efficacy Questionnaire – the General Aca...

  14. Self-Efficacy, Goal Orientations and Learning Strategies as Mediators between Preceding and Subsequent Academic Achievement

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    Diseth, Age

    2011-01-01

    High school grade point average (HSGPA), self-efficacy, goal orientations, learning strategies, and examination grade were measured in a sample of Norwegian undergraduate psychology students in order to investigate motives and strategies as mediators between preceding and subsequent academic achievement. Correlation analysis showed strong…

  15. Academic underachievement, self-esteem and self-efficacy in decision making

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    Pina Filippello

    2014-01-01

    Full Text Available The aim of the study was to investigate the relationship between decision making styles, self-esteem and self-beliefs about decision- making ability and the differences linked to academic performance. A sample of 100 students split into two groups aged 15-16 years and 17-18 years participated in the study. All subjects compiled the Multidimensional Self-esteem Test (T.M.A. – Bracken, 1993 for the evaluation of academic success and competence of environmental control and How I Make my Choices (H.M.C. – Filippello et al., 2011, a structured interview, specifically designed to measure decision-making styles in two different contexts (school context vs. social context and decision-making self-efficacy (Low vs. High Self-efficacy in making decisions.The exploratory factor analysis reflects the theorized construction. Age and gender differences were found. Furthermore, as expected, low academic performance was associated with lower self-esteem, lower decision-making self-efficacy and more dysfunctional decision-making styles. Students with a high  academic performance, instead, showed higher self-esteem, higher decision-making self-efficacy and more functional decision-making styles.Data encourages the use of H.M.C., not only in the research of personality but also for educational and counseling purposes.

  16. Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

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    Fernandez-Rio, Javier; Cecchini, Jose A.; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A.

    2017-01-01

    Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12–17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students’ academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and

  17. Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure.

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    Fernandez-Rio, Javier; Cecchini, Jose A; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A

    2017-01-01

    Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12-17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students' academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared

  18. The poverty puzzle: the surprising difference between wealthy and poor students for self-efficacy and academic achievement.

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    Jurecska, Diomaris E; Chang, Kelly B T; Peterson, Mary A; Lee-Zorn, Chole E; Merrick, Joav; Sequeira, Elizabeth

    2012-01-01

    This study explored the relationship between intellectual ability, socioeconomic status (SES), academic achievement and self-efficacy in a cross-cultural sample. Data from 90 students (63 students from Central America and 27 from the US) showed that regardless of culture or IQ, students from low SES families had significantly lower grade point averages than students from medium- or high-SES families. Unexpectedly, data showed that regardless of culture or IQ, students from high-SES families had the lowest self-efficacy, but the highest academic performance. Results suggest that self-efficacy is likely to be related to expectations and self-perception beyond IQ or culture.

  19. Investigation of Pre-Service Science Teachers' Academic Self-Efficacy and Academic Motivation toward Biology

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    Ates, Hüseyin; Saylan, Asli

    2015-01-01

    The purpose of this research was to examine pre-service science teachers' academic motivation and academic self-efficacy toward biology. The sample consisted of 369 pre-service science teachers who enrolled in the faculty of education of two universities in Turkey. Data were collected through Academic Motivation Scale (AMS) (Glynn & Koballa,…

  20. Self-Efficacy as a Predictor of High School Students’ Subjective Well-Being

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    Bülent Baki TELEF

    2013-07-01

    Full Text Available The purpose of this study is to determine whether subjective well-being of high school students is predicted by their academic, social, and emotional self-efficacy. The sample of this study consisted of 311 high school students of whom 64% (n= 199 were girls and 36% (n= 112 were boys. Data were collected by the Self-Efficacy Scale for Children, the Positive and Negative Experience Scale, and the Life Satisfaction Scale and analyzed through multiple regression analysis. Results showed that high school students’ academic, social, and emotional self-efficacy explained 19% of variance in their subjective well-being and predicted their subjective well-being. Activities performed by school counselors to increase students’ academic, social, and emotional self-efficacy levels are thought to contribute to their subjective well-being.

  1. Relationship between Self-Efficacy and Academic Achievement of Zahedan Medical Sciences Students in 2016

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    Azizollah Arbabisarjou

    2016-07-01

    Full Text Available Students with higher self-efficacy utilize higher tendency, endeavor, and strength in performing academic tasks and feel ensure of their ability, thus self-efficacy can influence their academic achievement. Current study was conducted aiming at investigating relationship between self-efficacy and academic achievement of students of Zahedan University of Medical Sciences. It is a descriptive – analytical research on 190 students of Zahedan University of Medical Sciences during 2015 – 2016. Subjects were selected randomly and two-part questionnaire was used as data collection tool. First part was related to demographic characteristics and second part was related to self-efficacy questionnaire. Finally data were analyzed by SPSS 19 Software using deceptive statistics, Pearson correlation and independent t. Average age of individuals was 21.46 ± 312 and 82 students were female.Relationship between gender and self-efficacy of students was significant and self-efficacy was higher in females. But relationship between gender and academic achievementis not significant. Relationship between age and academic achievement was not significant. Relationship between self-efficacy and academic achievement of students was measured through Pearson correlation test and significant relationship was observed. People with higher selfefficacy have more optimal academic status compared to people with low self-efficacy and there is direct positive relationship between GPA and self-efficacy.

  2. Adaptation of Academic Self-Efficacy Scale into Turkish

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    Hüseyin ÖNCÜ

    2012-04-01

    Full Text Available Purpose of this study is to adapt Academic Self-efficacy Scale into Turkish, determine validity and reliability of the scale developed by Morgan and Jinks (2003. Because of the correlation between the marks obtained from the English and Turkish Forms of the scale is .95, both of these forms were accepted as equivalent. Working group of the study included 380 students who were attending 5th, 6th, 7th, and 8th grades of four different primary schools in three counties of Ankara. Structural validity of the scale determined through exploratory and confirmatory factor analysis. As a result of exploratory factor analysis, it was seen that scale has three factor structure as it was original, but the third factor formed different factor. Factors were ability, context, and educational quality. Scale's reliability of Turkish form was determined as .80 with repetition and through Cronbach alfa inner reliability technique as .82.

  3. The Effectiveness of Time Management Strategies Instruction on Students' Academic Time Management and Academic Self Efficacy

    Science.gov (United States)

    Kader, Fathi Abdul Hamid Abdul; Eissa, Mourad Ali

    2015-01-01

    This study investigated the effect of using time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. A total of 60 students identified with LD participated. The sample was divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and…

  4. Science self-efficacy in tenth grade Hispanic female high school students

    Science.gov (United States)

    Miller, Maria Decanio

    Historical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority populations might help increase participation in STEM field preparation during the high school career. A population of 272 students was chosen through convenience sampling methods, including 80 Hispanic females. Students were administered a 27-item questionnaire taken directly from the Smist (1993) Science Self-efficacy Questionnaire (SSEQ). Three science self-efficacy factors were successfully extracted and included Academic Engagement Self-efficacy (M=42.57), Laboratory Self-efficacy (M=25.44), and Biology Self-efficacy ( M=19.35). Each factor showed a significant positive correlation ( pself-efficacy perceptions. Asian/Pacific and Native American females had higher self-efficacy mean scores as compared to White, Black and Hispanic females on all three extracted science self-efficacy factors. Asian/Pacific females had the highest mean scores. No statistically significant correlations were found between science-self-efficacy and a measure of science achievement. Two high-ability and two low-ability Hispanic females were randomly chosen to participate in a brief structured interview. Three general themes emerged. Classroom Variables, Outside School Variables, and Personal Variables were subsequently divided into sub themes influenced by participants' views of science. It was concluded that Hispanic female science self-efficacy was among the subgroups which self-scored the lowest. Asian/Pacific and Native American females fared better than White, Black, and Hispanic female counterparts

  5. Investigating Academic Self-Efficacy of University Students in Terms of Socio-Demographic Variables

    Science.gov (United States)

    Satici, Seydi Ahmet; Can, Gurhan

    2016-01-01

    In this study whether academic self-efficacy of university students differ in terms of various socio-demographic features has been investigated. The study was conducted on 1679 students who were attending Anadolu University. In the study, the Academic Self-Efficacy Scale and Personal Information Form were used as data collection tools. In the…

  6. Academic Support Services and Career Decision-Making Self-Efficacy in Student Athletes

    Science.gov (United States)

    Burns, Gary N.; Jasinski, Dale; Dunn, Steve; Fletcher, Duncan

    2013-01-01

    This study examined the relationship between evaluations of academic support services and student athletes' career decision-making self-efficacy. One hundred and fifty-eight NCAA athletes (68% male) from 11 Division I teams completed measures of satisfaction with their academic support services, career decision-making self-efficacy, general…

  7. Social Self-Efficacy, Academic Locus of Control, and Internet Addiction

    Science.gov (United States)

    Iskender, Murat; Akin, Ahmet

    2010-01-01

    The purpose of this research is to examine the relationship of internet addiction, social self-efficacy, and academic locus of control. Participants were 311 university students who completed a questionnaire package that included the Online Cognition Scale, the Academic Locus of Control Scale, and the Perceived Social Self-efficacy Scale. The…

  8. Psychological Adaptation, Marital Satisfaction, and Academic Self-Efficacy of International Students

    Science.gov (United States)

    Bulgan, Gökçe; Çiftçi, Ayse

    2017-01-01

    The authors investigated marital satisfaction and academic self-efficacy in relation to psychological adaptation (i.e., psychological well-being, life satisfaction) in a sample of 198 married international students. Results of multiple regression analyses indicated that marital satisfaction and academic self-efficacy accounted for 45.9% of…

  9. Self-Efficacy, Motivation, and Academic Adjustment among African American Women Attending Institutions of Higher Education

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    Thomas, Deneia M.; Love, Keisha M.; Roan-Belle, Clarissa; Tyler, Keneth M.; Brown, Carrie Lynn; Garriott, Patton O.

    2009-01-01

    This study examined the relationships among self-efficacy beliefs, intrinsic and extrinsic motivation, and academic adjustment among 111 African American women in college. Results revealed that self-efficacy beliefs predicted Motivation to Know, Externally Regulated motivation, Identified motivation, and academic adjustment. Furthermore,…

  10. Relation between Assertiveness, Academic Self-Efficacy, and Psychosocial Adjustment among International Graduate Students.

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    Poyrazli, Senel; Arbona, Consuelo; Nora, Amaury; McPherson, Robert; Pisecco, Stewart

    2002-01-01

    Rathus Assertiveness Schedule, Academic Self-Efficacy Scale, The Inventory for Student Adjustment Strain, and UCLA Loneliness Scale were used to examine a total of 122 graduate international students. Findings indicate that English proficiency, assertiveness, and academic self-efficacy contributed uniquely to the variance in students' general…

  11. Social Self-Efficacy, Academic Locus of Control, and Internet Addiction

    Science.gov (United States)

    Iskender, Murat; Akin, Ahmet

    2010-01-01

    The purpose of this research is to examine the relationship of internet addiction, social self-efficacy, and academic locus of control. Participants were 311 university students who completed a questionnaire package that included the Online Cognition Scale, the Academic Locus of Control Scale, and the Perceived Social Self-efficacy Scale. The…

  12. The Mediational Effect of Academic Self-Discipline (ASD) between Academic Self-Efficacy (ASE) and College GPA

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    Jung, Kyoung Rae

    2013-01-01

    Drawing upon self-efficacy theory (Bandura, 1997), the purpose of this study was to examine academic self-discipline (ASD) as a mediator of the relationship between academic self-efficacy (ASE) and college GPA, as well as the feedback effect of previous academic performance on subsequent ASE and ASD. To test this research question, I used…

  13. Academic Self-Efficacy, Emotional Intelligence, GPA and Academic Procrastination in Higher Education

    OpenAIRE

    Meirav Hen; Marina Goroshit

    2014-01-01

    Academic procrastination has been seen as an impediment to students' academic success because it decreases the quality and quantity of learning while increasing the severity of negative outcomes in students’ lives. Research findings suggest that academic procrastination is closely related to motivation variables such as self-efficacy and self-regulated learning, and with higher levels of anxiety, stress, and illness. Emotional Intelligence is the ability to assess, regulate, an...

  14. Academic Self-Efficacy, Emotional Intelligence, GPA and Academic Procrastination in Higher Education

    OpenAIRE

    Meirav Hen; Marina Goroshit

    2014-01-01

    Academic procrastination has been seen as an impediment to students' academic success because it decreases the quality and quantity of learning while increasing the severity of negative outcomes in students’ lives. Research findings suggest that academic procrastination is closely related to motivation variables such as self-efficacy and self-regulated learning, and with higher levels of anxiety, stress, and illness. Emotional Intelligence is the ability to assess, regulate, an...

  15. Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs.

    Science.gov (United States)

    Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo

    2017-01-01

    Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy-achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy-achievement and efficacy-course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.

  16. Academic self-efficacy in study-related skills and behaviours: relations with learning-related emotions and academic success.

    Science.gov (United States)

    Putwain, Dave; Sander, Paul; Larkin, Derek

    2013-12-01

    Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. To examine whether academic self-efficacy, when operationalized as confidence in study-related skills and behaviours, is also a predictor of academic achievement and emotions and to test reciprocal relations between academic emotions and achievement. Two hundred and six first-year undergraduate students. Academic self-efficacy was measured at the beginning of the first semester and learning-related emotions (LREs) at the beginning of the second semester. Academic performance was aggregated across assessments in semester one and semester two. Self-efficacy in study-related skills and behaviours predicted: (1) better semester one academic performance and (2) more pleasant and fewer unpleasant LREs at the beginning of the second semester directly and (3) indirectly through semester one academic performance. Reciprocal relations between academic performance and emotions were supported, but only for pleasant emotions. Self-efficacy in study-related skills was the critical academic self-efficacy variable in this study. It may play an important role in maintaining challenge appraisals to maintain pleasant emotions and better academic performance. Accordingly, practitioners in higher education may wish to consider the value of assessing and developing students' self-efficacy in relation to their independent study skills. © 2012 The British Psychological Society.

  17. Academic Locus of Control, Tendencies Towards Academic Dishonesty and Test Anxiety Levels as the Predictors of Academic Self-Efficacy

    Science.gov (United States)

    Yesilyurt, Etem

    2014-01-01

    Many studies have focused on finding the level of effect that academic locus of control, tendencies towards academic dishonesty, and test anxiety levels have had on academic self-efficacy, and providing a separate explanation ratio for each. The relationship among the effects of the academic locus of control, tendencies towards academic…

  18. The Role of Academic Self-Efficacy as a Mediator Variable between Perceived Academic Climate and Academic Performance

    Science.gov (United States)

    Abd-Elmotaleb, Moustafa; Saha, Sudhir K.

    2013-01-01

    This study examines the mediating influence of academic self-efficacy on the link between perceived academic climate and academic performance among university students. The participants in the study consist of 272 undergraduate students at the University of Assiut, Assiut, Egypt. A scale to measure perceived academic climate, was developed. To…

  19. Supporting the students most in need: academic self-efficacy and perceived teacher support in relation to within-year academic growth.

    Science.gov (United States)

    Mercer, Sterett H; Nellis, Leah M; Martínez, Rebecca S; Kirk, Megan

    2011-06-01

    Academic self-efficacy and perceived teacher support in relation to academic skill growth across one academic year were examined in the study. Participants included 193 5th-grade students. Teachers collected curriculum-based measures (CBM) of reading and math on three occasions as part of routine academic benchmarks, and researchers collected student-reported measures of academic self-efficacy and perceived teacher support in the spring of the same academic year. Results indicated that academic self-efficacy was positively related to fall reading and math CBM scores and that perceived teacher support was unrelated to fall scores or growth across the academic year. Academic self-efficacy and perceived teacher support interacted in relation to math CBM growth such that low levels of perceived teacher support were related to greater growth, particularly for students with high academic self-efficacy. Follow-up analyses indicated that students with the lowest fall CBM scores and smallest growth rates reported higher levels of perceived teacher support, suggesting that teachers support the students most in need.

  20. Engineering Self-Efficacy Contributing to the Academic Performance of AMAIUB Engineering Students: A Qualitative Investigation

    Science.gov (United States)

    Aleta, Beda T.

    2016-01-01

    This research study aims to determine the factors of engineering skills self- efficacy sources contributing on the academic performance of AMAIUB engineering students. Thus, a better measure of engineering self-efficacy is needed to adequately assess engineering students' beliefs in their capabilities to perform tasks in their engineering…

  1. Academic Oral Presentation Self-Efficacy: A Cross-Sectional Interdisciplinary Comparative Study

    Science.gov (United States)

    Amirian, Seyed Mohammad Reza; Tavakoli, Elaheh

    2016-01-01

    Despite the significant role of oral presentation in the academic context, many university students evade opportunities for participation due to low self-efficacy. The present study has been conducted to compare oral presentation self-efficacy of English as a Foreign Language (EFL) learners with undergraduates and postgraduates of Non-EFL majors,…

  2. The Effects of Self-Efficacy on Academic Success of First-Generation College Sophomore Students

    Science.gov (United States)

    Vuong, Mui; Brown-Welty, Sharon; Tracz, Susan

    2010-01-01

    The purpose of this study was to analyze the effects of self-efficacy on academic success of first-generation college sophomore students. The participants in the study consisted of college sophomores from 5 of the 23 California State University campuses. An online College Self-Efficacy Inventory was employed to measure participants' self-efficacy…

  3. The Effects of Self-Efficacy on Academic Success of First-Generation College Sophomore Students

    Science.gov (United States)

    Vuong, Mui; Brown-Welty, Sharon; Tracz, Susan

    2010-01-01

    The purpose of this study was to analyze the effects of self-efficacy on academic success of first-generation college sophomore students. The participants in the study consisted of college sophomores from 5 of the 23 California State University campuses. An online College Self-Efficacy Inventory was employed to measure participants' self-efficacy…

  4. The relationship between self-efficacy and academic motivation among students of medical sciences

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    Gh. Roohi

    2013-06-01

    Full Text Available Introduction: self-efficacy is referred to individual's beliefs about their abilities to learn and doing significant tasks in life. This study aims to determine the relationship between self-efficacy and academic motivation in a group of medical sciences' students. Methods: In this cross-sectional study 275 students of Golestan University of Medical Sciences (GOUMS were selected using stratified random sampling method. A questionnaire consists of questions regarding demographic, academic motivation, and self-efficacy beliefs were used to collect data. Pearson correlation coefficients, independent T-Test and one way ANOVA were applied on the data. Results: The average of students’ academic motivation was 30.3±4.0. 50.2 percent of students had self-efficacy higher than average. Self-efficacy had significant correlation with intrinsic motivation sub-scale (r=0.196, P=0.001 and total score of academic motivation scale (r=0.155, P=0.01. There were no significant correlations between self-efficacy and extrinsic motivation (r=0.054, P=0.376 and motivation sub-scale (r=0.104, P=0.08. There was no significant difference between two genders in self-efficacy. Conclusion: Improvement in self-efficacy of medical sciences' students could improve their motivation.

  5. Academic Self-Efficacy, Emotional Intelligence, GPA and Academic Procrastination in Higher Education

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    Meirav Hen

    2014-05-01

    Full Text Available Academic procrastination has been seen as an impediment to students' academic success because it decreases the quality and quantity of learning while increasing the severity of negative outcomes in students’ lives. Research findings suggest that academic procrastination is closely related to motivation variables such as self-efficacy and self-regulated learning, and with higher levels of anxiety, stress, and illness. Emotional Intelligence is the ability to assess, regulate, and utilize emotions. It has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. The purpose of the present study was to explore and provide an initial understanding to the relationships between emotional intelligence, academic procrastination and GPA, as mediated by academic selfefficacy. A convenience sampling of 287 college students was collected. Structural equation modeling analysis using AMOS was conducted to examine the mediation role of academic selfefficacy between emotional intelligence, procrastination and GPA. Findings indicated that Emotional intelligence has a negative indirect effect on academic procrastination and a positive indirect effect on academic performance. Further research is needed to explore the effect of emotional intelligence on academic procrastination and performance, and to further understand its implications for academic settings.

  6. Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

    Science.gov (United States)

    Wang, Clare Wen; Neihart, Maureen

    2015-01-01

    Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of…

  7. Effects of taekwondo intervention on cognitive function and academic self-efficacy in children.

    Science.gov (United States)

    Cho, Su Youn; Kim, Young Il; Roh, Hee Tae

    2017-04-01

    [Purpose] The purpose of this study was to investigate the effects of taekwondo training on cognitive function and academic self-efficacy in children. [Subjects and Methods] Thirty-five children participated in the study. Seventeen children were randomly selected to undergo taekwondo training for 16 weeks (5 times per week). As controls, 18 children received no training. Cognitive function and academic self-efficacy were measured using the Stroop Color and Word Test (Word, Color, and Color-Word) and academic self-efficacy scale (Self-confidence, Self-regulatory Efficacy, and Task Difficulty Preference), respectively. [Results] In the taekwondo group, the Color-Word and Self-confidence scores increased significantly after intervention as compared to those before intervention. [Conclusion] It is suggested that regular taekwondo training may be effective for enhancing cognitive function and academic self-efficacy in growing children.

  8. Role of Alexithymia, Anxiety, and Depression in Predicting Self-Efficacy in Academic Students

    Science.gov (United States)

    2017-01-01

    Objective. Little research is available on the predictive factors of self-efficacy in college students. The aim of the present study is to examine the role of alexithymia, anxiety, and depression in predicting self-efficacy in academic students. Design. In a cross-sectional study, a total of 133 students at Babol University of Medical Sciences (Medicine, Dentistry, and Paramedicine) participated in the study between 2014 and 2015. All participants completed the Toronto Alexithymia Scale (TAS-20), College Academic Self-Efficacy Scale (CASES), and 14 items on anxiety and depression derived from the 28 items of the General Health Questionnaire (28-GHQ). Results. Pearson correlation coefficients revealed negative significant relationships between alexithymia and the three subscales with student self-efficacy. There was no significant correlation between anxiety/depression symptoms and student self-efficacy. A backward multiple regression analysis revealed that alexithymia was a negative significant predictor of self-efficacy in academic students (B = −0.512, P self-efficacy and academic functioning, we suggest it should be routinely evaluated by mental physicians at universities.

  9. Discriminant and Incremental Validity of Self-Concept and Academic Self-Efficacy: A Meta-Analysis

    Science.gov (United States)

    Huang, Chiungjung

    2012-01-01

    Two studies examined the discriminant and incremental validity of self-concept and academic self-efficacy. Study 1, which meta-analysed 64 studies comprising 74 independent samples (N = 24,773), found a strong mean correlation of 0.43 between self-concept and academic self-efficacy. The domains of self-concept and self-efficacy, and the domain…

  10. Discriminant and Incremental Validity of Self-Concept and Academic Self-Efficacy: A Meta-Analysis

    Science.gov (United States)

    Huang, Chiungjung

    2012-01-01

    Two studies examined the discriminant and incremental validity of self-concept and academic self-efficacy. Study 1, which meta-analysed 64 studies comprising 74 independent samples (N = 24,773), found a strong mean correlation of 0.43 between self-concept and academic self-efficacy. The domains of self-concept and self-efficacy, and the domain…

  11. Predicting Student Persistence in Adult Basic Education Using Interaction Effects among Academic Self-Efficacy and Students Participation and Academic Variables

    Science.gov (United States)

    Bujack, Lynette K.

    2012-01-01

    Academic self-efficacy is associated with academic success; the more positive or stronger the individual's academic self-efficacy, the more likely the individual will be successful in an academic environment. Prior research by Bandura (1989, 1993, 1997) suggested that self-efficacy influences not only activity choice but also the degrees to…

  12. Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs

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    Fernando Doménech-Betoret

    2017-07-01

    Full Text Available Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy–achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM. The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy–achievement and efficacy–course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.

  13. Emotional intelligence as a predictor of self-efficacy among students with different levels of academic achievement at Kermanshah University of Medical Sciences

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    AMENEH GHARETEPEH

    2015-04-01

    Full Text Available Introduction: studies have indicated that emotional intelligence is positively related to self-efficacy and can predict the academic achievement. The present study aimed to investigate the role of emotional intelligence in identifying self-efficacy among the students of Public Health School with different levels of academic achievement. Methods: This correlational study was conducted on all the students of Public Health School. 129 students were included in the study through census method. Data were collected using Emotional Intelligence and self-efficacy questionnaires and analyzed using descriptive statistics and regression analysis by SPSS 14. Results: The average score of students with high academic achievement was higher in self-efficacy (39.78±5.82 and emotional intelligence (117.07±10.33 variables and their components than that of students with low academic achievement (39.17±5.91, 112.07±13.23. The overall emotional intelligence score to predict self-efficacy explanation was different among students with different levels of academic achievement (p<0.001. Self-efficacy structure was explained through self-awareness and self-motivation components in students with low academic achievement (r=0.571. In students with high academic achievement, self-awareness, selfmotivation and social consciousness played an effective role in explaining self-efficacy (r=0.677, p<0.001. Conclusion: Emotional intelligence and self-efficacy play an important role in achieving academic success and emotional intelligence can explain self-efficacy. Therefore, it is recommended to teach emotional intelligence skills to students with low academic achievement through training workshops.

  14. Academic Self-Efficacy in Study-Related Skills and Behaviours: Relations with Learning-related Emotions and Academic Success

    Science.gov (United States)

    Putwain, Dave; Sander, Paul; Larkin, Derek

    2013-01-01

    Background: Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. Aims: To examine whether…

  15. The Interplay Among Academic Self-Concept, Self-Efficacy, Self-Regulation and Academic Achievement of Higher Education L2 Learners

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    Özkan KIRMIZI

    2015-04-01

    Full Text Available Self-concept, self efficacy, and self-regulation are three important factors that predict the success of L2 learners to a large extent. Therefore, the present study was designed to measure the academic self-concept, self efficacy, self-regulation level of higher education students in relation to academic achievement and self-evaluation and secondarily to investigate the correlation between academic self-concept, selfefficacy, and self-regulation. In the present study, academic self-concept was conceptualized as comprising of two main components: academic confidence and academic effort. The participants of the study are 130 higher education EFL (English as a Foreign Language learners enrolled in English Language and Literature department. Liu and Wang's (2005 academic self-concept scale was used as the main data collection tool. It consists of two sub-scales; academic confidence and academic effort scales. A four-item questionnaire was formed by examining the literature in order to measure self-efficacy and Motivated Strategies for Learning Questionnaire (MSLQ, developed by Pintrich et al. (1991, was used to measure self-regulation beliefs of students. Descriptive, variance, correlation and regression analyses were conducted in order to analyze the data. The results indicated that higher education Turkish EFL learners have a moderate-to-high level of self-concept, self-efficacy, self-regulation, and self-evaluation. High achieving students were found to have higher levels of selfregulation, self-evaluation and academic confidence. Correlation analysis indicated that all of the variables of the study are highly correlated with academic success and regression analysis revealed that self-efficacy was the most important predictor of academic success.

  16. Self-efficacy's influence on student academic achievement in the medical anatomy curriculum.

    Science.gov (United States)

    Burgoon, Jennifer Marie; Meece, Judith L; Granger, Noelle A

    2012-01-01

    Self-efficacy is defined as a person's beliefs in his or her own abilities to successfully complete a task and has been shown to influence student motivation and academic behaviors. More specifically, anatomical self-efficacy is defined as an individual's judgment of his or her ability to successfully complete tasks related to the anatomy curriculum; these include dissecting, learning anatomical concepts, and applying anatomical knowledge to clinical situations. The purpose of this study was to investigate the influence of anatomical self-efficacy on the academic performance of students enrolled in a medical gross anatomy course. To obtain students' anatomical self-efficacy ratings, surveys containing the same anatomical self-efficacy instrument were completed by first-year medical students at a southeastern United States allopathic medical school after each of four gross anatomy assessments. Additional data collected included student demographic information, Medical College Admission Test(®) (MCAT(®)) scores, and anatomy assessment scores, both written examination and laboratory practical. To investigate the potential predictive nature of self-efficacy for academic performance on both the written examination and the laboratory practical components of medical anatomy assessments, hierarchical linear regression analyses were conducted. For these analyses, academic ability (defined as the sum of the physical sciences and biological sciences MCAT scores) was controlled. The results of the hierarchical linear regressions indicated that all four laboratory practical scores were predicted by the corresponding self-efficacy ratings, while two (i.e., thorax/abdomen and pelvis/lower limb) of the four written examination scores were predicted by the corresponding self-efficacy ratings (P ≤ 0.05).

  17. Measuring the Academic Self-Efficacy of First-Year Accounting Students

    Science.gov (United States)

    Byrne, Marann; Flood, Barbara; Griffin, Julie

    2014-01-01

    This study measured the levels of academic self-efficacy of first-year accounting students. It also investigated whether there were any gender differences and the extent to which efficacy levels explained variation in academic performance. Overall the analysis revealed that many students lacked the confidence to participate fully in the academic…

  18. Academic Self-Efficacy among African American Youths: Implications for School Social Work Practice

    Science.gov (United States)

    Jonson-Reid, Melissa; Davis, Larry; Saunders, Jeanne; Williams, Trina; Williams, James Herbert

    2005-01-01

    School performance among African American youths continues to be a major concern. The promotion of self-esteem remains a major focus of school-based intervention programs designed to improve children's academic performance and behavior. Empirical data suggest that academic self-efficacy rather than self-esteem is the critical factor for school…

  19. The relationship between prosocial and antisocial behaviors in sport, general self-efficacy and academic self-efficacy: Study in department of physical education and sport teacher education

    OpenAIRE

    Yıldız, Mevlüt; ŞENEL, Ender; Şahan, Hasan

    2015-01-01

    The aim of this study was to examine the relationship between prosocial and antisocial behaviors in sport, general self-efficacy and academic self-efficacy beliefs of students studying in physical education and sport teacher education department. 118 students in department of physical education and sport teacher education at Mugla Sitki Kocman University voluntarily participated in the study.  31 of the participants were national athletes while 87 of them were non-national athletes. 50 of the...

  20. Academic Procrastination of Undergraduates: Low Self-Efficacy to Self-Regulate Predicts Higher Levels of Procrastination

    Science.gov (United States)

    Klassen, Robert M.; Krawchuk, Lindsey L.; Rajani, Sukaina

    2008-01-01

    This article reports two studies exploring the academic procrastination of 456 undergraduates. Study 1 explores the relationships among academic procrastination, self-regulation, academic self-efficacy, self-esteem, and self-efficacy for self-regulation. Results reveal that although other self-variables are related to procrastination,…

  1. Global Self-Esteem and Self-Efficacy Correlates: Relation of Academic Achievement and Self-Esteem among Emirati Students

    Science.gov (United States)

    Afari, Ernest; Ward, Graeme; Khine, Myint Swe

    2012-01-01

    We investigated the relationships between global self-esteem, academic self-efficacy and academic performance among a sample of 255 college students in the United Arab Emirates. The widely used Rosenberg's Self-Esteem Scale (RSES; Rosenberg, 1965) and an academic self-efficacy scale, modified from (Jinks and Morgan, 1999) were used to assess…

  2. 内地西藏班(校)初中生自我效能感与学业成绩的关系%The Relationship Between Self-efficacy and Academic Achievement of Junior High School Students in the Mainland Tibetan Class(School)

    Institute of Scientific and Technical Information of China (English)

    冉苒; 黄玉峤; 于娟

    2012-01-01

    With the methods of self-efficacy comprehensive scale,a questionnaire survey was conducted among 262 Junior High School Students in the Mainland Tibetan Class(School) to explore the relationship between their self-efficacy and academic achievement.Results show that most students' self-efficacy is in the medium level;there is no significant sex disparity in general self-efficacy and academic self-efficacy,but there are significant gender differences in self-adjusting learning efficacy;General self-efficacy in preppie is supreme,while there is no obvious discrepancy between the junior one and junior two students in their general self-efficacy;academic self-efficacy and self-adjusting learning efficacy of preppie,junior one and two students decrease with higher grade;academic self-efficacy and self-adjusting learning efficacy show a significant positive correlation with academic achievement.%采用自我效能感综合量表对262名内地西藏班(校)初中生进行调查,探讨其自我效能感与学业成绩的关系。结果表明:多数学生的自我效能感均处于中等水平;一般自我效能感和学业自我效能感无显著性别差异,自我调节学习效能感存在显著性别差异;预科生的一般自我效能感最高,初一、初二学生的一般自我效能感无显著年级差异,预科至初二学生的学业自我效能感和自我调节学习效能感随年级升高而降低;学业自我效能感、自我调节学习效能感与学业成绩呈显著正相关。

  3. Multifaceted Impact of Self-Efficacy Beliefs on Academic Functioning.

    Science.gov (United States)

    Bandura, Albert; And Others

    1996-01-01

    Analyzed the psychosocial influences through which efficacy beliefs affect academic achievement. Found that parents' sense of academic efficacy and aspirations for their children, children's beliefs in their efficacy to regulate their own learning and academic attainments, children's perceived social efficacy and ability to manage peer pressure,…

  4. 职高生心理韧性、学业自我效能感与学习倦怠的关系%Relationship between resilience,academic self - efficacy and learning burnout of vocational high school students

    Institute of Scientific and Technical Information of China (English)

    武帅; 谢一鸣; 吴晓凡; 杨绍清

    2016-01-01

    Objective To understand the characteristics of learning burnout in vocational high school students and the relationship between resilience ,academic self - efficacy and learning burnout . Methods 676 students in 3 vocational high schools in Tangshan city were measured as subjects by u‐sing teenager resilience scales ,academic elf - efficacy question - Naire and the junior middle school burnout questionnaires .Results The learning burnout score of vocational high school students was low ,and there were significant gender differences in the emotional dimension of depletion(t = 4 .543 ,P< 0 .01) ,the estrangement between teachers and students(t = 5 .035 ,P < 0 .01) and the burnout scores(t= 4 .663 ,P < 0 .01) ,boys were significantly higher than girls ;There was a negative correlation between resilience and academic burnout of students(r = - 0 .497 ,P < 0 .01) ;Vocational high school students ac‐ademic self - efficacy and learning burnout existed significant negative correlation(r = - 0 .568 ,P <0 .01) .Conclusion The learning burnout level is low ,and there is significant gender difference ;Their re‐silience is lower ,the academic self - efficacy is lower ,their learning burnout is higher .%①目的探讨职高生学习倦怠的状况及其与心理韧性、学业自我效能感的关系。②方法采用中学生学习倦怠问卷、青少年心理韧性量表和学业自我效能感问卷对唐山市3所职教中心676名职业高中生实施测试。③结果职高生的学习倦怠得分较低,并且在性别方面存在显著差异。男生在情绪耗竭( t =4.543,P <0.01)、师生疏离( t =5.035,P<0.01)维度上的得分及倦怠总分( t =4.663,P <0.01)显著高于女生;职高学生的心理韧性水平与其学业倦怠存在显著负相关( r =-0.497,P <0.01)。职高生学业自我效能感与学习倦怠存在显著负相关( r =-0.568,P <0.01)。④结论职高生的

  5. High levels of self-efficacy in patients with type 2 diabetes attending a tertiary level clinic

    Directory of Open Access Journals (Sweden)

    K. Mostert Wentzel

    2008-02-01

    Full Text Available Self-management is a vital element in the care of type 2diabetes patients.  In turn, self-efficacy plays a major role in patients’ self-management. Self-efficacy is the patient’s personal judgement of his/herconfidence in performing aspects of diabetes self-management.  This study investigated the level of self-efficacy of patients attending the Pretoria Academic Hospital Diabetes Clinic, in the light of high levels ofre-admission due to complications, suggesting low self-efficacy levels. Eighty type 2 diabetes patients, mean age of 59 years, completed thepublished IDEA LL baseline questionnaire, to establish a self-efficacyscore.  Relationships between self-efficacy and demographic factors wereinvestigated using the chi-square test. The mean self-efficacy level of thesample population is excellent (mean = 85.44%.A lthough self-reported self-efficacy levels are excellent, in comparison to the Sarkar study (2006 in which participants only scored “fair”, it is speculated that self-efficacy is not transferred to self-management behaviour in thispopulation.  Afrikaans and English speaking participants score significantly better than those from other language categories. There is a positive relationship between self-efficacy and level of education and employment status (tendedtowards significance with p values of 0.06 and 0.07 respectively. A lthough self-efficacy scores of clients at this tertiary level outpatient clinic are excellent, further research is necessary to quantify self-management strategies andto correlate these with self-efficacy levels.

  6. The Influence of Africentric Values and Neighborhood Satisfaction on the Academic Self-Efficacy of African American Elementary School Children

    Science.gov (United States)

    Shin, Richard Q.

    2011-01-01

    This exploratory study examined the relationships between Africentric values, racial/ethnic identity, neighborhood satisfaction, and academic self-efficacy beliefs among 88 African American elementary school children. Results indicated that Africentric values and neighborhood satisfaction were both predictive of academic self-efficacy beliefs.…

  7. Test Anxiety & Its Relation to Perceived Academic Self-Efficacy among Al Hussein Bin Talal University Students

    Science.gov (United States)

    sa'ad alzboon, Habis

    2016-01-01

    This study aimed to identify the degree of perceived academic self-efficacy and the relationship nature between test anxiety and perceived academic self-efficacy among students of Al Hussein Bin Talal University (AHU). Moreover, to identify the degree of available statistical significance differences that are attributed to gender, college and…

  8. Relationships between Locus of Control, Self-Efficacy, Efforts and Academic Achievement among Engineering Students

    Directory of Open Access Journals (Sweden)

    Alias Maizam

    2016-01-01

    Full Text Available The aim of this study is to investigate the relationships between the affective learning needs namely, self-efficacy and locus of control, learning efforts and academic achievement among engineering students. For this purpose, a survey was conducted on first year engineering students from two technical universities in Malaysia. Self-efficacy and locus of control were assessed using existing instruments while learning efforts were assessed using a specifically designed instrument based on Carbonaro’s model of learning effort. Academic achievement data were based on cumulative grade point average (CGPA obtained from self-report by participants. The findings indicate that females engineering students tend to have higher self-efficacy compared to males while both groups have similar locus of control and invest in similar learning efforts. Only locus of control is found to be related to academic achievement while self-efficacy is found to be related to efforts. In conclusion, locus of control seems to be an important factor in predicting academic achievement among engineering students.

  9. Admission Rhetoric and Academic Self-Efficacy: The Importance of First Communications for Conditionally Admitted Students

    Science.gov (United States)

    Stewart, Joyce; Heaney, April

    2013-01-01

    This article advocates for increased attention on the college admission letter to strengthen conditionally admitted students' academic self-efficacy as they begin the college experience. Although first communications are often considered perfunctory, the language of admission materials has strong potential to help at-risk students begin college…

  10. Academic Self-Efficacy, Sense of Coherence, Hope and Tiredness among College Students with Learning Disabilities

    Science.gov (United States)

    Ben-Naim, Shiri; Laslo-Roth, Roni; Einav, Michal; Biran, Hadar; Margalit, Malka

    2017-01-01

    Some resilient students with LD succeed 'against the odds' and reach college. The goals of the study are to explore their resources and barriers during their studies. The relationships between academic self-efficacy (ASE) and personal resources (sense of coherence (SOC) and hope) among college students with learning disabilities (LD) will be…

  11. Parenting Styles Influence on Locus of Control, Self-Efficacy and Academic Adjustment in College Students

    Science.gov (United States)

    Mills, Kimberly Tracey

    2010-01-01

    The purpose of this study was to investigate the relationship between perceived parenting style, locus of control, self-efficacy, and student outcome (i.e. academic performance, GPA) in a sample of college students. The relationship among gender and ethnicity were also examined across these variables. There were 100 participants in this study,…

  12. Gender Differences in Academic Self-Efficacy: A Meta-Analysis

    Science.gov (United States)

    Huang, Chiungjung

    2013-01-01

    A meta-analysis of 187 studies containing 247 independent studies (N = 68,429) on gender differences in academic self-efficacy identified an overall effect size of 0.08, with a small difference favoring males. Moderator analysis demonstrated that content domain was a significant moderator in explaining effect size variation. Females displayed…

  13. Learning Strategies and Self-Efficacy as Predictors of Academic Performance: A Preliminary Study

    Science.gov (United States)

    Yip, Michael C. W.

    2012-01-01

    Empirical research supports the idea that differences in academic performance among students are largely due to their different learning and study strategies. The strategies, in turn, affect the self-efficacy of the students. Two hundred university students were recruited to participate in this study by completing a revised Chinese version of the…

  14. Role of Academic Self-Efficacy in Moderating the Relation between Task Importance and Test Anxiety

    Science.gov (United States)

    Nie, Youyan; Lau, Shun; Liau, Albert K.

    2011-01-01

    Emphasizing task importance, which is regarded as a way of motivating engaged behavior, may increase an individual's anxiety. The present research investigated whether academic self-efficacy could moderate the maladaptive relation between task importance and test anxiety. 1978 and 1670 Grade 9 Singaporean students participated in a survey related…

  15. Promoting Doctoral Students' Research Self-Efficacy: Combining Academic Guidance with Autonomy Support

    Science.gov (United States)

    Overall, Nickola C.; Deane, Kelsey L.; Peterson, Elizabeth R.

    2011-01-01

    A diverse sample of doctoral students completed an on-line questionnaire assessing their supervisors' academic, personal and autonomy support and their research self-efficacy. The more task-related help and personal support students received, the more positively they evaluated their supervision. The degree to which supervisors encouraged students…

  16. Assessing the Contribution of a Constructivist Learning Environment to Academic Self-Efficacy in Higher Education

    Science.gov (United States)

    Alt, Dorit

    2015-01-01

    Self-efficacy for learning, which refers to students' beliefs in their capabilities to regulate their own learning, could determine students' motivation and academic achievement and, therefore, is significant in the learning process. This study examined how educational efforts based on constructivist theory were associated with the…

  17. Learning Strategies and Self-Efficacy as Predictors of Academic Performance: A Preliminary Study

    Science.gov (United States)

    Yip, Michael C. W.

    2012-01-01

    Empirical research supports the idea that differences in academic performance among students are largely due to their different learning and study strategies. The strategies, in turn, affect the self-efficacy of the students. Two hundred university students were recruited to participate in this study by completing a revised Chinese version of the…

  18. Academic self-efficacy, self-regulated learning and academic performance in first-year university students

    Directory of Open Access Journals (Sweden)

    Alberto A. Alegre

    2014-06-01

    Full Text Available The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students admitted to a private university of Lima for the 2013-2 term by using a non-probability and incidental procedure and the General Academic Self-Efficacy Questionnaire, the University Academic Self-Regulated Learning Questionnaire; and for the academic performance of every student, their registered weighted GPA was taken into account. Formulated hypothesis was accepted as correlation coefficients resulting from academic selfefficacy; self-regulated learning and academic performance were both positive and significant, but low. In addition, the correlation between academic selfefficacy and self-regulated learning were positive, significant and moderate.

  19. Exploring Academic Motivation, Academic Self-Efficacy and Attitudes toward Teaching in Pre-Service Early Childhood Education Teachers

    Science.gov (United States)

    Bedel, Emine Ferda

    2016-01-01

    This study is designed to explore academic motivation, academic self-efficacy and attitudes toward teaching in pre-service early childhood education teachers and to investigate the relationships among those variables. Data were gathered through questionnaires administered to 251 pre-service early childhood education teachers. Results indicated…

  20. Analysis of Academic Self-Efficacy, Self-Esteem and Coping with Stress Skills Predictive Power on Academic Procrastination

    Science.gov (United States)

    Kandemir, Mehmet; Ilhan, Tahsin; Ozpolat, Ahmed Ragip; Palanci, Mehmet

    2014-01-01

    The goal of this research is to analyze the predictive power level of academic self-efficacy, self-esteem and coping with stress on academic procrastination behavior. Relational screening model is used in the research whose research group is made of 374 students in Kirikkale University, Education Faculty in Turkey. Students in the research group…

  1. The Influence of Academic Self-efficacy and Learning Strategy to Academic Performance of High School Students: The Selection of Equivalent Model and the Analysis of Mediation%学业自我效能感与学习策略对高二学生学业成绩的影响:SEM的建立和等值模型的选择

    Institute of Scientific and Technical Information of China (English)

    张田; 傅安球

    2011-01-01

    为探索学业自我效能感和学习策略对中学生学业成绩的影响,通过问卷法调查了555名高中学生.并通过等值模型的探讨和结构方程模型的建立来考察在学业自我效能感对学业成绩的影响中,学习策略所起的作用。结果显示:(1)不同性别和学科学生在使用学习策略上存在显著差异;(2)在学业行为效能感对学业成绩的影响中,浅表策略和元认知策略起到中介作用;(3)在学业能力效能感对学业成绩的影响中.元认知策略起到完全中介作用。研究得出结论:在学业自我效能感的各个维度对学业成绩的影响中,不同的学习策略起到不同程度的中介作用。%To investigate the relationship between academic self-efficacy, learning strategy and academic performance, 555 high school students were investigated by questionnaires, and equivalent model and structural equation model analysis were used to analyse the data. The results of the study were as follows: (1)The using of learning strategy had significant differences between gender and between social science and nature science; (2)Superficial strategy and metacognitive strategy mediated the relationship between academic activity self-efficacy and academic performance; (3)Metacognitive strategy could fully mediate the relationship between academic ability self-efficacy and academic performance. Based on the results, we concluded that in the relationship between academic self-efficacy and academic performance, different dimensions of learning strategy mediated the relationship in different ways.

  2. Computer Self-Efficacy among Senior High School Teachers in Ghana and the Functionality of Demographic Variables on Their Computer Self-Efficacy

    Science.gov (United States)

    Sarfo, Frederick Kwaku; Amankwah, Francis; Konin, Daniel

    2017-01-01

    The study is aimed at investigating 1) the level of computer self-efficacy among public senior high school (SHS) teachers in Ghana and 2) the functionality of teachers' age, gender, and computer experiences on their computer self-efficacy. Four hundred and Seven (407) SHS teachers were used for the study. The "Computer Self-Efficacy"…

  3. The Relationship Among High School Students’Class Collective Efficacy, Academic Self efficacy and Academic Performance%中学生班级集体效能感、学业自我效能感与学业成绩的关系研究

    Institute of Scientific and Technical Information of China (English)

    刘盛敏

    2014-01-01

    The author has investigated the relationship among high school students’class collective efficacy,academic self efficacy and academic performance by using class collective efficacy for high school students (CCEI)and academic self efficacy questionnaire with 1773 high school students partici-pating in the current study.The results show that the level of high school students’class collective effi-cacy is above the average,and there are significant differences in school types,grades,student’s origin, whether students’cadres or not,and whether a single child in the family or not.The results of regres-sion analysis indicate some demographic variables and academic self efficacy has significant predication on class collective efficacy.Through further analysis of the structure mode we find that students’class collective efficacy has remarkable positive predictable functions on their academic performance and students'self efficacy has striking positive predictable functions on both their academic performance and class collective efficacy.%通过对1773名中学生施测班级集体效能感量表(CCEI)和学业自我效能感量表,探讨中学生班级集体效能感、学业自我效能感与学业成绩之间的关系。经统计结果表明中学生在班级集体效能感水平上中等偏上,在学校类型、年级、是否班干部、是否独生子女、生源以及用功程度这几个变量上存在显著差异;回归分析表明,部分人口学变量、学业自我效能感变量对于班级集体效能感具有显著的预测作用;进一步结构模型分析发现,班级集体效能感对学生的学业成绩具有正向预测作用,学生自我效能感对学生的学业成绩也具有正向预测作用,且对学生班级集体效能感也具有正向预测作用。

  4. Examination of Science and Math Course Achievements of Vocational High School Students in the Scope of Self-Efficacy and Anxiety

    Science.gov (United States)

    Yüksel, Mehmet; Geban, Ömer

    2016-01-01

    This study attempted to predict physics, chemistry, and biology and math course achievements of vocational high school students according to the variables of student self-efficacy, academic self-efficacy, state anxiety and trait anxiety. Study data were collected using a questionnaire administered to the students of a vocational high school…

  5. Academic Achievement: The Unique Contribution of Self-Efficacy Beliefs in Self-Regulated Learning beyond Intelligence, Personality Traits, and Self-Esteem

    Science.gov (United States)

    Zuffiano, Antonio; Alessandri, Guido; Gerbino, Maria; Kanacri, Bernadette Paula Luengo; Di Giunta, Laura; Milioni, Michela; Caprara, Gian Vittorio

    2013-01-01

    The present study examined the contribution of self-efficacy beliefs in self-regulated learning (SESRL) in predicting academic achievement at the end of junior high school above and beyond the effects of previous academic achievement, gender, socioeconomic status, intelligence, personality traits, and self-esteem. Participants included 170 (87…

  6. The relation between self-regulated learning, self-efficacy, learning strategies and academic achievement / Modumo Jonas Mofokeng

    OpenAIRE

    Mofokeng, Modumo Jonas

    1996-01-01

    The purpose of this study was to determine by means of the review of the literature and an empirical investigation whether self-regulated learning, self-efficacy and learning strategies influence the academic achievement in Physical Science of Std. 10 Qwaqwa students. From the review of literature, it was established that there is a relationship between self-regulated learning, self-efficacy, learning strategies and academic achievement. Self-regulated learning theories of academic achievemen...

  7. Self-Efficacy and Academic Performance in First-Semester Organic Chemistry: Testing a Model of Reciprocal Causation

    Science.gov (United States)

    Villafañe, Sachel M.; Xu, Xiaoying; Raker, Jeffrey R.

    2016-01-01

    Self-efficacy is an affective learning outcome that has been associated with academic performance and retention in STEM. Self-efficacy has been defined as students' beliefs about their ability to complete a given task, and it can be affected by a student's positive or negative experience in a course. In this study, students' chemistry…

  8. Self-Efficacy and Academic Performance in First-Semester Organic Chemistry: Testing a Model of Reciprocal Causation

    Science.gov (United States)

    Villafañe, Sachel M.; Xu, Xiaoying; Raker, Jeffrey R.

    2016-01-01

    Self-efficacy is an affective learning outcome that has been associated with academic performance and retention in STEM. Self-efficacy has been defined as students' beliefs about their ability to complete a given task, and it can be affected by a student's positive or negative experience in a course. In this study, students' chemistry…

  9. Family Background, Students' Academic Self-Efficacy, and Students' Career and Life Success Expectations

    Science.gov (United States)

    Kim, Mihyeon

    2014-01-01

    This study examined the relationship of family background on students' academic self-efficacy and the impact of students' self-efficacy on their career and life success expectations. The study used the national dataset of the Educational Longitudinal Study of 2002 (ELS: 2002), funded by the U.S. Department of Education. Based on a path…

  10. The Relationship between Meta-worry and Test Anxiety of Junior High School Students:The Mediating Effects of Academic Self-efficacy%初中生元担忧与考试焦虑的关系:学业自我效能感的中介作用

    Institute of Scientific and Technical Information of China (English)

    王惠惠; 黄露莹

    2014-01-01

    Objective To explore the relationship between junior middle school students'meta-worry,academic self-efficacy and test anxiety in order to prevent and relieve the test anxiety of junior high school students .Methods Using meta-worry scale,academic self-efficacy questionnaire ,test anxiety scale to survey 297 junior school students in Ningxia .Results ①Meta-worry had a significantly posi-tive correlation with test anxiety(r=0.52,P<0.01);Test anxiety had a significantly negative correlation with academic self-efficacy (r=-0.34,P<0.01);Meta-worry had a significantly negative correlation with academic self-efficacy(r=-0.18,P<0.05);②Accord-ing to the structural equation model ,academic self-efficacy plays a partially intermediary role in the relationship between meta-worry and test anxiety(8.78%of the total effect).Conclusion The meta-worry of junior high school students has a major impact on test anxiety , and it reduces the level of academic self-efficacy,leading to the test anxiety .%目的:探讨元担忧、学业自我效能感及考试焦虑的关系,为预防和缓解初中生考试焦虑提供实证依据。方法采用元担忧量表、学业自我效能感问卷、考试焦虑量表对297名初中生进行问卷调查。结果①元担忧与考试焦虑显著正相关( r=0.52,P<0.01),考试焦虑与学业自我效能感显著负相关(r=-0.34,P<0.01),元担忧与学业自我效能感显著负相关(r=-0.18,P<0.05);②在元担忧对考试焦虑的预测中,学业自我效能感发挥了部分中介作用,中介效应占总效应的8.78%。结论元担忧对考试焦虑有重要影响,并且会降低学业自我效能感,从而导致考试焦虑。

  11. Competitive Science Events: Gender, Interest, Science Self-Efficacy, and Academic Major Choice

    Science.gov (United States)

    Forrester, Jennifer Harris

    Understanding present barriers to choosing a STEM major is important for science educators so that we may better prepare and inspire future generations of scientists and engineers. This study examined the relationships between participation in competitive science events, gender, race, science self-efficacy, interest in science, and choosing a STEM discipline as a college major. The participants included 1,488 freshman students at a large southeastern public university. Students completed a survey of pre-college experiences with science events, science interests, and college major, as well as, an assessment of science self-efficacy. A subsample of sixty students (30 STEM; 30 non-STEM majors) were interviewed about their participation and academic major choice. Results showed that science, engineering, and non-STEM disciplines were the most frequently reported academic majors. Significant gender differences were found for science self-efficacy and academic major choice. There were significant race differences for participation in specific types of science competitions. Study participants also reported being motivated to participate in a competitive science event as a result of their teacher or parents' encouragement.

  12. Pre-service science teachers' teaching self-efficacy in relation to personality traits and academic self-regulation.

    Science.gov (United States)

    Senler, Burcu; Sungur-Vural, Semra

    2013-01-01

    The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

  13. The Perceived Value of Maths and Academic Self-Efficacy in the Appraisal of Fear Appeals Used Prior to a High-Stakes Test as Threatening or Challenging

    Science.gov (United States)

    Putwain, David William; Symes, Wendy

    2014-01-01

    Previous work has examined how messages communicated to students prior to high-stakes exams, that emphasise the importance of avoiding failure for subsequent life trajectory, may be appraised as threatening. In two studies, we extended this work to examine how students may also appraise such messages as challenging or disregard them as being of…

  14. Locus of control, interest in schooling, self-efficacy and academic achievement

    Directory of Open Access Journals (Sweden)

    Adedeji Tella

    2009-12-01

    Full Text Available Academic achievement is interestingly an important issue; a fundamental premium upon which all teaching-learning activitiesare measured using some criteria of excellence e.g. good academic performance, poor academic performance and academicfailure. This study examined locus of control, interest in schooling and self-efficacy as predictors of academic achievement ofJunior Secondary School Students. The population of the study consisted of 500 students comprising 300 boys and 200 girls.These were selected from twenty-five secondary schools through stratified random techniques. An ex-post facto researchdesign was adopted. Three independents variables (Locus of Control, Interest in schooling and self –efficacy with thedependent variable (academic achievement were measured with relevant standardized instruments. Two research questionswere developed and answered. The results indicate that locus of control, interest in schooling and self efficacy jointly andrelatively contribute significantly to the prediction of academic achievement of the Junior Secondary School Students. Based onthese findings, the need to continuously stimulate the interest of the students and teaching them time management and forteachers to see all the three variables on the study as important and improve them simultaneously was emphasized.

  15. Profiles of Self-Efficacy in the Academic Behavior of College Freshman

    Directory of Open Access Journals (Sweden)

    Martha Ornelas Contreras

    2013-04-01

    Full Text Available The objective of this research was to characterize students who choose to study any of the undergraduate degree programs offered by the Universidad Autónoma de Chihuahua [Autonomous University of Chihuahua] in terms of the perceived self-efficacy of their academic performance. The sample consisted of 1,187 male college students, with an average age of 18.29 (DE=0.76. The approach adopted for the research was quantitative with a survey-type descriptive design. The results show that the profiles of perceived self-efficacy are very similar for students from different fields of study, and that communication-related behaviors represent an area of opportunity for incoming freshmen.

  16. The Effects of a Growth Mindset Intervention on the Beliefs about Intelligence, Effort Beliefs, Achievement Goal Orientations, and Academic Self-Efficacy of LD Students with Reading Difficulties

    Science.gov (United States)

    Baldridge, Mary Caufield

    2010-01-01

    The overall purpose of this study was to examine the effects of a "growth mindset" intervention on the beliefs about intelligence, effort beliefs, achievement goals, and academic self-efficacy of learning disabled (LD) students with reading difficulties. The treatment group consisted of 12 high school LD students with reading difficulties. This…

  17. The Effects of a Growth Mindset Intervention on the Beliefs about Intelligence, Effort Beliefs, Achievement Goal Orientations, and Academic Self-Efficacy of LD Students with Reading Difficulties

    Science.gov (United States)

    Baldridge, Mary Caufield

    2010-01-01

    The overall purpose of this study was to examine the effects of a "growth mindset" intervention on the beliefs about intelligence, effort beliefs, achievement goals, and academic self-efficacy of learning disabled (LD) students with reading difficulties. The treatment group consisted of 12 high school LD students with reading difficulties. This…

  18. Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement.

    Science.gov (United States)

    Brown, Gavin T L; Peterson, Elizabeth R; Yao, Esther S

    2016-12-01

    Lecturers give feedback on assessed work in the hope that students will take it on board and use it to help regulate their learning for the next assessment. However, little is known about how students' conceptions of feedback relate to students' self-regulated learning and self-efficacy beliefs and academic performance. This study explores student beliefs about the role and purpose of feedback and the relationship of those beliefs to self-reported self-regulation and self-efficacy, and achievement. A total of 278 university students in a general education course on learning theory and approaches in a research-intensive university. Self-reported survey responses for students' conceptions of feedback (SCoF), self-regulation (SRL), academic self-efficacy (ASE), and Grade Point Average (GPA) were evaluated first with confirmatory factor analysis and then interlinked in a structural equation model. Three SCoF factors predicted SRL and/or GPA. The SCoF factor 'I use feedback' had positive associations with SRL (β = .44), GPA (β = .45), and ASE (β = .15). The SCoF factors 'tutor/marker comments' and 'peers help' both had negative relations to GPA (β = -.41 and -.16, respectively). 'Peers help' had a positive connection to SRL (β = .21). ASE itself made a small contribution to overall GPA (β = .16), while SRL had no statistically significant relation to GPA. The model indicates the centrality of believing that feedback exists to guide next steps in learning and thus contributes to SRL, ASE, and increased GPA. © 2016 The British Psychological Society.

  19. Self-Efficacy, Parent-Child Relationships, and Academic Performance: A Comparison of European American and Asian American College Students

    Science.gov (United States)

    Yuan, Shu; Weiser, Dana A.; Fischer, Judith L.

    2016-01-01

    Parent-child relationships play an important role in successful academic outcomes. Previous research suggests that the association between parent-child relationships and offspring's academic achievement may be mediated by offspring's self-efficacy levels, although these relationships are not fully understood. Furthermore, the association between…

  20. Virtual Connections, Personal Resources, Loneliness, and Academic Self-Efficacy among College Students with and without LD

    Science.gov (United States)

    Sharabi, Adi; Sade, Sarit; Margalit, Malka

    2016-01-01

    The goals of the study were first to compare the social and academic well-being (loneliness and academic self-efficacy (ASE) among college students with and without learning disabilities (LD), as well as three personal strengths (hope, optimism and sense of coherence (SOC). The second goal was to identify the predicting factors to their loneliness…

  1. Evaluating High School Students' Anxiety and Self-Efficacy towards Biology

    Science.gov (United States)

    Çimen, Osman; Yilmaz, Mehmet

    2015-01-01

    Anxiety and self-efficacy are among the factors that impact students' performance in biology. The current study aims to investigate high school students' perception of biology anxiety and self-efficacy, in relation to gender, grade level, interest in biology, negative experience associated with biology classes, and teachers' approaches in the…

  2. Achievement, School Integration, and Self-Efficacy in Single-Sex and Coeducational Parochial High Schools

    Science.gov (United States)

    Micucci, Kara Hanson

    2014-01-01

    A structural model for prior achievement, school integration, and self-efficacy was developed using Tinto's theory of student attrition and Bandura's self-efficacy theory. The model was tested and revised using a sample of 1,452 males and females from single-sex and coeducational parochial high schools. Results indicated that the theoretically…

  3. Rural High School Teachers' Self-Efficacy in Student Engagement, Instructional Strategies, and Classroom Management

    Science.gov (United States)

    Shoulders, Tori L.; Krei, Melinda Scott

    2015-01-01

    The purpose of this study was to compare the differences in rural high school teachers' (n = 256) self-efficacy in student engagement, instructional practices, and classroom management using selected teacher characteristics. Analysis of variance showed significant mean differences between different levels of education in self-efficacy for…

  4. Evaluating High School Students' Anxiety and Self-Efficacy towards Biology

    Science.gov (United States)

    Çimen, Osman; Yilmaz, Mehmet

    2015-01-01

    Anxiety and self-efficacy are among the factors that impact students' performance in biology. The current study aims to investigate high school students' perception of biology anxiety and self-efficacy, in relation to gender, grade level, interest in biology, negative experience associated with biology classes, and teachers' approaches in the…

  5. Measuring University Students' Perceived Self-Efficacy in Science Communication in Middle and High Schools

    Science.gov (United States)

    Chi, Shaohui; Liu, Xiufeng; Gardella, Joseph A.

    2016-01-01

    Service learning typically involves university students in teaching and learning activities for middle and high school students, however, measurement of university students' self-efficacy in science communication is still lacking. In this study, an instrument to measure university students' perceived self-efficacy in communicating science to…

  6. Special Education Teachers' Self-Efficacy Beliefs in a Large Urban High School

    Science.gov (United States)

    Seebeck, Kelly A.

    2016-01-01

    The purpose of this study was to identify if special education teachers' self-efficacy beliefs are impacted by student engagement, instructional strategies, and classroom management. Specifically, this study focused on the self-efficacy of high school special education teachers in an urban setting. This was a correlational quantitative design…

  7. Rural High School Teachers' Self-Efficacy in Student Engagement, Instructional Strategies, and Classroom Management

    Science.gov (United States)

    Shoulders, Tori L.; Krei, Melinda Scott

    2015-01-01

    The purpose of this study was to compare the differences in rural high school teachers' (n = 256) self-efficacy in student engagement, instructional practices, and classroom management using selected teacher characteristics. Analysis of variance showed significant mean differences between different levels of education in self-efficacy for…

  8. Leading Public Service Organisations: How to obtain high employee self-efficacy and organisational performance

    DEFF Research Database (Denmark)

    Jacobsen, Christian Bøtcher; Andersen, Lotte Bøgh

    2016-01-01

    Concerns are sometimes raised that transactional leadership harms public organisations’ performance, because demands thwart employees’ self-efficacy. However, the opposite may be argued – conditional rewards strengthen feelings of competence because they provide positive feedback on performance. We...... study ninety-two high school principals’ reported use of contingent rewards and sanctions and self-efficacy among their 1,932 teachers. The results indicate that contingent rewards strengthen self-efficacy, and that sanctions are not negatively related with self-efficacy or performance. Furthermore......, the teachers’ self-efficacy can be linked positively to organisational performance. This suggests that rewards can be an important tool for managers in the public sector....

  9. Leading public service organizations: How to obtain high employee self-efficacy and organizational performance

    DEFF Research Database (Denmark)

    Jacobsen, Christian Bøtcher; Andersen, Lotte Bøgh

    2017-01-01

    Concerns are sometimes raised that transactional leadership harms public organisations’ performance, because demands thwart employees’ self-efficacy. However, the opposite may be argued – conditional rewards strengthen feelings of competence because they provide positive feedback on performance. We...... study ninety-two high school principals’ reported use of contingent rewards and sanctions and self-efficacy among their 1,932 teachers. The results indicate that contingent rewards strengthen self-efficacy, and that sanctions are not negatively related with self-efficacy or performance. Furthermore......, the teachers’ self-efficacy can be linked positively to organisational performance. This suggests that rewards can be an important tool for managers in the public sector....

  10. The Relationships among Language Self-Efficacy, Listening Strategy and Ac-ademic Achievements:A Case of Chinese Qinghai-Tibet Plateau EFL learners

    Institute of Scientific and Technical Information of China (English)

    LI Qiong

    2014-01-01

    The present study was carried out to analyze the effect of language self-efficacy and listening strategy on academic achievements in Chinese Qinghai-Tibet Plateau EFL learners. To achieve this goal, eighty-seven university students participated in the study and filled in language self-efficacy and listening strategy questionnaire. The result revealed that learners ’language self-efficacy, listening strategy are positively correlated with academic achievements. Comparing the two factors influencing lan-guage learning, self-efficacy has higher prediction than listening strategies to academic achievements. Inner correlation exists in language self-efficacy and listening strategies. No gender exists. The study shed more light on the influence of self-efficacy and listening strategy on students’performance.

  11. Self-Efficacy, Achievement Motivation, and Academic Progress of Students with Learning Disabilities: A Comparison with Typical Students

    Directory of Open Access Journals (Sweden)

    Sepideh Seyed

    2017-03-01

    Full Text Available Introduction Many factors including self-efficacy and achievement motivation can affect children’s academic progress. Studies have shown that socioeconomic status can affect people’s life, education, and vocation. However, not many studies looked at the relations between the intrinsic factors and socioeconomic status, and between these 2 categories and students’ academic progress in children with learning disabilities. Thus, the present study aimed at examining self-efficacy, achievement motivation, and academic progress of students with learning disabilities compared with typical students and looking for any possible relation between these variables and socioeconomic status (parental education and occupation. Methods This was a cross sectional study, which included 34 students with learning disabilities and 32 typical students matched on age, gender, and school grade. The participants answered Sherer et al.’s self-efficacy scale (1982 and Herman’s achievement motivation questionnaire (2000. Students’ academic progress was evaluated based on the descriptive scores in the first semester. Findings Scores of children with learning disabilities in self-efficacy, achievement motivation, and academic progress were significantly lower than those of matched controls (P<0.0001. Results revealed moderate positive correlations between academic progress and different levels of self-efficacy (rs = 0.441, P<0.0001, N = 66; and between academic progress and achievement motivation (rs = 0.645, P<0.0001, N = 66. The results of the correlation analysis demonstrated weak to moderate positive correlations between academic progress and parental education (rs = 0.39, P = 0.001, academic progress and father’s occupation (rs = 0.323, P = 0.008, achievement motivation and parental education (rs = .34, p = 0.009, N = 66, and finally achievement motivation and father’s occupation (rs = 0.285, P = 0.02, N = 66. Conclusions Lower levels of self-efficacy and

  12. Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-Efficacy and Perceived Success

    Science.gov (United States)

    Sezgin, Ferudun; Erdogan, Onur

    2015-01-01

    This study explores the predictive influence of primary school teachers' academic optimism, hope and zest for work on perceptions of their self-efficacy and success. A total of 600 teachers were selected through stratified sampling from 27 primary schools in central districts of Ankara, Turkey, to form the research sample. Intervariable…

  13. Career Development among First-Year College Students: College Self-Efficacy, Student Persistence, and Academic Success

    Science.gov (United States)

    Wright, Stephen L.; Jenkins-Guarnieri, Michael A.; Murdock, Jennifer L.

    2013-01-01

    The present study investigates the career development of college student persistence decisions through the theoretical lens of social cognitive career theory (SCCT). Specifically, the authors sought to understand the potential role of college self-efficacy in first-year student persistence and academic success at a medium size university. Using a…

  14. Do Social Self-Efficacy and Self-Esteem Moderate the Relationship between Peer Victimization and Academic Performance?

    Science.gov (United States)

    Raskauskas, Juliana; Rubiano, Sherry; Offen, Ilanit; Wayland, Ann Kathleen

    2015-01-01

    Victimization by peers has been associated with low academic performance and internalizing problems. Still, not all students who experience peer victimization report a reduction in performance. The current study examines the potential protective nature of self-esteem and social self-efficacy in the relationship between peer victimization and…

  15. Coping Self-Efficacy and Academic Stress among Hispanic First-Year College Students: The Moderating Role of Emotional Intelligence

    Science.gov (United States)

    Watson, Joshua C.; Watson, April A.

    2016-01-01

    In this study, the authors examined the role that emotional intelligence plays in moderating the relationship between academic stress and coping self-efficacy among a sample of 125 Hispanic 1st-year college students enrolled at a medium-size, southern Hispanic-serving institution. Results of a 2-stage hierarchical multiple regression analysis…

  16. Teaching Strategies and Gender Based Learning Environments: How They Relate to Self-Efficacy, Participatory Behaviors, and Academic Achievement

    Science.gov (United States)

    Allen, Debra

    2013-01-01

    This mixed method participatory action research study investigated the relationships of effective teaching strategies and gender based learning environments to pre-adolescent females' self-efficacy of mathematical ability, classroom participatory behaviors, and academic achievement in the area of mathematics. Research-based teaching…

  17. Graduate Students' Poster Session Experiences: Do Levels of Academic Self-Efficacy and Individual Characteristics Play a Role?

    Science.gov (United States)

    Filipova, Anna A.

    2016-01-01

    This cross-sectional study assesses the effectiveness of poster session presentations as an alternative to traditional presentations in the public administration classroom. It also determined if graduate students' college academic self-efficacy and background characteristics impacted poster performance outcomes. Data were collected over four…

  18. The Effect of Creating Digital Storytelling on Secondary School Students' Academic Achievement, Self Efficacy Perceptions and Attitudes toward Physics

    Science.gov (United States)

    Kotluk, Nihat; Kocakaya, Serhat

    2017-01-01

    The purpose of this study is to examine the effect of Digital Storytelling (DST) on the (a) academic achievement, (b) attitude towards physics and (c) self efficacy perception of secondary school students. This study consists of an experimental group and a comparison group which are formed by equal number of students. The six-weeks study adopted a…

  19. Relationship between Student's Self-Directed-Learning Readiness and Academic Self-Efficacy and Achievement Motivation in Students

    Science.gov (United States)

    Saeid, Nasim; Eslaminejad, Tahere

    2017-01-01

    Self-directed learning readiness to expand and enhance learning, This is an important goal of higher education, Besides his academic self-efficacy can be improved efficiency and Achievement Motivation, so understanding how to use these strategies by students is very important. Because the purpose this study is determination of relationship between…

  20. Do Social Self-Efficacy and Self-Esteem Moderate the Relationship between Peer Victimization and Academic Performance?

    Science.gov (United States)

    Raskauskas, Juliana; Rubiano, Sherry; Offen, Ilanit; Wayland, Ann Kathleen

    2015-01-01

    Victimization by peers has been associated with low academic performance and internalizing problems. Still, not all students who experience peer victimization report a reduction in performance. The current study examines the potential protective nature of self-esteem and social self-efficacy in the relationship between peer victimization and…

  1. Academic Self-Efficacy, Emotional Intelligence, GPA and Academic Procrastination in Higher Education

    National Research Council Canada - National Science Library

    Meirav Hen; Marina Goroshit

    2014-01-01

    Academic procrastination has been seen as an impediment to students' academic success because it decreases the quality and quantity of learning while increasing the severity of negative outcomes in students’ lives...

  2. Examination of Urban High School Dropouts with High Self-Efficacy: A Phenomenological Study

    Science.gov (United States)

    Bayles, Ronald

    2012-01-01

    The purpose of this study was to explore the lived experience of urban students in Central Alabama with high self-efficacy who have dropped out of school to pursue a GED. This study: (a) provided a platform that gave voice to students to share their lived experience as they made the decision to drop out of high school, (b) identified the character…

  3. Stress and Academic Performance in Dental Students: The Role of Coping Strategies and Examination-Related Self-Efficacy.

    Science.gov (United States)

    Crego, Antonio; Carrillo-Diaz, María; Armfield, Jason M; Romero, Martín

    2016-02-01

    Academic stress negatively affects students' performance. However, little is known of the processes that may be involved in this association. This study aimed to analyze how other variables such as coping strategies and exam-related self-efficacy could be related to academic stress and performance for dental students. An online survey, including measures of coping strategies, perceived stress, exam-related self-efficacy, and academic performance, was completed by undergraduate dental students in Madrid, Spain. Of the 275 students invited to take the survey, 201 participated (response rate 73.6%). Rational coping strategies (problem-solving, positive reappraisal, seeking social support) were negatively associated with perceived stress (β=-0.25, pacademic stress (β=0.34, pacademic performance.

  4. The effects of high-fidelity simulation training on academic self-efficacy and learning motivation in undergraduate nursing students%高仿真模拟教学对本科护生学习自我效能及学习动机的影响

    Institute of Scientific and Technical Information of China (English)

    高海霞; 徐桂华; 高洪莲; 孙志岭; 王丹文; 张姮

    2014-01-01

    目的 探讨高仿真模拟教学对本科护生学习自我效能及学习动机的影响,为高仿真模拟教学效果提供实证依据.方法 将2011级2个班84名本科护生随机分为实验组和对照组各42名,对照组健康评估实训课采用传统教学方法,实验组采用高仿真模拟教学,通过学习自我效能、学习动机和健康评估实践考核成绩优秀率评价教学效果.结果 2组本科护生学习自我效能评分、学习动机评分、健康评估实践考核成绩优秀率之间的差异均具有统计学意义.结论 高仿真模拟教学可提升本科护生学习自我效能、学习动机和健康评估实践考核成绩优秀率,建议在高等院校课程设置中增加高仿真模拟教学时数,促进护生实践能力发展.%Objective To evaluate the effects of high-fidelity simulation training on academic selfefficacy and learning motivation in undergraduate nursing students.Methods 84 undergraduate nursing students were randomized into the control group and the intervention group,nursing students in the control group received traditional health assessment training,while nursing students in the intervention group received health assessment training by high-fidelity simulator.The effects were evaluated by academic self-efficacy,learning motivation and skill performance in undergraduate nursing students.Results There were significant differences on academic self-efficacy,learning motivation and skill performance in undergraduate nursing students between the two groups.Conclusions High-fidelity simulation training can effectively enhance undergraduate nursing students’ academic self-efficacy,learning motivation and skill performance.It is proved to be helpful for competence development in clinical practice.

  5. Relationships among Individual Task Self-Efficacy, Self-Regulated Learning Strategy Use and Academic Performance in a Computer-Supported Collaborative Learning Environment

    Science.gov (United States)

    Wilson, Kimberly; Narayan, Anupama

    2016-01-01

    This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with…

  6. A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance.

    Science.gov (United States)

    Galla, Brian M; Wood, Jeffrey J; Tsukayama, Eli; Har, Kim; Chiu, Angela W; Langer, David A

    2014-06-01

    Using data from an accelerated longitudinal study, we examined the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance across students (N=135) in elementary school. Teachers assessed participants' effortful engagement and participants rated their academic self-efficacy once per year for 3 years. Academic performance was assessed through standardized test scores in reading and math. Multilevel models indicated that within-person change in Effortful Engagement and Academic Self-Efficacy scores significantly predicted concomitant within-person change in reading test scores, B=2.71, p=.043, Pseudo-R2=.02 and B=4.72, p=.005, Pseudo-R2=.04, respectively. Participants with higher between-person levels of Effortful Engagement had higher initial reading test scores, B=10.03, p=.001, Pseudo-R2=.09, and math test scores, B=11.20, pAcademic Self-Efficacy showed a faster rate of increase in math test scores across elementary school, B=10.21, p=.036, Pseudo-R2=.25. At the between-person level, Effortful Engagement mediated the association between Academic Self-Efficacy and both reading and math test scores, although no support was found for mediation at the within-person level. Collectively, results suggest that trait-level psychological factors can vary meaningfully within school-aged children and that both within-person change and between-person individual differences in these traits have important consequences for academic performance.

  7. Academic Commitment and Self-Efficacy as Predictors of Academic Achievement in Additional Materials Science

    Science.gov (United States)

    Vogel, F. Ruric; Human-Vogel, Salomé

    2016-01-01

    A great deal of research within science and engineering education revolves around academic success and retention of science and engineering students. It is well known that South Africa is experiencing, for various reasons, an acute shortage of engineers. Therefore, we think it is important to understand the factors that contribute to attrition…

  8. Exploring the Self-efficacy Beliefs among the High Achievers in Writing

    Directory of Open Access Journals (Sweden)

    Ilyana Jalaluddin

    2014-01-01

    Full Text Available Learners form their self-efficacy beliefs by interpreting information primarily from four sources namely performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. It is important to recognize the four cognitive nature of self-efficacy because the cognitive appraisal of information from the four sources will influence self-efficacy and it cannot be evaluated based on one source per se (Lane, Jones & Stevens 2002. This article explores the four sources of self-efficacy among the high achievers in writing course. In analysing the finding, Z-scores were derived from each self-efficacy component score based on the aggregate mean and the standard deviation of the class. Findings show high frequency of negative z-value reported for Specific Progress (SPR and Social Feedback (SF. Meanwhile, high frequency of positive z-value is found in the General Progress (GPR and Physiological States (PS components. Based on the finding, pedagogical implications, limitations and directions for further research are presented.

  9. Professional choice self-efficacy: predicting traits and personality profiles in high school students

    Directory of Open Access Journals (Sweden)

    Rodolfo Augusto Matteo Ambiel

    2016-01-01

    Full Text Available Abstract This study aimed to verify the predictive capacity of the Big Five personality factors related to professional choice self-efficacy, as well as to draw a personality profile of people with diverse self-efficacy levels. There were 308 high school students participating, from three different grades (57.5 % women, from public and private schools, average 26.64 years of age. Students completed two instruments, Escala de Autoeficácia para Escolha Profissional (Professional Choice Self-efficacy Scale and Bateria Fatorial de Personalidade (Factorial Personality Battery. Results were obtained using multiple regression analysis, analysis of variance with repeated measures profile and Cohen’s d to estimate the effect size of differences. Results showed that Extraversion, Agreeableness and Conscientiousness were the main predictors of self-efficacy. Differences from medium to large were observed between extreme groups, and Extraversion and Conscientiousness were the personality factors that better distinguish people with low and high levels of self-efficacy. Theses results partially corroborate with the hypothesis. Results were discussed based on literature and on the practical implications of the results. New studies are proposed.

  10. Emotional intelligence as a predictor of self-efficacy among students with different levels of academic achievement at Kermanshah University of Medical Sciences

    OpenAIRE

    AMENEH GHARETEPEH; YAHYA SAFARI; TAHEREH PASHAEI; MANSOUR RAZAEI; MOHAMMAD BAGHER KAJBAF

    2015-01-01

    Introduction: studies have indicated that emotional intelligence is positively related to self-efficacy and can predict the academic achievement. The present study aimed to investigate the role of emotional intelligence in identifying self-efficacy among the students of Public Health School with different levels of academic achievement. Methods: This correlational study was conducted on all the students of Public Health School. 129 students were included in the study t...

  11. Assessment of Scientific Communication Self-Efficacy, Interest, and Outcome Expectations for Career Development in Academic Medicine.

    Science.gov (United States)

    Anderson, Cheryl B; Lee, Hwa Young; Byars-Winston, Angela; Baldwin, Constance D; Cameron, Carrie; Chang, Shine

    2016-02-01

    Competency in forms of scientific communication, both written and spoken, is essential for success in academic science. This study examined the psychometric properties of three new measures, based on social cognitive career theory, that are relevant to assessment of skill and perseverance in scientific communication. Pre- and postdoctoral trainees in biomedical science (N = 411) completed online questionnaires assessing self-efficacy in scientific communication, career outcome expectations, and interest in performing tasks in scientific writing, oral presentation, and impromptu scientific discourse. Structural equation modeling was used to evaluate factor structures and model relations. Confirmatory factor analysis supported a 22-item, 3-factor measure of self-efficacy, an 11-item, 2-factor measure of outcome expectations, and a 12-item, 3-factor measure of interest in scientific communication activities. Construct validity was further demonstrated by theory-consistent inter-factor relations and relations with typical communications performance behaviors (e.g., writing manuscripts, abstracts, presenting at national meetings).

  12. Understanding Positive Attitudes toward Helping Peers: The Role of Mastery Goals and Academic Self-Efficacy

    NARCIS (Netherlands)

    Poortvliet, P.M.; Darnon, C.

    2014-01-01

    The present research was designed to document the relationship between mastery and performance goals and attitudes toward helping others, and to test the mediating role of self-efficacy. Two experiments (Studies 1 and 2) showed that students with mastery goals hold stronger positive attitudes toward

  13. The Effects of Parental Involvement on Students' Academic Self-Efficacy, Engagement and Intrinsic Motivation

    Science.gov (United States)

    Fan, Weihua; Williams, Cathy M.

    2010-01-01

    This research examined whether various dimensions of parental involvement predicted 10th-grade students' motivation (engagement, self-efficacy towards maths and English, intrinsic motivation towards maths and English) using data from the Educational Longitudinal Study of 2002 (ELS 2002). Results showed that both parents' educational aspiration for…

  14. Sources of Self-Efficacy in Academic Contexts: A Longitudinal Perspective

    Science.gov (United States)

    Phan, Huy P.; Ngu, Bing H.

    2016-01-01

    The formation of self-efficacy, according to Bandura's (1997) social-cognitive theory, is an important area of inquiry. This theoretical tenet posits the importance of enactive learning experience, followed by lesser influences of vicarious experience, verbal persuasion, and emotional and physiological states. Quantitative research, predominantly,…

  15. Sources of Self-Efficacy in Academic Contexts: A Longitudinal Perspective

    Science.gov (United States)

    Phan, Huy P.; Ngu, Bing H.

    2016-01-01

    The formation of self-efficacy, according to Bandura's (1997) social-cognitive theory, is an important area of inquiry. This theoretical tenet posits the importance of enactive learning experience, followed by lesser influences of vicarious experience, verbal persuasion, and emotional and physiological states. Quantitative research, predominantly,…

  16. Understanding Positive Attitudes toward Helping Peers: The Role of Mastery Goals and Academic Self-Efficacy

    NARCIS (Netherlands)

    Poortvliet, P.M.; Darnon, C.

    2014-01-01

    The present research was designed to document the relationship between mastery and performance goals and attitudes toward helping others, and to test the mediating role of self-efficacy. Two experiments (Studies 1 and 2) showed that students with mastery goals hold stronger positive attitudes toward

  17. Personality Traits' Effects on Self-Efficacy and Outcome Expectations for High School Major Choice

    Science.gov (United States)

    Brown, Dikla; Cinamon, Rachel Gali

    2016-01-01

    The current study focuses on the contribution of the Big Five personality traits to the development of self-efficacy and outcome expectations regarding selection of a high school major among 368 Israeli adolescents (Mage = 16.07, SD = 0.41). Structural equation analyses showed that higher levels of conscientiousness and extraversion and lower…

  18. Modeling the Relationship between High School Students' Chemistry Self-Efficacy and Metacognitive Awareness

    Science.gov (United States)

    Kirbulut, Zubeyde Demet

    2014-01-01

    In this study, the relationship between students' chemistry self-efficacy beliefs and metacognitive awareness was investigated utilizing a path model. There were 268 chemistry high school students (59% 10th grade and 41% 11th grade) participated in the study. The students took two-hour chemistry course in the 9th and 10th grade and three-hour…

  19. A survey of diet self-efficacy and food intake in students with high and low perceived stress.

    Science.gov (United States)

    Nastaskin, Robyn S; Fiocco, Alexandra J

    2015-04-23

    Given the rise in obesity and obesity-related disorders, understanding the relationship between stress, self-efficacy and food choice in young adulthood may have implications for preventing negative health outcomes later in life that stem from poor eating habits. The current study examined whether stress levels and diet self-efficacy may be associated with unhealthy eating habits in young adults. Male and female undergraduate students (N = 136) completed questionnaires that tap into diet self-efficacy (DSE), perceived stress (PS), sodium, and fat intake. Sex differences in choice of food were predicted, and low levels of perceived stress and high diet self-efficacy were expected to be associated with lower fat and sodium intake. Findings indicate an interaction between perceived stress and diet self-efficacy on fat intake and a main effect for diet self-efficacy on sodium intake in this population. As expected, low levels of perceived stress and high diet self-efficacy were associated with the lowest levels of fat and sodium intake in students. Findings were driven by females. This study provides preliminary evidence that diet self-efficacy and perceived stress levels relate to nutrient intake in young adult females, and that increasing diet self-efficacy and reducing perceived stress in young adult females may lead to reductions in fat and sodium intake, leading to healthier eating habits.

  20. An investigation of the attitudes, anxieties and self-efficacy beliefs towards mathematics lessons high school students’ in terms of gender, types of school, and students’ grades

    Directory of Open Access Journals (Sweden)

    N. Izzet Kurbanoglu

    2012-01-01

    Full Text Available The main objective of this study is to explore relationships between high school students’ attitudes towards mathematics lessons, anxieties towards mathematics lessons and self-efficacy beliefs in terms of gender, types of school and students’ grades. In this study, the data were gathered by “Attitudes Towards Mathematics Scale” (Aşkar, 1986 and by “Mathematics Anxiety Rating Scale” which was adapted to Turkish by Akın, Kurbanoğlu and Takunyacı (2009. Besides, in order to determine students’ self-efficacy beliefs were determined by self-efficacy, sub-scale of “Motivation Scale” which was adapted to Turkish by Büyüköztürk, Akgün, Özkahveci, & Demirel (2004. The sample of this study consisted of 418 students who attended from three different high schools. The study was conducted during the fall semester of academic year 2009-2010. ANOVA and t-Test were employed to analyze the hypotheses of research. It was observed in the findings of the study that there are no statistically significant differences between students’ gender and scores of attitudes towards mathematics lessons, anxieties towards mathematics lessons and self-efficacy beliefs. But there are statistically significant differences between students’ types of school and students’ grades and scores of attitudes towards mathematics lessons, anxieties towards mathematics lessons and self-efficacy beliefs.    

  1. Locus of control, self-efficacy, and the mediating effect of outcome control: predicting course-level and global outcomes in an academic context.

    Science.gov (United States)

    Au, Evelyn W M

    2015-01-01

    The current study utilizes Skinner's framework to examine the unique contributions of internal locus of control, self-efficacy, and perceived outcome control over course performance on students' academic experiences. Undergraduate students (N = 225) took part in a longitudinal study and completed two surveys (Time 1: just before their mid-term exams; Time 2: just before their final exam in the same semester). Both locus of control and self-efficacy at Time 1 predicted course-level perceived control over course performance at Time 2. Student-level perceived control over course performance at Time 2 mediated the relationship between self-efficacy at Time 1 and course-level perseverance, course-specific stress, and course enjoyment at Time 2. For global perceived stress and life satisfaction measured at Time 2, both locus of control and self-efficacy at Time 1 had only a direct effect on global perceived stress at Time 2, but only self-efficacy at Time 1 predicted life satisfaction at Time 2. Both locus of control and self-efficacy uniquely contribute to students' academic experiences. Student-level perceived control plays an important mediating role between locus of control and self-efficacy at Time 1, and course-level perseverance, course-specific stress, and course enjoyment at Time 2.

  2. Effects of single sex lab groups on physics self-efficacy, behavior, and academic performance

    Science.gov (United States)

    Hunt, Gary L.

    The purpose of this study was to investigate the relationships between the gender composition of a laboratory group and student behaviors, self-efficacy, and quiz performance, within the college physics laboratory. A student population was chosen and subdivided into two groups, which were assigned either same-sex or coed laboratory teams while executing identical laboratory activities and instruction. Assessments were carried out prior to instruction, during the course, and at the end of one semester worth of instruction and laboratory activities. Students were assessed in three areas: behaviors exhibited during laboratory activities, self-efficacy, and scores on laboratory quizzes. Analyses considered the differences in outcomes after a single semester of physics laboratories that differed only in team gender organization. The results indicated that there were no statistically significant differences in behavior variable, self-efficacy or laboratory quiz scores between same sex teams and coed teams. There were also no statistically significant differences between genders, and no interaction effect present. In a post-hoc analysis of the individual behaviors data, it was noted that there is present a practical difference in the individual behaviors exhibited by males and females. This difference implies a difference in how males and females successfully engage in the laboratory activities.

  3. Mathematics: Self-Efficacy, Identity, and Achievement among African American Males from the High School Longitudinal Study

    Science.gov (United States)

    Briggs, Calvin

    2014-01-01

    The purpose of this study was to determine if a relationship existed between mathematics self-efficacy and mathematics identity to mathematics achievement among African American males from High School Longitudinal Study of 2009 (HSLS:09). Subsequently, the extent to which mathematics self-efficacy and mathematics identity accounted for low and…

  4. Building Self-Efficacy for Exercise among Rural High School Students: It Takes Ongoing Practice

    Science.gov (United States)

    Hortz, Brian; Petosa, R. Lingyak; Grim, Melissa L.; Stevens, Emily

    2015-01-01

    Background: Self-efficacy has been associated with adolescent exercise. Previous studies have revealed that self-efficacy is relatively resistant to change. Effective strategies to build self-efficacy among adolescents are needed. Purpose: To describe the changes in self-efficacy and leisure time exercise produced by the "Planning to be…

  5. Can weight predict academic performance in college students? An analysis of college women's self-efficacy, absenteeism, and depressive symptoms as mediators.

    Science.gov (United States)

    Aimé, Annie; Villatte, Aude; Cyr, Caroline; Marcotte, Diane

    2017-04-01

    Over a third of American college students are either overweight or obese, which has been suggested to negatively impact their academic achievement. This study seeks to better understand the relationship between body mass index (BMI) and grade point average (GPA), while examining potential mediators of this association. The sample consists of 298 college women who volunteered to complete online questionnaires between October and December 2014. Although no significant differences were noted for sociodemographic variables, overweight and obese female students were found to report lower GPA and academic self-efficacy as well as higher depressive symptoms, compared with their normal-weight counterparts. Academic self-efficacy partially mediated the relationship between BMI and GPA. To foster better academic achievement in female college students, and especially for those who are overweight and obese, strategies for improving self-efficacy and adaptation to college should be implemented.

  6. Asian American women in science, engineering, and mathematics: Background contextual and college environment influences on self-efficacy and academic achievement

    Science.gov (United States)

    Vogt, Kristen E.

    2005-07-01

    The purpose of this research study was to examine, for undergraduate women of various Asian American ethnic backgrounds, the influence of background contextual and college environment factors on their sense of academic self-efficacy and achievement in science, technology, engineering, and mathematics (STEM) majors. Social cognitive career theory and its critiques provided a theoretical foundation for relationships from past performance, socioeconomic status, acculturation, and college environment variables (compositional diversity, racial climate, gendered climate, academic peer support), to academic self-efficacy and achievement. Data were collected through an online survey. Instrumentation included the scales of Language, Identity, and Behavioral Acculturation; Gender Discrimination; Faculty and Classroom Behavior; Interactions with Peers; and Academic Milestones Self-efficacy. The participants were 228 Asian American undergraduate women in STEM at a large public, doctoral research extensive university on the east coast; the response rate was 51%. In three MANOVAs for nine social cognitive career variables, four ethnic groups (East, South, Southeast, and Multi-ethnic Asian American) significantly differed only on socioeconomic status. In path analysis, the initial model was not a good fit and was rejected. The model was respecified through statistical and theoretical evaluation, tested in exploratory analysis, and considered a good fit. The respecified model explained 36% of semester GPA (achievement) and 28% of academic self-efficacy. The academic achievement of Asian American women in STEM was related to past performance, background contextual factors, academic self-efficacy, academic peer support, and gendered climate. The strongest direct influence on achievement was academic self-efficacy followed by past performance. The total effect of Asian acculturation on achievement was negative and the total effect of American acculturation on achievement was not

  7. Relationship of Teaching Efficiency with Academic Self-Efficacy and Self-Directed Learning among English Language Students: University Students’ Perspectives

    Directory of Open Access Journals (Sweden)

    Maryam Shohoudi

    2015-09-01

    Full Text Available Introduction: Self-directed learning is originated from adult education which has currently gained a special place in educational systems and is influenced by many variables such as teaching self-efficacy and self-directed learning. This research investigated the relationship of teachers’ teaching with academic self-efficacy and self-directed learning from English language students' perspectives. Methods: The study population comprised of all bachelor, master and Ph.D. English language students of Allameh Tabataba’i University (2014-2015 who had passed at least one semester. A total of 159 students were selected as study sample using Cochran formula and proportional stratified sampling. The data were collected through three standard questionnaires with confirmed validity and reliability. Data were analyzed by one-sample t-test, Pearson correlation and multiple regression. Results: With regard to teaching efficiency, content presentation, learning evaluation and class management skills were higher than average and lesson planning and control over content skills were at an average level. Also, all dimensions of academic self-efficacy and self-directed learning were significantly higher than average. The correlation between teaching efficiency and self-efficacy (r=0.367 and self-directed learning (r=0.571, and between self-efficacy and self-directed learning (r=0.523 was statistically significant (P<0.01. Moreover, a combination of teaching efficiency dimensions could predict different dimensions of self-efficacy and all components of self-directed learning. Furthermore, self-efficacy dimensions were good predictors of self-directed learning. Conclusion: Success in the realm of academia and organizational learning depends on the learners’ updated knowledge and skills and self-directed learning. Also, it seems teachers’ efficient teaching affects students’ academic self-efficacy, orienting them toward self-directed learning.

  8. The Influence of Involvement with Faculty and Mentoring on the Self-Efficacy and Academic Achievement of African American and Latino College Students

    Science.gov (United States)

    DeFreitas, Stacie Craft; Bravo, Antonio, Jr.

    2012-01-01

    African American and Latino college students were surveyed to examine the influence of involvement with faculty and mentoring on self-efficacy and academic achievement. It was hypothesized that involvement with faculty and mentoring were related to greater academic achievement. It was suggested that the relationship of these factors was mediated…

  9. Differences between African American and European American First-Year College Students in the Relationship between Self-Efficacy, Outcome Expectations, and Academic Achievement

    Science.gov (United States)

    DeFreitas, Stacie Craft

    2012-01-01

    First-year African American and European American college students were surveyed to examine ethnic differences in how their social cognitive beliefs (self-efficacy and outcome expectations) influenced their academic achievement. It was hypothesized that outcome expectations may better explain academic achievement for African Americans due to the…

  10. Contrasting two models of academic self-efficacy--domain-specific versus cross-domain--in children receiving and not receiving special instruction in mathematics.

    Science.gov (United States)

    Jungert, Tomas; Hesser, Hugo; Träff, Ulf

    2014-10-01

    In social cognitive theory, self-efficacy is domain-specific. An alternative model, the cross-domain influence model, would predict that self-efficacy beliefs in one domain might influence performance in other domains. Research has also found that children who receive special instruction are not good at estimating their performance. The aim was to test two models of how self-efficacy beliefs influence achievement, and to contrast children receiving special instruction in mathematics with normally-achieving children. The participants were 73 fifth-grade children who receive special instruction and 70 children who do not receive any special instruction. In year four and five, the children's skills in mathematics and reading were assessed by national curriculum tests, and in their fifth year, self-efficacy in mathematics and reading were measured. Structural equation modeling showed that in domains where children do not receive special instruction in mathematics, self-efficacy is a mediating variable between earlier and later achievement in the same domain. Achievement in mathematics was not mediated by self-efficacy in mathematics for children who receive special instruction. For normal achieving children, earlier achievement in the language domain had an influence on later self-efficacy in the mathematics domain, and self-efficacy beliefs in different domains were correlated. Self-efficacy is mostly domain specific, but may play a different role in academic performance depending on whether children receive special instruction. The results of the present study provided some support of the Cross-Domain Influence Model for normal achieving children. © 2014 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

  11. Middle school science teachers' teaching self-efficacy and students' science self-efficacy

    Science.gov (United States)

    Pisa, Danielle

    Project 2061, initiated by the American Association for the Advancement of Science (AAAS), developed recommendations for what is essential in education to produce scientifically literate citizens. Furthermore, they suggest that teachers teach effectively. There is an abundance of literature that focuses on the effects of a teacher's science teaching self-efficacy and a student's science self-efficacy. However, there is no literature on the relationship between the two self-efficacies. This study investigated if there is a differential change in students' science self-efficacy over an academic term after instruction from a teacher with high science teaching self-efficacy. Quantitative analysis of STEBI scores for teachers showed that mean STEBI scores did not change over one academic term. A t test indicated that there was no statistically significant difference in mean SMTSL scores for students' science self-efficacy over the course of one academic term for a) the entire sample, b) each science class, and c) each grade level. In addition, ANOVA indicated that there was no statistically significant difference in mean gain factor of students rated as low, medium, and high on science self-efficacy as measured by the SMTSL, when students received instruction from a teacher with a high science teaching self-efficacy value as measured by the STEBI. Finally, there was no statistically significant association between the pre- and post-instructional rankings of SMTSL by grade level when students received instruction from a teacher with a high science teaching self-efficacy value as measured by the STEBI. This is the first study of its kind. Studies indicated that teaching strategies typically practiced by teachers with high science teaching were beneficial to physics self-efficacy (Fencl & Scheel, 2005). Although it was unsuccessful at determining whether or not a teacher with high science teaching self-efficacy has a differential affect on students' science self-efficacy

  12. Professional choice self-efficacy: predicting traits and personality profiles in high school students

    National Research Council Canada - National Science Library

    Ambiel, Rodolfo Augusto Matteo; Noronha, Ana Paula Porto

    2016-01-01

    This study aimed to verify the predictive capacity of the Big Five personality factors related to professional choice self-efficacy, as well as to draw a personality profile of people with diverse self-efficacy levels...

  13. The Influence of Ability Beliefs and Motivational Orientation on the Self-Efficacy of High School Science Students in Thailand

    Science.gov (United States)

    Lerdpornkulrat, Thanita; Koul, Ravinder; Sujivorakul, Chuchai

    2012-01-01

    This study investigated the influence of entity beliefs, gender stereotypes and motivational goals on participants' self-efficacy in biology and physics and their career aspirations. Participants (n = 2638, males 46% and females 54%) were students enrolled in Years 10-12 of the academic science-maths stream in Thailand. Entity beliefs were…

  14. Self-Efficacy: A Key to Improving the Motivation of Struggling Learners

    Science.gov (United States)

    Margolis, Howard; McCabe, Patrick P.

    2004-01-01

    Many struggling learners resist academics, thinking that they lack the ability to succeed, even if they expend great effort. In other words, these struggling learners have low rather than high self-efficacy for academics. It is widely believed that without sufficiently high self-efficacy, or the belief that they can succeed on specific academic…

  15. An investigation of the attitudes, anxieties and self-efficacy beliefs towards mathematics lessons high school students’ in terms of gender, types of school, and students’ grades

    Directory of Open Access Journals (Sweden)

    N. İzzet Kurbanoğlu

    2012-01-01

    Full Text Available In recent years, there has been an increasing recognition that mathematics anxiety plays an important role in students’ learning of mathematics and thus, mathematics anxiety has gained heightened awareness by mathematics educators as an important factor in the teaching of mathematics (Bursal & Paznokas, 2006; Thomas & Higbee, 1999; McLeod, 1988; Singh, Granville, & Dika, 2002; Sloan, Daane, & Geisen, 2002; Vinson, 2001; Zettle & Raines, 2000. Math anxiety defined by Richardson & Suinn (1972 as a “feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations”. Research demonstrated that the physiological, cognitive, and behavioral consequences of math anxiety may impair life functioning. For example, students who have math anxiety exhibit physiological reactivity to numeric stimuli and have faulty beliefs and negative attitudes regarding their problem solving abilities. These students also may avoid environment and careers that require utilization of math skills, and will sacrifice accuracy for speed when performing numeric tasks (Ashcraft & Kirk, 2001. Purpose and significanceThe purpose of this research is to examine whether there is a significant difference between the attitudes, anxieties, and self-efficacy beliefs towards mathematics lessons high school students’ in terms of gender, types of school and students’ grades. It is very important to reveal relationships between attitudes towards mathematics lessons, anxieties towards mathematics lessons and self-efficacy beliefs to develop high school students’ positive attitudes towards mathematics lessons.MethodsIn this study, descriptive research method was conducted. A total of 418 students, from three different school types participated in the study. The schools are Anatolian High School, Vocational High School and Public High School. Three scales were implemented

  16. Identification with Academics, Intrinsic/Extrinsic Motivation, and Self-Efficacy as Predictors of Cognitive Engagement

    Science.gov (United States)

    Walker, Christopher O.; Greene, Barbara A.; Mansell, Robert A.

    2006-01-01

    Examined were several theoretically important relations among motivational characteristics of students that are malleable, or changeable with intervention. The motivational construct identification with academics, which includes perceptions of belonging and valuing within an academic context, was investigated along with intrinsic/extrinsic…

  17. Effect of Instruction in Emotional Intelligence Skills on Locus of Control and Academic Self-Efficacy among Junior Secondary School Students in Niger State, Nigeria

    Science.gov (United States)

    Umaru, Yunusa; Umma, Abdulwahid

    2015-01-01

    This study investigated the effect of instruction in emotional intelligence Skills on locus of control and academic self-efficacy among junior secondary school students in Niger state, Nigeria. This study employed a quasi-experimental, non-equivalent control group, pre-test - post-test design. The population of this study was 105,034 secondary…

  18. The Role of Gender in Distance Learning: A Meta-Analytic Review of Gender Differences in Academic Performance and Self-Efficacy in Distance Learning

    Science.gov (United States)

    Perkowski, Justine

    2013-01-01

    This meta-analytic review was performed to determine the relationship between gender and two constructs measuring success in distance learning--academic performance and self-efficacy--with a particular interest in identifying whether females or males have an advantage in distance learning environments. Data from 15 studies resulted in 18 effect…

  19. The Effect of Locus of Control, Self-Efficacy, and Gender-Role Identity on Academic Performance Outcomes of Female College Students

    Science.gov (United States)

    Sierra, Jade Simone

    2013-01-01

    This quantitative study investigated the predictive worthiness of the predictor variable indices--locus of control, self-efficacy, and gender identity--to ascertain if elevated levels of the predictors influence academic performance outcomes (individually as well as interactionally). The study theorized that students with increased levels of locus…

  20. The Effect of Locus of Control, Self-Efficacy, and Gender-Role Identity on Academic Performance Outcomes of Female College Students

    Science.gov (United States)

    Sierra, Jade Simone

    2013-01-01

    This quantitative study investigated the predictive worthiness of the predictor variable indices--locus of control, self-efficacy, and gender identity--to ascertain if elevated levels of the predictors influence academic performance outcomes (individually as well as interactionally). The study theorized that students with increased levels of locus…

  1. Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach

    Science.gov (United States)

    Aldridge, Jill M.; Afari, Ernest; Fraser, Barry J.

    2012-01-01

    The purpose of our study was to examine the effects of two psychosocial features of the classroom environment (teacher support and personal relevance) on college students' academic self-efficacy and enjoyment of mathematics lessons. Data collected from 352 mathematics students attending three higher education institutions in the United Arab…

  2. Senior Level First-Generation College Student Descriptions of the Impact of Academic Self-Efficacy, Parental Support, and Cultural Capital on College Enrollment and Matriculation

    Science.gov (United States)

    Darby, Michele A.

    2013-01-01

    The purpose of this study was to investigate the strategies employed by senior level first-generation college students (FGCS) as it pertains to academic self-efficacy, parental support, and cultural capital and their role in college enrollment and matriculation. The examination also included additional emergent factors that contributed to FGCS…

  3. The Effect of TASC Wheel on Developing Self-Directed Learning Readiness and Academic Self Efficacy on a Sample of 7th Graders in Jordan

    Science.gov (United States)

    Awwad, Ferial Mohammad Abu; Asha, Intisar Khalil; Jado, Saleh Mohammad Abu

    2014-01-01

    This study aimed to investigate the impact of Thinking Actively in Social Contexts (TASC Wheel) on developing self-directed learning readiness and academic self efficacy on a sample of seventh graders in Jordan. To achieve this objective, the researchers administered, after investigating their psychometric properties, a self-directed learning…

  4. Differentiating the Sources of Taiwanese High School Students' Multidimensional Science Learning Self-Efficacy: An Examination of Gender Differences

    Science.gov (United States)

    Lin, Tzung-Jin; Tsai, Chin-Chung

    2017-04-01

    The main purpose of this study was to investigate Taiwanese high school students' multi-dimensional self-efficacy and its sources in the domain of science. Two instruments, Sources of Science Learning Self-Efficacy (SSLSE) and Science Learning Self-Efficacy (SLSE), were used. By means of correlation and regression analyses, the relationships between students' science learning self-efficacy and the sources of their science learning self-efficacy were examined. The findings revealed that the four sources of the students' self-efficacy were found to play significant roles in their science learning self-efficacy. By and large, Mastery Experience and Vicarious Experience were found to be the two salient influencing sources. Several gender differences were also revealed. For example, the female students regarded Social Persuasion as the most influential source in the "Science Communication" dimension, while the male students considered Vicarious Experience as the main efficacy source. Physiological and Affective States, in particular, was a crucial antecedent of the female students' various SLSE dimensions, including "Conceptual Understanding," "Higher-Order Cognitive Skills," and "Science Communication." In addition, the variations between male and female students' responses to both instruments were also unraveled. The results suggest that, first, the male students perceived themselves as having more mastery experience, vicarious experience and social persuasion than their female counterparts. Meanwhile, the female students experienced more negative emotional arousal than the male students. Additionally, the male students were more self-efficacious than the females in the five SLSE dimensions of "Conceptual Understanding," "Higher-Order Cognitive Skills," "Practical Work," "Everyday Application," and "Science Communication."

  5. The Correlation Between Metacognition Level with Self-Efficacy of Biology Education College Students

    Science.gov (United States)

    Ridlo, S.; Lutfiya, F.

    2017-04-01

    Self-efficacy is a strong predictor of academic achievement. Self-efficacy refers to the ability of college students to achieve the desired results. The metacognition level can influence college student’s self-efficacy. This study aims to identify college student’s metacognition level and self-efficacy, as well as determine the relationship between self-efficacy and metacognition level for college students of Biology Education 2013, Semarang State University. The ex-post facto quantitative research was conducted on 99 students Academic Year 2015/2016. Saturation sampling technique determined samples. E-D scale collected data for self-efficacy identification. Data for assess the metacognition level collected by Metacognitive Awareness Inventory. Data were analysed quantitatively by Pearson correlation and linear regression. Most college students have the high level of metacognition and average self-efficacy. Pearson correlation coefficient result was 0.367. This result showed that metacognition level and self-efficacy has a weak relationship. Based on linear regression test, self-efficacy influenced by metacognition level up to 13.5%. The results of the study showed that positive and significant relationships exist between metacognition level and self-efficacy. Therefore, if the metacognition level is high, then self-efficacy will also be high (appropriate).

  6. Non-Medical Prescription Stimulant Use in Graduate Students: Relationship With Academic Self-Efficacy and Psychological Variables.

    Science.gov (United States)

    Verdi, Genevieve; Weyandt, Lisa L; Zavras, Brynheld Martinez

    2016-09-01

    The objective of this study was to examine graduate students' non-medical use of prescription stimulant medication, and the relationship between non-medical use of prescription stimulants with academic self-efficacy, psychological factors (i.e., anxiety, depression, and stress), and internal restlessness. The sample consisted of 807 graduate students from universities located in five geographic regions of the United States. Past-year rates of self-reported non-medical use were determined to be 5.9%, with overall lifetime prevalence of 17.5%. Observed self-reported non-medical use of prescription stimulant medications was significantly correlated with self-reported levels of anxiety and stress, various aspects of internal restlessness, and perceived safety of the medications. Findings support graduate students' motivations of non-medical prescription stimulant use to be both academic and social in nature. Effective prevention and education efforts are needed to help address the non-medical use of prescription stimulants by graduate students on university campuses. © The Author(s) 2014.

  7. Academic underachievement, self-esteem and self-efficacy in decision making

    OpenAIRE

    Pina Filippello; Luana Sorrenti; Rosalba Larcan; Amelia Rizzo

    2014-01-01

    The aim of the study was to investigate the relationship between decision making styles, self-esteem and self-beliefs about decision- making ability and the differences linked to academic performance. A sample of 100 students split into two groups aged 15-16 years and 17-18 years participated in the study. All subjects compiled the Multidimensional Self-esteem Test (T.M.A. – Bracken, 1993) for the evaluation of academic success and competence of environmental control and How I Make my Choices...

  8. 成就目标定向对学习倦怠的影响:学业自我效能的中介作用%Goal Orientation and Burnout: The Mediating Effects of Academic Self-efficacy among Junior High School Students

    Institute of Scientific and Technical Information of China (English)

    石雷山; 高峰强; 王鹏; 陈英敏

    2012-01-01

    Goal orientation is emerging as a useful construct for understanding how people develop, attain or demonstrate competence in learning and performance. It is generally accepted that goal orientation comprises three factors - learning, performance approach, and performance avoidance orientations. At present, there appears to be widespread agreement on performance avoidance goals and learning goals. But, there is disagreement among achievement goal theories regarding the beneficial or inimical nature of performance-approach goals. Goal orientation, or the way in which people approach a task, represents a key motivational variable related to selection, training, and evaluation. It has received a considerable amount of research interest. Although it is still in a relatively early stage, the accumulating evidence presents an emerging picture of the nature of goal orientation, its relationship with conceptually similar variables, and how it influences learning and performance. Burnout is a syndrome of emotional exhaustion, depersonalization, and diminished personal accomplishment that occurs among people in professions that deal with people. Although burnout has generally been regarded as a work related disorder, it may also occur in the school context. A school is a setting in which students work: students attend classes and do assignments in order to pass exams and obtain a degree. Student burnout can be defined as consisting of exhaustion due to school demands, cynical, and detached attitude toward one's school, and feelings of inadequacy as a student. Understanding the factors that influence people burnout has been a popular topic in psychological research in the last few decades. Self-efficacy belief has received increasing attention in educational research. In order to examine and investigate the mediating effects of academic self-efficacy on the relationship between goal orientation and student burnout, 1139 students were randomly chosen as subjects. SEM results

  9. Self-Efficacy and Academic Achievement--A Case from Turkey

    Science.gov (United States)

    Köseoglu, Yaman

    2015-01-01

    The issues of motivational inclinations, cognitive and meta-cognitive approaches and resource management abilities of university students are considered in predicting academic achievement. First-year university students filled in the Motivated Strategies Learning Questionnaire, completed the Implicit Theories of Intelligence Scale, answered the…

  10. Self-Efficacy and Academic Achievement: Why Do Implicit Beliefs, Goals, and Effort Regulation Matter?

    Science.gov (United States)

    Komarraju, Meera; Nadler, Dustin

    2013-01-01

    We examined motivational orientations, cognitive-metacognitive strategies, and resource management in predicting academic achievement. Undergraduates (407) completed the Motivated Strategies Learning Questionnaire, Implicit Theories of Intelligence Scale, Achievement Goal Inventory, and self-reported grade point average. A MANCOVA (controlling for…

  11. High school students' scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics: a structural equation model

    Science.gov (United States)

    Kapucu, Serkan; Bahçivan, Eralp

    2015-05-01

    Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates these relationships by considering theoretical and empirical evidences can empower researchers to discuss these relationships more comprehensively. Purpose: The purpose of this study is to explore the relationships among Turkish high school students' scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics. Sample: A total of 632 high school students participated in this study; however, 269 female and 229 male (a total of 498) high school students' data were used. Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. To explore the relationships among these variables, structural equation modeling was used. Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics. Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students' scientific

  12. Asynchronous interaction, online technologies self-efficacy and self-regulated learning as predictors of academic achievement in an online class

    Science.gov (United States)

    McGhee, Rosie M. Hector

    This research is a correlational study of the relationship among the independent variables: asynchronous interaction, online technologies self-efficacy, and self-regulated learning, and the dependent variable; academic achievement. This study involves an online computer literacy course at a local community college. Very little research exists on the relationship among asynchronous interaction, online technologies self-efficacy and self-regulated learning on predicting academic achievement in an online class. Liu (2008), in his study on student interaction in online courses, concluded that student interaction is a complex issue that needs more research to increase our understanding as it relates to distance education. The purpose of this study was to examine the relationships between asynchronous interaction, online technologies self-efficacy, self-regulated learning and academic achievement in an online computer literacy class at a community college. The researcher used quantitative methods to obtain and analyze data on the relationships among the variables during the summer 2010 semester. Forty-five community college students completed three web-based self-reporting instruments: (a) the GVU 10th WWW User Survey Questionnaire, (b) the Online Technologies Self-Efficacy Survey, and (c) selected items from the Motivated Strategies for Learning Questionnaire. Additional data was obtained from asynchronous discussions posted on Blackboard(TM) Learning Management System. The results of this study found that there were statistically significant relationships between asynchronous interaction and academic achievement (r = .55, p academic achievement (r = .50, p learning and academic achievement ( r = -.02, p learning experience. Driscoll (2005) said constructivist pedagogy sees the learner as an active participant in their learning experience rather than a passive vessel to be filled with information. This study is beneficial to theorists, administrators, leaders, online

  13. Comparison of two Methods of Cooperative Larning and Traditional on Self-efficacy and Academic Motivation 5th grade Mathematics Students in Arak

    Directory of Open Access Journals (Sweden)

    Elham Kheirandish

    2016-12-01

    Full Text Available The main objective of this study was to compare effectiveness of two methods of teaching using traditional participatory and self-efficacy and academic motivation 5 th grade mathematics students in Arak. A method of this study was quasi-experimental and pretest - posttest with control group. The population of this study was all students in fifth grade day schools in Arak. The sample size was 60 students in 5th grade girls who were selected by random sampling method. Instruments in this study were mathematical motivation questionnaire and self-efficacy questionnaire of Matthias Jerusalem and Ralf Schwarzer and Nezami. To analyze the data, descriptive statistics and inferential analysis of covariance was used. The results showed that cooperative learning on students' motivation in mathematics self-efficacy and positive effect. So it can be concluded that the teaching style of cooperative learning than traditional teaching methods play an important role in self-efficacy and academic motivation mathematics students in 5th grade.

  14. The role of self-efficacy and assertiveness in aggression among high-school students in Isfahan.

    Science.gov (United States)

    Khademi Mofrad, S H; Mehrabi, T

    2015-01-01

    Background. Nowadays, one sixth of the world's population is represented by adolescents, nearly 1.2 billion people being of age 10-19. According to the 2011 census in Iran, the estimation of adolescent population was 12 million, which represents 16% of the Iran population. Undoubtedly, adolescence is the most dominant stage of life. During this period, adolescents face biological, cognitive, and emotional changes that may be accompanied by inappropriate behavioral responses such as aggression. Considering pressures of peer groups during adolescence, assertiveness has an important role as a social skill. It seems that the success of adolescents in dealing with these problems depends on their self-efficacy. This study was designed to explore the role of self-efficacy and assertiveness in aggression among high-school students. Material and methods. This cross-sectional and correlational study was conducted among 321 first grade high-school students during 2014 and 2015. Samples were extracted from six education and training regions by a multi-stage random sampling. In this study, the questionnaire included demographic, Rathus Assertiveness, self-efficacy for children and aggression data. Results. The results showed that there was a notable negative association between aggression and assertiveness (p assertiveness and self-efficacy resulted in a decrease of aggression. So, training was recommended to reinforce self-efficacy beliefs and assertiveness behaviors for mental health promotion.

  15. Weight perceptions, disordered eating behaviors, and emotional self-efficacy among high school adolescents.

    Science.gov (United States)

    Zullig, Keith J; Matthews-Ewald, Molly R; Valois, Robert F

    2016-04-01

    Although emotional disorders and disordered eating behaviors are known to be related, the relationship between emotional self-efficacy (ESE) and disordered eating is unknown. This study examined the relationship between ESE and disordered eating in a statewide sample of public high school adolescents (n=2566). The Centers for Disease Control Youth Risk Behavior Survey and an adolescent ESE scale were utilized. Logistic regression adjusted for key covariates explored the relationship between low ESE and disordered eating among selected race and gender groups. Self-perceived weight as underweight or overweight; and dieting, vomiting or taking laxatives, taking diet pills, and fasting to lose weight were each associated (p<.05) with lower levels of ESE for certain race/gender groups. Findings provide increased justification for tailoring disordered eating interventions and treatments to accommodate the highest risk groups. Measures of ESE should be considered for adolescent mental health assessments in fieldwork, research, and evaluation efforts.

  16. The relationship between academic self-efficacy and self-efficacy levels of teacher candidatesÖğretmen adaylarının akademik öz-yeterlikleri ile öğretmen öz-yeterlilikleri arasındaki ilişki

    Directory of Open Access Journals (Sweden)

    Erkan Tabancalı

    2013-04-01

    Full Text Available Abstract In this research, the relationship between academic self-efficacy beliefs and teachers’ sense of efficacy were investigated for teacher candidate. The research is a descriptive study in relational screening model. Two separate instruments were used to collect data: the Academic Self-efficacy Scale to measure academic self-efficacy, and Teacher Self-efficacy Scale to measure the self-efficacy perceptions of teacher candidate. Mann Whitney U and Kruskal Wallis tests were conducted since the data were not normally distributed. The study group was comprised of 250 teacher candidate. The result of the study indicated that academic self-efficacy beliefs and teachers’ sense of teacher candidates were quite high. Additionally it was found out that teacher candidates who had higher level of academic self-efficacy beliefs (comparing to teacher candidates who had moderate or lower level of academic self-efficacy practiced better in each dimension of Teacher’s Self-Efficacy Belief Scale (except for academic development. There wasn’t a significant difference according to neither gender nor having a job or not. But there was a significant difference in the dimension of effective learning and teaching process according to teacher candidates’ majors of study in favour of Social Sciences. Besides there was a significant difference in the dimension of creating positive classroom environment and academic self-efficacy in terms of their ages in favour of 20 year-old and below.Özet Bu çalışmada, öğretmen adaylarının akademik öz-yeterlikleri ile öğretmen öz-yeterlikleri arasındaki ilişki incelenmiştir. Araştırma ilişkisel tarama modelindedir. Veri toplama amacıyla iki ayrı ölçek kullanılmıştır. Öğretmen adaylarının akademik öz-yeterlik algılarını ölçmek amacıyla Akademik Öz-yeterlik Ölçeği ve öğretmen özyeterlik algılarını ölçmek için ise Öğretmen Özyeterlik İnanç Ölçeği kullan

  17. Changes in Biology Self-Efficacy during a First-Year University Course.

    Science.gov (United States)

    Ainscough, Louise; Foulis, Eden; Colthorpe, Kay; Zimbardi, Kirsten; Robertson-Dean, Melanie; Chunduri, Prasad; Lluka, Lesley

    2016-01-01

    Academic self-efficacy encompasses judgments regarding one's ability to perform academic tasks and is correlated with achievement and persistence. This study describes changes in biology self-efficacy during a first-year course. Students (n = 614) were given the Biology Self-Efficacy Scale at the beginning and end of the semester. The instrument consisted of 21 questions ranking confidence in performing biology-related tasks on a scale from 1 (not at all confident) to 5 (totally confident). The results demonstrated that students increased in self-efficacy during the semester. High school biology and chemistry contributed to self-efficacy at the beginning of the semester; however, this relationship was lost by the end of the semester, when experience within the course became a significant contributing factor. A proportion of high- and low- achieving (24 and 40%, respectively) students had inaccurate self-efficacy judgments of their ability to perform well in the course. In addition, female students were significantly less confident than males overall, and high-achieving female students were more likely than males to underestimate their academic ability. These results suggest that the Biology Self-Efficacy Scale may be a valuable resource for tracking changes in self-efficacy in first-year students and for identifying students with poorly calibrated self-efficacy perceptions.

  18. Role Models, Approaches to Studying, and Self-Efficacy in Forensic and Mainstream High School Students: A Pilot Study

    Science.gov (United States)

    Skidmore, Michael; Dede, Yemi U.; Moneta, Giovanni B.

    2009-01-01

    This study investigated the relationships between role models, approaches to studying, and self-efficacy in students attending a high school specialising in educating those with emotional and behavioural difficulties (EBD, n = 30) and students attending a mainstream high school (n = 41) in the UK. Types and quantity of role models held by students…

  19. 在校护生学业自我效能感与职业决策自我效能的相关性研究%Study on correlation between academic self efficacy and career decision making self efficacy of nursing students in school

    Institute of Scientific and Technical Information of China (English)

    张若柏; 余莲喜; 阳乐; 高彩云; 吴亚杰; 艾婷; 邓雪英

    2015-01-01

    [目的]调查在校护生学业自我效能感和职业决策效能的现状,并分析其相关性。[方法]选取湖南省某医学院校护生712名,采用学业自我效能感量表和护生职业决策自我效能量表进行调查。[结果]学业自我效能感得分为(72.79±13.95)分,处于中等水平;护生职业决策自我效能得分为(129.43±29.01)分,处于较低水平;护生的学业自我效能感与职业决策效能呈正相关(P <0.01)。[结论]在校护生学业自我效能感与职业决策自我效能密切相关,二者相互促进,医学院校可开展学业自我效能感训练来提升护生的职业决策自我效能。%Objective:To investigate the status quo of academic self efficacy and career decision making self efficacy of nursing students in school,and analyze the correlation between them.Methods:A total of 712 nursing students in school were selected from a medical college in Hunan province,they received the investigation by u-sing the academic self efficacy scale and nursing students’career decision making self efficacy scale.Results:The score of nursing students’academic self efficacy was(72.79±13.95),it was at a moderate level;the score of nursing students’career decision making self efficacy was(129.43±29.01),it was at a lower level;and the nursing students’academic self efficacy was positively correlated with their career decision making self effi-cacy(P <0.01).Conclusion:The nursing students’academic self efficacy was closely related to the career deci-sion making self efficacy,and the two mutually promoted.The medical colleges may carry out academic self efficacy training to enhance the nursing students’career decision making self efficacy.

  20. The Interrelationship of Science Experiences, Beliefs, Attitudes, and Self-Efficacy: A Case Study of a Pre-Service Teacher with Positive Science Attitude and High Science Teaching Self-Efficacy

    Directory of Open Access Journals (Sweden)

    Mahsa Kazempour

    2014-02-01

    Full Text Available This qualitative case study aimed to focus on the experiences and subsequent science and science teaching beliefs, attitudes, and self-efficacy of an elementary pre-service teacher, Heather, with extremely positive attitude and high self-efficacy. For this particular population of pre-service teachers, possessing a high science teaching self-efficacy alone is not sufficient to assume reform-based beliefs and teaching practices. This study was unique in that it concurrently explored the relationship between attitude, beliefs, and self-efficacy before and after the course. Initially, Heather’s attitude and self-efficacy with respect to science and science teaching were closely interrelated and a product of her own intrinsic interest in science and her unique K-12 experiences. Her beliefs appeared to have been shaped by both her actual science experiences and what she had witnessed in the classrooms. Heather’s course experiences shaped her post beliefs about science and science teaching, which consequently altered her attitude and confidence.

  1. Self-Efficacy, Perceptions of Barriers, Vocational Identity, and the Career Exploration Behavior of Latino/a High School Students

    Science.gov (United States)

    Gushue, George V.; Clarke, Christine P.; Pantzer, Karen M.; Scanlan, Kolone R. L.

    2006-01-01

    This study explored the potential relationship between the social cognitive variables of career decision making self-efficacy and perceptions of barriers and the outcome variables of vocational identity and career exploration behaviors in a sample of 128 urban Latino/a high school students. The results indicated that higher levels of career…

  2. Interaction between Task Values and Self-Efficacy on Maladaptive Achievement Strategy Use

    Science.gov (United States)

    Lee, Jeesoo; Bong, Mimi; Kim, Sung-il

    2014-01-01

    We tested the interaction between task value and self-efficacy on defensive pessimism, academic cheating, procrastination and self-handicapping among 574 Korean 11th graders in the context of English as a foreign language. We hypothesised that perceiving high value in tasks or domains for which self-efficacy was low would pose a threat to…

  3. Academic emotions and Its relationship with academic self-efficacy among secondary special school students%中专生学业情绪及其与学业自我效能感的关系

    Institute of Scientific and Technical Information of China (English)

    唐立; 张莎

    2009-01-01

    目的 考察中专生学业情绪特点及其与学业自我效能感的关系.方法 以352名中专生作为调查对象,采用学业情绪问卷和学业自我效能感问卷进行测查,并进行多元方差分析、相关分析和回归分析.结果 中专女生在高兴、积极高唤醒学业情绪总分、焦虑、生气、消极高唤醒学业情绪总分和沮丧上得分[分别:(27.88±3.84)分、(59.33±7.98)分、(24.77±5.03)分、(18.03±3.37)分、(57.48±10.49)分、(18.14±3.65)分]高于男生[分别:(26.41±4.55)分、(57.46±9.20)分、(22.38±5.71)分、(17.01±3.91)分、(53.45±11.76)分、(16.07±3.94)分],差异具有显著性(P<0.05);不同年级中专生学业情绪差异无显著性(F-(1,348)=1.275,P=0.226),性别与年级的交互作用也差异无显著性(F-(1,348)=1.057,P=0.397);学业情绪与学业自我效能感存在相关(r=-0.513~0.685);回归分析表明,学业自我效能感对学业情绪具有显著的预测作用(β=-0.631~0.462,P<0.01).结论 中专男女生学业情绪存在差异,学业自我效能感与学业情绪关系密切.%Objective To examine the academic emotions and its relationship with academic self-efficacy among secondary special school students. Methods 352 secondary special school students were collected as the subjects.All subjects were tested with academic emotions questionnaire and academic self-efficacy questionnaire and analyzed the result of the test by multivariate analysis of variance,correlation analysis and linear regression analysis. Results Scores on enjoyment,anxiety,anger,depression,total scores on positive-high arousal academic emotions and negative-high arousal academic emotions of secondary special school girls(27.88±3.84,24.77±5.03,18.03±3.37,18.14±3.65,59.33±7.98,57.48±10.49,respectively)were higher than those of boys(26.41±4.55,22.38±5.71,17.01±3.91,16.07±3.94,57.46±9.20,53.45±11.76,respectively),(P<0.05).The academic emotions' differences among different grades of

  4. Impact of Virtual Learning Environment (VLE): A Technological Approach to Genetics Teaching on High School Students' Content Knowledge, Self-Efficacy and Career Goal Aspirations

    Science.gov (United States)

    Kandi, Kamala M.

    2013-01-01

    This study examines the effect of a technology-based instructional tool "Geniverse" on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and…

  5. Self-efficacy perception in high school students with mild intellectual disability in practical training

    Directory of Open Access Journals (Sweden)

    Milanović-Dobrota Biljana

    2013-01-01

    Full Text Available The main goal of this paper is to determine how students with mild intellectual disability perceive self-efficacy in practical training, with regard to the intellectual level, gender, work field and professional level for which they are being trained. The sample consists of 120 students with mild intellectual disability, of both genders, undergoing vocational training in five work fields for the second and third level professions. Adapted Self-Efficacy to Regulate Training Scale (Bandura, 2006 was used to assess the influence of negative internal and external factors on the students' efficacy at performing tasks in practical training. It was determined that there is a statistically significant difference among the examinees of the same disability category, but different level of intellectual functioning. Girls with lower and higher levels of intellectual functioning were found to perceive self-efficacy in practical training with lower level of confidence than boys with the same levels of intellectual functioning. The examinees undergoing the third level vocational training are more confident in their abilities to coordinate knowledge and skills in training regardless of different distracting factors. There we no statistically significant differences determined with regard to the work field. Assessing self-efficacy in training can direct the development of self-efficacy, help individuals gain a sense of control over their career development, and for professionals involved in finding jobs for persons with intellectual disability provide a predictive success/failure role at work.

  6. An investigation of Taiwanese high school students' science learning self-efficacy in relation to their conceptions of learning science

    Science.gov (United States)

    Lin, Tzung-Jin; Tsai, Chin-Chung

    2013-11-01

    Background: Past studies have shown significant associations between students' conceptions of learning science and their science learning self-efficacy. However, in most of the studies, students' science learning self-efficacy has often been measured by a singular scale. Purpose: Extending the findings of these studies, the present study adopted a multi-dimensional instrument to assess Taiwanese high school students' science learning self-efficacy and investigate the relationships with their conceptions of learning science. Sample: A total of 488 Taiwanese high school students (265 male and 223 female) were invited to participate in this survey. Design and method: All the participants responded to the Conceptions of Learning Science (COLS) questionnaire regarding 'Memorizing', 'Testing', 'Calculating and practicing', 'Increase of knowledge', 'Applying' and 'Understanding and seeing in a new way' and the Science Learning Self-Efficacy (SLSE) instrument, including 'Conceptual understanding', 'Higher-Order cognitive skills', 'Practical work', 'Everyday application' and 'Science communication'. Results: The path analysis results derived from the structural equation modeling method indicated that, of all five SLSE dimensions, the 'Understanding and seeing in a new way' COLS displayed as a positive predictor, while the 'Testing' COLS was a significant negative predictor. The 'Applying' COLS item can only positively contribute to the SLSE dimensions of 'Higher-Order thinking skills', 'Everyday application' and 'Science Communication'. Conclusions: In general, students in strong agreement with learning science as understanding and seeing in a new way or the application of learned scientific knowledge are prone to possess higher confidence in learning science. However, students who consider learning science in terms of preparing for tests and examinations tend to hold lower science learning self-efficacy.

  7. The Relationship of Career Decision-Making Self-Efficacy, Vocational Identity, and Career Exploration Behavior in African American High School Students

    Science.gov (United States)

    Gushue, George V.; Scanlan, Kolone R. L.; Pantzer, Karen M.; Clarke, Christine P.

    2006-01-01

    This study explores the relationship between the social cognitive construct of career decision-making self-efficacy and the outcome variables of vocational identity and career exploration behaviors in a sample of 72 urban African American high school students. The results indicate that higher levels of career decision-making self-efficacy are…

  8. Assessing Mathematics Self-Efficacy of Diverse Students from Secondary Schools in Auckland: Implications for Academic Achievement

    Science.gov (United States)

    Marat, Deepa

    2005-01-01

    The concept of self-efficacy is based on the triadic reciprocality model symbolising a relationship between: (a) personal factors i.e. cognition, emotion, and biological events (b) behaviour, and (c) environmental factors (Maddux, 1995). Cognition, emotion and behaviour are the domains of personality which form the basis of research in…

  9. The Predict of academic self-efficacy through social Well-Being of Students at University of Medical Sciences

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    Ali akbar Ajam

    2016-04-01

    Conclusion: The findings showed that some social health components (namely social flourishing, social cohesion, social solidarity and social acceptance are predictive of students’ self-efficacy. Therefore, holding workshops and training courses are recommended in order to enhance the social health status of university students.

  10. Assessing Mathematics Self-Efficacy of Diverse Students from Secondary Schools in Auckland: Implications for Academic Achievement

    Science.gov (United States)

    Marat, Deepa

    2005-01-01

    The concept of self-efficacy is based on the triadic reciprocality model symbolising a relationship between: (a) personal factors i.e. cognition, emotion, and biological events (b) behaviour, and (c) environmental factors (Maddux, 1995). Cognition, emotion and behaviour are the domains of personality which form the basis of research in…

  11. Perceived barriers mediate the association between self-efficacy and fruit and vegetable consumption among students attending alternative high schools.

    Science.gov (United States)

    Bruening, Meg; Kubik, Martha Y; Kenyon, Denyelle; Davey, Cynthia; Story, Mary

    2010-10-01

    Compared to students attending regular high schools, alternative high school students are more likely to be racial/ethnic minorities, have higher levels of poverty, and higher rates of risky and poor health behaviors, including weight-related behaviors like limited fruit and vegetable intake. However, little is known about fruit/vegetable intake among alternative high school students. This study examined whether perceived barriers to healthy eating mediated the association between self-efficacy to eat healthy foods and fruit/vegetable consumption among alternative high school students. The cross-sectional study population consisted of students (N=145) attending six alternative high schools in the St Paul-Minneapolis, MN, area who were participants in an obesity prevention pilot study and completed a baseline survey during fall 2006. Mixed model linear regression, adjusting for sociodemographic characteristics, was used to test a series of regression models performed according to mediation analysis procedures. Students' mean age was 17.3 years; 52% were male, 63% were low-income, and 61% were from racial/ethnic minorities. Students reported a mean fruit/vegetable intake of 3.6 servings per day, mean self-efficacy to eat healthy score of 22.2 (range 3 to 35), and mean barriers to eating healthy score of 6.9 (range 3 to 13). Perceived barriers to healthy eating fully mediated the relationship between self-efficacy and fruit/vegetable consumption (Sobel test statistic 2.7, P=0.007). Interventions targeting the dietary practices of alternative high school students should include components to decrease perceived barriers as a way to increase self-efficacy and ultimately fruit/vegetable intake.

  12. The Influence of a Career Pathways Model and Career Counseling on Students' Career and Academic Self-Efficacy

    Science.gov (United States)

    Stipanovic, Natalie; Stringfield, Sam; Witherell, Eric

    2017-01-01

    This qualitative study examines the effects of career pathways programming and targeted career counseling services on 71 high school seniors across seven schools engaged in school reforms funded through South Carolina's Education and Economic Development Act (EEDA). EEDA is a statewide, multipronged effort to improve academic achievement,…

  13. Increased self-efficacy: the experience of high-intensity exercise of nursing home residents with dementia - a qualitative study.

    Science.gov (United States)

    Olsen, Cecilie Fromholt; Telenius, Elisabeth Wiken; Engedal, Knut; Bergland, Astrid

    2015-09-14

    There has been increasing interest in the use of non-pharmacological interventions, such as physical exercise, to improve the well-being of nursing home residents with dementia. For reasons regarding disease symptoms, persons with dementia might find it difficult to participate in exercise programs. Therefore, it is important to find ways to successfully promote regular exercise for patients in residential care. Several quantitative studies have established the positive effects of exercise on biopsychosocial factors, such as self-efficacy in older people; however, little is known regarding the qualitative aspects of participating in an exercise program among older people with dementia. From the perspective of residents, we explored the experiences of participating in a high-intensity functional exercise program among nursing home residents with dementia. The participants were eight elderly people with mild-to-moderate dementia. We conducted semi-structured interviews one week after they had finished a 10-week supervised high-intensity exercise program. We analyzed the data using an inductive content analysis. Five overreaching and interrelated themes emerged from the interviews: "Pushing the limits," "Being invested in," "Relationships facilitate exercise participation," "Exercise revives the body, increases independence and improves self-esteem" and "Physical activity is a basic human necessity--use it or lose it!" The results were interpreted in light of Bandura's self-efficacy theory. The exercise program seemed to improve self-efficacy through several mechanisms. By being involved, "being invested in" and having something expected of them, the participants gained a sense of empowerment in their everyday lives. The importance of social influences related to the exercise instructor and the exercise group was accentuated by the participants. The nursing home residents had, for the most part, positive experiences with regard to participating in the exercise program

  14. Vocational High School Students’ Sense of Self-Efficacy and Test Anxiety Regarding Biology Learning

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    M. Serdar KÖKSAL

    2009-04-01

    Full Text Available Self-regulation perspective on motivation provides an important model to study on motivation in biologyeducation. Motivational part of the Pintrich’s model as one of the most studied models has self-efficacy andtest-anxiety factors as two dominant factors reflecting positive and negative sides of the model in terms ofnumber of relationship with other factors in the model. In the study, two hundred thirteen vocational highschool students were included and survey technique was used for examining the factors across grade level inthe study. Two subscales of MSLQ were applied to collect data. The data was analyzed by using MANOVAand Pearson-product moment correlation via SPSS 13. The results showed self-efficacy and test anxietyscores differed significantly between ninth and tenth graders. Again, they were correlated negatively at thesame levels.

  15. DEVELOPMENT OF PARENTING SELF-EFFICACY IN MOTHERS OF INFANTS WITH HIGH NEGATIVE EMOTIONALITY

    OpenAIRE

    Troutman, Beth; Moran, Tracy E.; Arndt, Stephan; Johnson, Ralph F.; Chmielewski, Michael

    2012-01-01

    Maternal parenting self-efficacy (PSE) is a potential target for infant mental health interventions because it is associated with a number of positive outcomes for children and mothers. Understanding the development of maternal PSE under conditions of increased parenting stress, such as parenting an infant who is easily distressed and difficult to soothe, will contribute to providing more effective interventions. This study examines the development of maternal PSE in mothers of infants with h...

  16. Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education

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    Susana Rodríguez

    2014-12-01

    Full Text Available During the past few decades, researchers have proposed that teacher self-efficacy influences student achievement and motivation. The main aim of this work is to identify possible teacher self-efficacy profiles and to determine possible differences in some affective-motivational variables of students. 95 teachers and 1924 students from five Spanish public Universities took part in this study. Using cluster analysis, three distinctive profiles of teachers were generated: high self-efficacy, medium self-efficacy, and low self-efficacy. ANOVA results suggest that teachers with intermediate self-efficacy perception have more learning-oriented students than teachers with high self-efficacy. Students of teachers who are overconfident of their teaching capacity seem to engage less in studying to learn, they are more indifferent to the subjects, and they value the contents of the subject less. These students could also be less confident about the results of their efforts, showing a low perception of self-efficacy, greater academic work avoidance, and more anxiety than students of teachers with a moderate perception of self-efficacy. The results are discussed in light of the hypothesis of overconfidence.

  17. 护理本科生学业自我效能感的现状及其对策研究%Study on the current situation and strategies of the academic self-efficacy of undergraduate nursing students

    Institute of Scientific and Technical Information of China (English)

    赵莉; 沈军; 谭敏; 雷蓉

    2012-01-01

    Objective To learn the status of academic self-efficacy of undergraduate nursing students and explore the strategies for providing a reference to undergraduate nursing education. Methods The nursing students was investigated with the Academic Self-Efficacy Scale worked out by Liang Yusong, et al. Results The score of academic self-efficacy of undergraduate nursing students (3.228?.439) scores was above average. The difference between the two dimensions of self-efficacy of ability to learn and self-efficacy of learning behavior was not obvious (P > 0.05). The scores of academic self-efficacy among the different admission volunteer nursing students had no difference (P > 0.05). The scores of academic self-efficacy of nursing students of different places, gender, grades, were significantly different (P 对本科护生进行调查.结果 本科护生的学业自我效能感得分为(3.228±0.439)分,呈中等偏上水平,学习能力自我效能感和学习行为自我效能感两维度的比较,差异无统计学意义(P > 0.05);不同录取志愿的护生得分比较,差异无统计学意义(P > 0.05),不同生源地、性别、年级的护生得分比较,差异有统计学意义(P < 0.05).结论 本科护生的学业自我效能感有待进一步提高,可采取多种针对性措施提高本科护生学业自我效能感水平,从而提高其学业成就.

  18. Psychometric properties of the Academic Situations Specific Perceived Self-efficacy Scale in a Spanish students sample of Compulsory Secondary Education Propiedades psicométricas de la Escala de Autoeficacia Percibida Específica de Situaciones Académicas en una muestra de estudiantes españoles de Educación Secundaria Obligatoria

    Directory of Open Access Journals (Sweden)

    José M. García-Fernández

    2010-05-01

    Full Text Available The aim of this study was to analyse the psychometric properties of the Academic Situations Specific Perceived Self-efficacy Scale in a 656 Spanish sample of Compulsory Secondary Education students, aged 12 to 16. Factor analyses revealed that the SPSASS shows a unidimensional structure, with adequate indices of internal consistency (0.89 and test-retest reliability (0.87. Relationships between academic self-efficacy and academic goals, academic self-concept and academic performance supported the construct validity of the scale. Logistic regression models used to predict academic performance using self-efficacy as predictor, and the prediction of self-efficacy using performance as predictor provided empirical support for the self-regulatory functioning of self-efficacy. It was revealed that the probability of showing high self-efficacy increases in 94% for each point increase in grade point average, whereas the probability of academic success increases in 8% when perceived self-efficacy increases. El objetivo de este estudio consistió en analizar las propiedades psicométricas de la Escala de Autoeficacia Percibida Específica de Situaciones Académicas en una muestra de 656 estudiantes españoles de Educación Secundaria Obligatoria de 12 a 16 años. Los análisis factoriales revelaron que la EAPESA presenta una estructura unidimensional, con coeficientes de consistencia interna (0.89 y fiabilidad test-retest (0.87 adecuados. Las relaciones entre autoeficacia académica, metas académicas, autoconcepto académico y rendimiento escolar apoyaron la validez de constructo de la escala. Los modelos de regresión logística para la predicción del rendimiento académico a partir de la autoeficacia y la predicción de ésta a partir del rendimiento apoyaron empíricamente el papel autorregulatorio de la autoeficacia ya que la probabilidad de presentar alta autoeficacia aumenta un 94% por cada punto que aumenta la nota media, mientras que la

  19. Examination of the Relationship between TEOG Score Transition (from Basic to Secondary Education), Self-Confidence, Self-Efficacy and Motivation Level

    Science.gov (United States)

    Usta, H. Gonca

    2017-01-01

    The relationship between individuals' academic success, motivation and self-confidence and self-efficacy levels cannot be ignored. The aim of this study is to develop and test a theoretical model considering the relationship between academic motivation, self-confidence and self-efficacy levels in transition from middle school to high school. For…

  20. Increasing Student Engagement, Self-Efficacy, and Meta-Cognitive Self-Regulation in the High School Geometry Classroom: Do iPads Help?

    Science.gov (United States)

    Perry, David R.; Steck, Andy K.

    2015-01-01

    Teachers are increasingly integrating mobile digital technology into the classroom. The purpose of this study was to assess the effect of incorporating iPads in a secondary-level geometry course on academic achievement, student engagement, self-efficacy, and meta-cognitive self-regulation. Students in the iPad-using classroom experienced lower…

  1. 高校调剂生专业适应性与学业自我效能感的相关研究%Research on Correlation between College and University Transfers' Professional Adaptability and Their Academic Self-efficacy

    Institute of Scientific and Technical Information of China (English)

    沈丽丽; 游达

    2012-01-01

    Using the professional adaptability scale of college students which was compiled by Tang Wen-qing and Zhang Jin-fu and a questionnaire about students' academic self-efficacy which was compiled by Yu Wen-zhao, we tested 550 college students (including 163 transfers) to investigate the relationship between the transfers' professional adaptability and their academic self-efficacy. The results show that: the overall level of professional adaptability, academic self-efficacy of the transfers is favorable, but some transfers show lower levels of professional adaptability or academic self-efficacy. The transfers professional adaptability and their academic self-efficacy are positively correlated; good professional adaptability promotes the academic self-efficacy.%采用唐文清、张进辅编制的《大学生专业适应性量表》与俞文钊编译的《学业自我效能感问卷》,对随机抽取的550名大学生进行测试(其中调剂生163名),探讨了调剂生专业适应性与学业自我效能感的关系。结果表明:调剂生的专业适应性与学业自我效能感整体状况良好,但有部分个体表现出适应不良或效能感水平较低;专业适应性与学业自我效能感表现出显著正相关;专业适应性对学业自我效能感有显著的正向预测作用。

  2. 医学专科生学业自我效能感与社会支持关系研究%Research on the Relationship between Medical College Students' Academic Self-efficacy and Social Support

    Institute of Scientific and Technical Information of China (English)

    唐姝

    2015-01-01

    Objective To investigate the medical college students academic self-efficacy and social support relationships, pro-vide a theoretical basis for improving academic self-efficacy. Method Cluster sampling957 students from freshmen and sophomores from Hunan Medical College, use academic self-efficacy scale and social support scale to measure them. Results Medical college students' academic self-efficacy is lower than the non-independent college students, academic self-efficacy and social support were significantly correlated. Conclusion Good social support can improve medical college students' aca-demic self-efficacy.%目的:探讨医学专科生学业自我效能感与社会支持关系,为提高学业自我效能感提供理论依据。方法:整群抽取湖南某医学专科学校一年级、二年级学生957名,采用学业自我效能感量表和社会支持评定量表对其进行测量。结果:医学专科生学业自我效能感低于非独立学院大学生,学业自我效能感与社会支持存在显著相关。结论:良好的社会支持可以提高医学专科生学业自我效能感。

  3. 护理本科生成就动机与学业自我效能感关系的研究%The relationship on achievement motivation and academic self-efficacy of nursing undergraduate students

    Institute of Scientific and Technical Information of China (English)

    何开莲; 赵莉; 田红梅

    2011-01-01

    Objective : To investigate relationship on the achievement motivation and academic self - efficacy of nursing undergraduate students by use of mclelland's achievement motivation theory and the principle of self - efficacy. Methods: A survey on 202 nursing undergraduate students were conducted by achievement motivation scale and academic self - efficacy questionnaire. Results : There was no great differenve( P > 0. 05 ) on achievement motivation and the study hehavior self - efficacy of nursing undergraduate students in different grades. The factor of pursuing the successful motive and synthesis motive is related with the factor of self - efficacy. However, the factor of avoiding heing defeated the motive hecomes the inverse correlation with the factor of self efficacy. Conclusion : There are close correlation between achievement motivation and academic self - efficacy of nursing undergraduate students.%目的:运用麦克利兰的成就动机理论和自我效能感的原理,对护理本科生进行了成就动机和学业自我效能感关系的研究.方法:运用成就动机量表和学业自我效能感问卷对202名护理本科生进行了问卷调查.结果:护理本科生成就动机与学习行为自我效能感不存在年级差异性(P>0.05).追求成功动机、合成动机与自我效能的成正相关,避免失败动机与自我效能的两个因子成负相关.结论:护理本科生成就动机与学业自我效能感之间存在着密切的相关性.

  4. The Effect of Academic Self-efficacy and Achievement Motivation on Academic Procrastination among Junior School Students%初中生学业拖延的影响因素

    Institute of Scientific and Technical Information of China (English)

    邱欢; 王璐

    2015-01-01

    Objective:To investigate the general characteristics of academic procrastination and ex-plore the way to effect academic procrastination by two variables of academic self-efficacy and achieve-ment motivation.Methods:The study used the academic procrastination questionnaire of middle school students,the academic self-efficacy scale and the achievement motivation scale to conduct a survey a-mong 288 junior school students in Dalian.The date was analyzed with SPSS.Results:There was a signifi-cantly positive correlation between academic self-efficacy and achievement motivation(r=0.363,P<0.01) ,and significantly negative correlations between academic self-efficacy and academic procrastina-tion( r=-0.365,P<0.01) as well as the relationship between achievement motivation and academic pro-crastination(r=-0.442,P<0.01).Achievement motivation played a role as a partial mediator factor in the relationship between academic self -efficacy and academic procrastination, and the proportion was 35.4%.Conclusion:The behavior of junior school students'academic procrastination is widespread. There are two ways of academic self-efficacy and achievement motivation to influence academic procras-tination:Academic self-efficacy can directly and negatively predict academic procrastination;In another way,academic self-efficacy can indirectly effect academic procrastination through achievement motiva-tion,and achievement motivation plays a role as a partial mediator factor in the relationship between aca-demic self-efficacy and academic procrastination.%目的:以初中生作为研究对象,调查该群体学业拖延的总体状况,并对学业自我效能感与成就动机这两个变量对学业拖延的影响作用进行探讨。方法:研究采用问卷调查的方法,使用《中学生学业拖延问卷》、《学习自我效能感量表》以及《成就动机量表》对大连市内某所初中的288名学生进行问卷调查,并将所得数据整理后运用SPSS进行

  5. Who Cares about Others?: Empathic Self-Efficacy as an Antecedent to Prosocial Behavior

    Science.gov (United States)

    Eklund, Jakob; Loeb, Carina; Hansen, Eric M.; Andersson-Wallin, Ann-Charlotte

    2012-01-01

    Two studies tested associations among self-efficacy and prosocial behavior. In Study 1 we measured academic self-efficacy, emotional self-efficacy and self-reported prosocial behavior. The study showed that academic but not emotional self-efficacy was positively correlated with prosocial behavior. Study 1 included only self-oriented emotions, and…

  6. 学生学科自我效能感对学业成就的影响%The effect of subject self-efficacy on student’s academic achievement

    Institute of Scientific and Technical Information of China (English)

    林薇

    2015-01-01

    The self-efficacy can be divided into general self-efficacy and domain specific self-efficacy when consider the specific of self-efficacy.In the teaching and learning process,the subject self-efficacy always regard as a kind of domain specific self-efficacy.The student who have a higher level of subject self-efficacy are more likely to get achievements.So the effect of subject self-efficacy on academic achievement is positively,especially in the mathematics and foreign language domain.In the long-term teaching and learning activities,teacher and students should pay attention to the improvement of subject self-effica-cy.%自我效能感从具体性分类可分为一般自我效能感与具体领域化自我效能感两类。在教学活动中,对学生而言的具体领域化效能感即在某一学科上的自信度,即学科自我效能感。高学科自我效能感的学生,其学业成就相比一般学生要高,因此学科自我效能感对学业成就的影响是积极的,尤其体现在学习任务难度较大的学科,如数学与外语。在教学活动中,无论是施教者还是学习者都需要注重学科自我效能感的培养。

  7. The Influence of Parental Self-Efficacy and Perceived Control on the Home Learning Environment of Young Children.

    Science.gov (United States)

    Peacock-Chambers, Elizabeth; Martin, Justin T; Necastro, Kelly A; Cabral, Howard J; Bair-Merritt, Megan

    2017-03-01

    To: 1) examine sociodemographic factors associated with high parental self-efficacy and perceived control, and 2) determine how self-efficacy and control relate to the home learning environment (HLE), including whether they mediate the relationship between sociodemographic characteristics and HLE, among low-income parents of young children. Cross-sectional survey of English- and Spanish-speaking parents, 18 years of age and older, with children 15 to 36 months old, to assess parental self-efficacy, perceived control, HLE, and sociodemographic characteristics. Bivariate analysis identified sociodemographic predictors of high self-efficacy and control. Separate multivariate linear regression models were used to examine associations between self-efficacy, control, and the HLE. Formal path analysis was used to assess whether self-efficacy and control mediate the relationship between sociodemographic characteristics and HLE. Of 144 participants, 25% were white, 65% were immigrants, and 35% completed the survey in Spanish. US-born subjects, those who completed English surveys, or who had higher educational levels had significantly higher mean self-efficacy and perceived control scores (P self-efficacy and perceived control were associated with a positive change in HLE score in separate multivariate models (self-efficacy β = .7 [95% confidence interval (CI), 0.5-0.9]; control β = .5 [95% CI, 0.2-0.8]). Self-efficacy acted as a mediator such that low self-efficacy explained part of the association between parental depressive symptoms, immigrant status, and less optimal HLE (P = .04 and self-efficacy and perceived control positively influence HLEs of young children. Self-efficacy alone mediates the relationship between parental depressive symptoms, immigrant status, and less optimal early home learning. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  8. Accuracy of Self-Reported College GPA: Gender-Moderated Differences by Achievement Level and Academic Self-Efficacy

    Science.gov (United States)

    Caskie, Grace I. L.; Sutton, MaryAnn C.; Eckhardt, Amanda G.

    2014-01-01

    Assessments of college academic achievement tend to rely on self-reported GPA values, yet evidence is limited regarding the accuracy of those values. With a sample of 194 undergraduate college students, the present study examined whether accuracy of self-reported GPA differed based on level of academic performance or level of academic…

  9. Academic Success Is about Self-Efficacy Rather than Frequency of Use of the Learning Management System

    Science.gov (United States)

    Broadbent, Jaclyn

    2016-01-01

    Previous studies have investigated the association between the frequency of student learning management system (LMS) use (logins, discussion board use, resources used, etc.) and academic achievement. These studies indicate that low LMS use by students is likely to result in less academic success. However, these models fail to take into account…

  10. Analyzing peer pressure and self-efficacy expectations among adolescents

    National Research Council Canada - National Science Library

    Kiran-Esen, Binnaz

    2012-01-01

    ...). Although the findings showed significantly negative relationships between peer pressure and general and academic self-efficacy expectations in these adolescents, no relationships were found between...

  11. Comparison of Self-Efficacy and Self-Regulation between the Students with School Refusal Behavior (SRB) and the Students without (SRB), and the Relationships of These Variables to Academic Performance

    Science.gov (United States)

    Khanehkeshi, Ali; Ahmedi, Farahnaz Azizi Tas

    2013-01-01

    The purpose of this study was to compare self-efficacy and self-regulation between the students with SRB and students with NSRB, and the relationship of these variables to academic performance. Using a random stratified sampling technique 60 girl students who had school refusal behavior (SRB) and 60 of students without SRB were selected from 8…

  12. Questioning the Utility of Self-Efficacy Measurements for Indians

    Science.gov (United States)

    Rushi, Purva J.

    2007-01-01

    This study examined the influence of academic self-efficacy and social support on the academic success of Indian-American and Caucasian-American undergraduate students. 200 Indian-American and Caucasian-American students completed a demographic form and five surveys. The data showed that academic self-efficacy had a significant effect on college…

  13. Using a multi-user virtual simulation to promote science content: Mastery, scientific reasoning, and academic self-efficacy in fifth grade science

    Science.gov (United States)

    Ronelus, Wednaud J.

    The purpose of this study was to examine the impact of using a role-playing game versus a more traditional text-based instructional method on a cohort of general education fifth grade students' science content mastery, scientific reasoning abilities, and academic self-efficacy. This is an action research study that employs an embedded mixed methods design model, involving both quantitative and qualitative data. The study is guided by the critical design ethnography theoretical lens: an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. The impact of an immersive 3D multi-user web-based educational simulation game on a cohort of fifth-grade students was examined on multiple levels of assessments--immediate, close, proximal and distal. A survey instrument was used to assess students' self-efficacy in technology and scientific inquiry. Science content mastery was assessed at the immediate (participation in game play), close (engagement in-game reports) and proximal (understanding of targeted concepts) levels; scientific reasoning was assessed at the distal (domain general critical thinking test) level. This quasi-experimental study used a convenient sampling method. Seven regular fifth-grade classes participated in this study. Three of the classes were the control group and the other four were the intervention group. A cohort of 165 students participated in this study. The treatment group contained 38 boys and 52 girls, and the control group contained 36 boys and 39 girls. Two-tailed t-test, Analysis of Covariance (ANCOVA), and Pearson Correlation were used to analyze data. The data supported the rejection of the null hypothesis for the three research questions. The correlational analyses showed strong relationship among three of the four variables. There were no correlations between gender and the three dependent variables. The findings of this

  14. THE EFFECT OF AN INTEGRATED AFFECTIVE-COGNITIVE TEACHING AND LEARNING APPROACH ON ACADEMIC ACHIEVEMENT, SELF-EFFICACY, LOCUS OF CONTROL AND ATTITUDE TOWARDS ENGINEERING

    Directory of Open Access Journals (Sweden)

    Tahira Anwar Lashari

    2014-05-01

    Full Text Available Engineers are responsible for the sustainable development of society and to be effective in their role they must possess holistic skills that encompass the skills of the affective and the cognitive domain. Therefore, engineering education must place equal emphasis on the needs of the affective domain in addition to the needs of the cognitive domain. However, existing engineering education practices do not pay adequate attention to the needs of the affective domain. Therefore, the study seeks to determine the effect of a teaching and learning approach that integrates the affective and the cognitive learning needs on academic achievement, locus of control, self-efficacy, and attitude towards engineering. A quasi-experimental design study with pre and post-test was conducted on 70 engineering students who were enrolled in the Diploma of engineering programme in the Universiti Tun Hussein Onn Malaysia with n=36 and n=34 for the experimental and control group respectively. The results indicate that the experimental group was better on the achievement test and attitude measure compared to the control group and the academic improvement was most noticeable among the low achievers. In conclusion these results indicate that an integrated affective-cognitive learning approach can be used to induce simultaneous improvements in learning of the cognitive and affective domain.

  15. Impact of virtual learning environment (VLE): A technological approach to genetics teaching on high school students' content knowledge, self-efficacy and career goal aspirations

    Science.gov (United States)

    Kandi, Kamala M.

    This study examines the effect of a technology-based instructional tool 'Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and two have not. Students in both types of schools were taught genetics either through Geniverse, a virtual learning environment or Dragon genetics, a paper-pencil activity embedded in traditional instructional method. Results indicated that students in all schools increased their knowledge of genetics using either type of instructional approach. Students who were taught using Geniverse demonstrated an advantage for genetics knowledge although the effect was small. These increases were more pronounced in the schools that had been meeting the AYP goal. The other significant effect for Geniverse was that students in the technology-enhanced classrooms increased in science Self-Efficacy while students in the non-technology enhanced classrooms decreased. In addition, students from Non-AYP schools showed an improvement in Science and Technology Self-Efficacy; however the effects were small. The implications of these results for the future use of technology-enriched classrooms were discussed. Keywords: Technology-based instruction, Self-Efficacy, career goals and Adequate Yearly Progress (AYP).

  16. 大学生学习倦怠与学业自我效能感的关系%Relationship between Leaning Burnout and Academic Self-Efficacy of Local College Students

    Institute of Scientific and Technical Information of China (English)

    张文娟; 赵景欣

    2012-01-01

    采用大学生学习倦怠问卷和学业自我效能感问卷,以320名高校大学生为被试,考察大学生学习倦怠与学业自我效能感的关系。结果表明:地方高校大学生学习倦怠程度居中;男生的学习倦怠程度高于女生;学习能力自我效能感和学习行为自我效能感水平不同的学生学习倦怠有显著差异;无论是男生和女生,低学习能力自我效能感学生的学习倦怠程度更高;男生的学习行为自我效能感水平不同,学习倦怠程度不同。%320 local college students were investigated to have a better understand the relationship between learning burnout and academic self-efficacy, using the questionnaire of college students' learning burnout and the questionnaire of academic self-efficacy. The results were as follows: the degree of the learning burnout of students was on the medium level, boys' score higher than girls' on learning burnout; there existed significant differences on the learning burnout among the students in terms of different levels of study ability self-efficacy and study behavior self-efficacy; both boys and girls with lower study ability self-efficacy were higher at the level of learning burnout; only boys scored higher on the study behavior self-efficacy were higher at the level of learning burnout.

  17. The Influence of Parenting Styles, Achievement Motivation, and Self-Efficacy on Academic Performance in College Students

    Science.gov (United States)

    Turner, Erlanger A.; Chandler, Megan; Heffer, Robert W.

    2009-01-01

    Parenting styles have consistently been shown to relate to various outcomes such as youth psychopathology, behavior problems, and academic performance. Building on the research in the parenting style literature, along with examining components of self-determination theory, the present study examined the relations among authoritative parenting…

  18. Longitudinal Analysis of the Role of Perceived Self-Efficacy for Self-Regulated Learning in Academic Continuance and Achievement

    Science.gov (United States)

    Caprara, Gian Vittorio; Fida, Roberta; Vecchione, Michele; Del Bove, Giannetta; Vecchio, Giovanni Maria; Barbaranelli, Claudio; Bandura, Albert

    2008-01-01

    The present study examined the developmental course of perceived efficacy for self-regulated learning and its contribution to academic achievement and likelihood of remaining in school in a sample of 412 Italian students (48% males and 52% females ranging in age from 12 to 22 years). Latent growth curve analysis revealed a progressive decline in…

  19. The Influence of Self-Efficacy and Motivational Factors on Academic Performance in General Chemistry Course: A Modeling Study

    Science.gov (United States)

    Alci, Bulent

    2015-01-01

    This study aims to determine the predictive and explanatory model in terms of university students' academic performance in "General Chemistry" course and their motivational features. The participants were 169 university students in the 1st grade at university. Of the participants, 132 were female and 37 were male students. Regarding…

  20. The Influence of Parenting Styles, Achievement Motivation, and Self-Efficacy on Academic Performance in College Students

    Science.gov (United States)

    Turner, Erlanger A.; Chandler, Megan; Heffer, Robert W.

    2009-01-01

    Parenting styles have consistently been shown to relate to various outcomes such as youth psychopathology, behavior problems, and academic performance. Building on the research in the parenting style literature, along with examining components of self-determination theory, the present study examined the relations among authoritative parenting…

  1. The Influence of Self-Efficacy and Motivational Factors on Academic Performance in General Chemistry Course: A Modeling Study

    Science.gov (United States)

    Alci, Bulent

    2015-01-01

    This study aims to determine the predictive and explanatory model in terms of university students' academic performance in "General Chemistry" course and their motivational features. The participants were 169 university students in the 1st grade at university. Of the participants, 132 were female and 37 were male students. Regarding…

  2. 中学生自我效能感和学业成绩的关系研究%Research on the Relationship between the Self-efficacy and Academic Performance of Middle School Students

    Institute of Scientific and Technical Information of China (English)

    白红敏

    2016-01-01

    本研究选取424名中学生为被试,以学业自我效能量表为测量工具,探讨了中学生学业自我效能感和学业成绩之间的关系。结果发现,在学习能力自我效能感上存在极其显著的性别差异,即男生得分显著高于女生;自我效能感总分及其各维度与语文、数学、英语及总成绩呈极其显著正相关。对此,提出了相应的建议和对策来提高中学生的自我效能感。%This research selected 424 middle school students as the subjects, and with academic self-efficacy scale as the tool, explored the relationship between the academic self-efficacy and academic performance of middle school students. It was found in the result that their self-efficacy of learning ability is significantly different in gender, namely, the scores of boys are significantly higher than those of girls; the total score of self-efficacy and its different dimensions have a significant positive correlation with the performance of Chinese, mathematics and English as well as the total performance of the three. In view of this, this paper pro-poses corresponding suggestions and countermeasures to improve the self-efficacy of middle school students.

  3. The Effects of High Scientific Literacy, Self-Efficacy, and Achievement Motivation on Teachers' Ability to Compose Effective Tests: Case Study from Manado, Indonesia

    Science.gov (United States)

    Poluakan, Cosmas

    2012-01-01

    This research was conducted to determine the effects of high scientific literacy, self-efficacy, and achievement motivation on teachers' ability to compose effective tests. It was conducted among junior high school science teachers in Manado, North Sulawesi Province, Indonesia, from April to September 2011, using a cross-sectional survey design.…

  4. A survey of diet self-efficacy and food intake in students with high and low perceived stress

    OpenAIRE

    Nastaskin, Robyn S; Fiocco, Alexandra J.

    2015-01-01

    Objective Given the rise in obesity and obesity-related disorders, understanding the relationship between stress, self-efficacy and food choice in young adulthood may have implications for preventing negative health outcomes later in life that stem from poor eating habits. The current study examined whether stress levels and diet self-efficacy may be associated with unhealthy eating habits in young adults. Methods Male and female undergraduate students (N = 136) completed questionnaires that ...

  5. Contribution of Personality to Self-Efficacy and Outcome Expectations in Selecting a High School Major among Adolescents with Learning Disabilities

    Science.gov (United States)

    Brown, Dikla; Cinamon, Rachel Gali

    2016-01-01

    The current study focuses on the contribution of five personality traits to the development of self-efficacy and outcome expectations regarding selecting a high school major among adolescents with learning disabilities (LD). Social cognitive career theory and the Big Five personality traits model served as the theoretical framework. Participants…

  6. Contribution of Personality to Self-Efficacy and Outcome Expectations in Selecting a High School Major among Adolescents with Learning Disabilities

    Science.gov (United States)

    Brown, Dikla; Cinamon, Rachel Gali

    2016-01-01

    The current study focuses on the contribution of five personality traits to the development of self-efficacy and outcome expectations regarding selecting a high school major among adolescents with learning disabilities (LD). Social cognitive career theory and the Big Five personality traits model served as the theoretical framework. Participants…

  7. Effects of a Recruitment Workshop on Selected Urban High School Students' Self-Efficacy and Attitudes toward Agriculture as a Subject, College Major, and Career

    Science.gov (United States)

    Fraze, Lacee Brianne; Wingenbach, Gary; Rutherford, Tracy; Wolfskill, Lawrence A.

    2011-01-01

    The purpose of this study was to determine if selected high school students' participation in a summer agricultural communications workshop affected their self-efficacy and attitudes toward agriculture as a subject, college major, and/or as a career. Data were gathered from an accessible population (N = 145), from which a purposive sample (n = 94)…

  8. High School Graphics Experience Influencing the Self-Efficacy of First-Year Engineering Students in an Introductory Engineering Graphics Course

    Science.gov (United States)

    Metraglia, Riccardo; Villa, Valerio; Baronio, Gabriele; Adamini, Riccardo

    2015-01-01

    Today's students enter engineering colleges with different technical backgrounds and prior graphics experience. This may due to their high school of provenience, which can be technical or non-technical. The prior experience affects students' ability in learning and hence their motivation and self-efficacy beliefs. This study intended to evaluate…

  9. Unraveling the Impact of the Big Five Personality Traits on Academic Performance: The Moderating and Mediating Effects of Self-Efficacy and Academic Motivation

    Science.gov (United States)

    De Feyter, Tim; Caers, Ralf; Vigna, Claudia; Berings, Dries

    2012-01-01

    The main purpose of this study is to unravel the impact of the Big Five personality factors on academic performance. We propose a theoretical model with conditional indirect effects of the Big Five personality factors on academic performance through their impact upon academic motivation. To clarify the mixed results of previous studies concerning…

  10. High fidelity medical simulation in the difficult environment of a helicopter: feasibility, self-efficacy and cost

    Directory of Open Access Journals (Sweden)

    Holland Carolyn

    2006-10-01

    Full Text Available Abstract Background This study assessed the feasibility, self-efficacy and cost of providing a high fidelity medical simulation experience in the difficult environment of an air ambulance helicopter. Methods Seven of 12 EM residents in their first postgraduate year participated in an EMS flight simulation as the flight physician. The simulation used the Laerdal SimMan™ to present a cardiac and a trauma case in an EMS helicopter while running at flight idle. Before and after the simulation, subjects completed visual analog scales and a semi-structured interview to measure their self-efficacy, i.e. comfort with their ability to treat patients in the helicopter, and recognition of obstacles to care in the helicopter environment. After all 12 residents had completed their first non-simulated flight as the flight physician; they were surveyed about self-assessed comfort and perceived value of the simulation. Continuous data were compared between pre- and post-simulation using a paired samples t-test, and between residents participating in the simulation and those who did not using an independent samples t-test. Categorical data were compared using Fisher's exact test. Cost data for the simulation experience were estimated by the investigators. Results The simulations functioned correctly 5 out of 7 times; suggesting some refinement is necessary. Cost data indicated a monetary cost of $440 and a time cost of 22 hours of skilled instructor time. The simulation and non-simulation groups were similar in their demographics and pre-hospital experiences. The simulation did not improve residents' self-assessed comfort prior to their first flight (p > 0.234, but did improve understanding of the obstacles to patient care in the helicopter (p = 0.029. Every resident undertaking the simulation agreed it was educational and it should be included in their training. Qualitative data suggested residents would benefit from high fidelity simulation in other

  11. Self-efficacy, foreign language anxiety as predictors of academic performance among professional program students in a general English proficiency writing test.

    Science.gov (United States)

    Chen, M C; Lin, Huey-Ju

    2009-10-01

    Questionnaires were administered to 120 students. Cluster analysis was used to examine whether specific groups could be described by a writing self-efficacy scale, English writing anxiety scale, and a written General English Proficiency Test. Three clusters were observed. Demographic variables were compared for each cluster, including age, sex, program of study, years of English instruction, native language, and number of English speaking acquaintances. Efforts to reduce writing anxiety and promote writing self-efficacy could enhance writing scores of participants.

  12. The Appraisal of Fear Appeals as Threatening or Challenging: Frequency of Use, Academic Self-Efficacy and Subjective Value

    Science.gov (United States)

    Putwain, David; Remedios, Richard; Symes, Wendy

    2016-01-01

    Fear appeals are messages that focus on avoiding the negative consequences of failure. They are often used by teachers as a motivational tactic prior to high-stakes examinations. In this study, we examined whether 566 secondary school students, from 26 different classes, approaching high-stakes examinations appraised fear appeals as threatening or…

  13. Examination of Faculty Self-Efficacy Related to Online Teaching

    Science.gov (United States)

    Horvitz, Brian S.; Beach, Andrea L.; Anderson, Mary L.; Xia, Jiangang

    2015-01-01

    Through this study we sought to gain understanding of the challenges professors face as they make the transition to teaching online. We measured professors' online teaching self-efficacy using survey research methods. Results showed that online teaching self-efficacy was high among the professors surveyed with no self-efficacy scores lower than…

  14. Depression in Groups of Bullies and Victims: Evidence for the Differential Importance of Peer Status, Reciprocal Friends, School Liking, Academic Self-Efficacy, School Motivation and Academic Achievement

    Science.gov (United States)

    Stefanek, Elisabeth; Strohmeier, Dagmar; Yanagida, Takuya

    2017-01-01

    The goals of this study were (1) to identify groups of bullies and victims, (2) to investigate level differences in depression, peer relationships, and academic variables, and (3) to examine how peer relationships and academic variables were associated with depression in these groups. The sample comprised 1,451 students (48.6% girls) aged 10-15…

  15. Self-Efficacy Pathways between Relational Aggression and Nonsuicidal Self-Injury

    Science.gov (United States)

    Buser, Trevor J.; Peterson, Christina Hamme; Kearney, Anne

    2015-01-01

    The authors recruited college students (N = 648) and investigated relationships among academic and social self-efficacy, relational aggression from parents and peers, and nonsuicidal self-injury (NSSI). Results indicated that both types of self-efficacy were related inversely to NSSI. Academic self-efficacy mediated the relationship between…

  16. Changes in Biology Self-Efficacy during a First-Year University Course

    Science.gov (United States)

    Ainscough, Louise; Foulis, Eden; Colthorpe, Kay; Zimbardi, Kirsten; Robertson-Dean, Melanie; Chunduri, Prasad; Lluka, Lesley

    2016-01-01

    Academic self-efficacy encompasses judgments regarding one's ability to perform academic tasks and is correlated with achievement and persistence. This study describes changes in biology self-efficacy during a first-year course. Students (n = 614) were given the Biology Self-Efficacy Scale at the beginning and end of the semester. The instrument…

  17. High School Girls' Negotiation of Perceived Self-Efficacy and Science Course Trajectories

    Science.gov (United States)

    Patterson, Jill Voorhees; Johnson, Ane Turner

    2017-01-01

    Sustainability issues have led to increased demands for a STEM-literate society and workforce. Potential contributors need to be competent, have an understanding of earth and physical sciences, and be willing to pursue such fields. High school girls, however, remain underrepresented in physical science course enrollments (College Board, 2014).…

  18. Curriculum for Junior High School Students: Dairy Food Consumption Self-Efficacy

    Science.gov (United States)

    Pobocik, Rebecca S.; Haar, Christine M.; Dawson, Erin E.; Coleman, Priscilla; Bakies, Karen

    2009-01-01

    A nutrition education module for a family and consumer sciences curriculum was developed and evaluated with junior high school students (n = 63) using a quasi-experimental design. The multivariate interaction between time of measurement and intervention was significant, F (2, 50) = 8.68, p = 0.001.The univariate interaction between pre and post…

  19. Curriculum for Junior High School Students: Dairy Food Consumption Self-Efficacy

    Science.gov (United States)

    Pobocik, Rebecca S.; Haar, Christine M.; Dawson, Erin E.; Coleman, Priscilla; Bakies, Karen

    2009-01-01

    A nutrition education module for a family and consumer sciences curriculum was developed and evaluated with junior high school students (n = 63) using a quasi-experimental design. The multivariate interaction between time of measurement and intervention was significant, F (2, 50) = 8.68, p = 0.001.The univariate interaction between pre and post…

  20. The Impact of Organizational Culture on High School Teachers' Self-Efficacy, Job Satisfaction, and Student Achievement

    Science.gov (United States)

    DeNicola, Thomas C.

    2015-01-01

    The purpose of this study was to examine the impact that school culture, comprised of the variables cultivating a culture of collaboration, employing a data-informed focus on improvement through professional communication, and organizational commitment had on teachers' self-efficacy (teacher autonomy, interpersonal efficacy, and professional…

  1. High School Students' Scientific Epistemological Beliefs, Self-Efficacy in Learning Physics and Attitudes toward Physics: A Structural Equation Model

    Science.gov (United States)

    Kapucu, Serkan; Bahçivan, Eralp

    2015-01-01

    Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates…

  2. Investigating Second Language Learner Self-Efficacy and Future Expectancy of Second Language Use for High-Stakes Program Evaluation

    Science.gov (United States)

    Gorsuch, Greta

    2009-01-01

    As part of a larger summative evaluation of a foreign language department and a two-year foreign language core competency, the researcher investigated fourth-semester student self-efficacy (a person's belief, rooted in experience, that they can do something) and future expectancy of second language use. In effect, this was also an evaluation of…

  3. Response switching and self-efficacy in Peer Instruction classrooms

    Science.gov (United States)

    Miller, Kelly; Schell, Julie; Ho, Andrew; Lukoff, Brian; Mazur, Eric

    2015-06-01

    Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide students two opportunities to answer each question—once after a round of individual reflection and then again after a discussion round with a peer. The second round provides students the choice to "switch" their original response to a different answer. The percentage of right answers typically increases after peer discussion: most students who answer incorrectly in the individual round switch to the correct answer after the peer discussion. However, for any given question there are also students who switch their initially right answer to a wrong answer and students who switch their initially wrong answer to a different wrong answer. In this study, we analyze response switching over one semester of an introductory electricity and magnetism course taught using Peer Instruction at Harvard University. Two key features emerge from our analysis: First, response switching correlates with academic self-efficacy. Students with low self-efficacy switch their responses more than students with high self-efficacy. Second, switching also correlates with the difficulty of the question; students switch to incorrect responses more often when the question is difficult. These findings indicate that instructors may need to provide greater support for difficult questions, such as supplying cues during lectures, increasing times for discussions, or ensuring effective pairing (such as having a student with one right answer in the pair). Additionally, the connection between response switching and self-efficacy motivates interventions to increase student self-efficacy at the beginning of the semester by helping students develop early mastery or

  4. Self-Efficacy and Music Performance

    Science.gov (United States)

    McPherson, Gary E.; McCormick, John

    2006-01-01

    This study is the second in a series of investigations attempting to clarify relationships between variables that impact on a young musician's ability to perform music (as assessed on a graded music examination). Consistent with studies on school academic subjects, our previous investigation demonstrated the importance of self-efficacy in…

  5. Mathematics Self-Efficacy: Stereotype Threat versus Resilience

    Science.gov (United States)

    Schweinle, Amy; Mims, Grace A.

    2009-01-01

    Children's academic self-efficacy is one of the strongest predictors of achievement (Wigfield and Eccles, "Contemporary Educational Psychology" 25(1): 68-81, 2000). The present research examined mathematics self-efficacy and the relationship of racial context from the perspective of two competing bodies of research. Stereotype threat theory would…

  6. Self-Efficacy and Statistics Performance among Sport Studies Students

    Science.gov (United States)

    Lane, Andrew M.; Hall, Ross; Lane, John

    2004-01-01

    The present study explored predictive paths between performance accomplishments, self-efficacy, and performance among Sport Studies students taking a Level 1 statistics module. Fifty-eight Level 1 Sport Studies undergraduate degree students completed a 44-item self-efficacy measure and an assessment of perceived academic success at the start of…

  7. Self-efficacy beliefs of university students: an empirical study on the specificity of the construct

    OpenAIRE

    Blanco Blanco, Ángeles

    2010-01-01

    This study tested two propositions of the Social Cognitive Theory in an academic setting: a) Self-efficacy is a domain- specific competence belief; b) Domain-specific selfefficacy is related, but distinct from, other self-evaluation constructs. Participants (272 Spanish university students) completed measures of general self-efficacy, academic self-efficacy, statistics self-efficacy and attitudes towards statistics (cognitive and affective components). Principal Components Analyses and Confir...

  8. The Influence of Self-Efficacy Beliefs and Metacognitive Prompting on Genetics Problem Solving Ability among High School Students in Kenya

    Science.gov (United States)

    Aurah, Catherine Muhonja

    Within the framework of social cognitive theory, the influence of self-efficacy beliefs and metacognitive prompting on genetics problem solving ability among high school students in Kenya was examined through a mixed methods research design. A quasi-experimental study, supplemented by focus group interviews, was conducted to investigate both the outcomes and the processes of students' genetics problem-solving ability. Focus group interviews substantiated and supported findings from the quantitative instruments. The study was conducted in 17 high schools in Western Province, Kenya. A total of 2,138 high school students were purposively sampled. A sub-sample of 48 students participated in focus group interviews to understand their perspectives and experiences during the study so as to corroborate the quantitative data. Quantitative data were analyzed through descriptive statistics, zero-order correlations, 2 x 2 factorial ANOVA,, and sequential hierarchical multiple regressions. Qualitative data were transcribed, coded, and reported thematically. Results revealed metacognitive prompts had significant positive effects on student problem-solving ability independent of gender. Self-efficacy and metacognitive prompting significantly predicted genetics problem-solving ability. Gender differences were revealed, with girls outperforming boys on the genetics problem-solving test. Furthermore, self-efficacy moderated the relationship between metacognitive prompting and genetics problem-solving ability. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya.

  9. Flipped Instruction: An Investigation into the Effect of Learning Environment on Student Self-Efficacy, Learning Style, and Academic Achievement in an Algebra I Classroom

    Science.gov (United States)

    Wiginton, Barry Lynn

    2013-01-01

    This study utilized an explanatory mixed-methods research design to investigate the effect of learning environment on student mathematics achievement, and mathematics self-efficacy, and student learning style in a ninth grade Algebra I classroom. The study also explored the lived experiences of the teachers and students in the three different…

  10. "Where There Is a Will, There Is an A": Examining the Roles of Self-Efficacy and Self-Concept in College Students' Current Educational Attainment and Career Planning

    Science.gov (United States)

    Fenning, Breanne E.; May, Laura Negel

    2013-01-01

    As previous research indicates self-efficacy and self-concept have similar effects on achievement outcomes, the current study investigated the differential effects of both constructs on academic performance and career path certainty in college freshmen. Results indicated high school GPA was best predicted by general self-efficacy, whereas current…

  11. Mathematically precocious and female: Self-efficacy and STEM course choices among high achieving middle grade students

    Science.gov (United States)

    Burt, Stacey M.

    The problem addressed in this project is the lack of mathematically gifted females choosing to pursue advanced science, technology, engineering, and mathematics (STEM) courses in secondary education due to deficiencies in self-efficacy. The purpose of this project was to study the effects of a child-guided robotics program as it relates to the self-efficacy of mathematically gifted 6th grade female students and their future course choices in the advanced STEM content areas. This mixed-model study utilized a STEM attitude survey, artifacts, interviews, field notes, and standardized tests as measurement tools. Significance was found between genders in the treatment group for the standardized science scores, indicating closure in the achievement gap. Research suggests that STEM enrichment is beneficial for mathematically gifted females.

  12. Possible relationships between literacy-based instructional coaching and effects on high school teachers' self-efficacy and attitudes toward teaching reading in the content areas

    Science.gov (United States)

    Jacobs, Jessica Lynn

    Grounded in the Theory of Self-Efficacy and the Theory of Reasoned Action, this quantitative, correlational study examined if participation in literacy-based instructional coaching (one-on-one, small group) predicted both high school teachers' self-efficacy as measured by the Teachers' Sense of Efficacy Scale and teachers' attitudes toward teaching reading in the content areas measured by the Scale to Measure Attitudes Toward Teaching Reading in Content Classrooms. This study utilized a convenience sample of content teachers from three high schools in Northeastern Pennsylvania participating in a literacy coaching initiative. The volunteer sample of teachers completed the Likert-type questionnaires. The study used hierarchical regression analysis to determine values for each block of the regression models. The study correlated instances of literacy-based instructional coaching (one-on-one, small group) with the scores on the SMATTRCC and the TSES to examine predictive validity. Gender, years of experience, and content area were control variables in this study. The results of the first model indicated that there was a significant relationship between the number of coaching instances and attitudes toward teaching reading in the content area with participation in instructional coaching accounting for 9.6% of the variance in scores on the SMATTRCC. The results of the second model indicated that there was a significant relationship between the number of coaching instances and teachers' self-efficacy with participation in instructional coaching accounting for 6.1% of the variance in scores on the TSES.

  13. Self-Efficacy and Computers.

    Science.gov (United States)

    Olivier, Terry A.; Shapiro, Faye

    1993-01-01

    Presents a conceptual analysis of self-efficacy and reviews the literature on self-efficacy in the microcomputer environment. Topics addressed include self-efficacy versus other theories; efficacy versus outcome expectations; and sources of efficacy information, including performance accomplishments, vicarious experiences, verbal persuasion, and…

  14. Measuring third year undergraduate nursing students' reflective thinking skills and critical reflection self-efficacy following high fidelity simulation: A pilot study.

    Science.gov (United States)

    Tutticci, Naomi; Lewis, Peter A; Coyer, Fiona

    2016-05-01

    Critical reflection underpins critical thinking, a highly desirable generic nursing graduate capability. To improve the likelihood of critical thinking transferring to clinical practice, reflective thinking needs to be measured within the learning space of simulation. This study was divided into two phases to address the reliability and validity measures of previously untested surveys. Phase One data was collected from individuals (n = 6) using a 'think aloud' approach and an expert panel to review content validity, and verbatim comment analysis was undertaken. The Reflective Thinking Instrument and Critical Reflection Self-Efficacy Visual Analogue Scale items were contextualised to simulation. The expert review confirmed these instruments exhibited content validity. Phase Two data was collected through an online survey (n = 58). Cronbach's alpha measured internal consistency and was demonstrated by all subscales and the Instrument as a whole (.849). There was a small to medium positive correlation between critical reflection self-efficacy and general self-efficacy (r = .324, n = 56, p = .048). Participant responses were positive regarding the simulation experience. The research findings demonstrated that the Reflective Thinking and Simulation Satisfaction survey is reliable. Further development of this survey to establish validity is recommended to make it viable. Copyright © 2016 Elsevier Ltd. All rights reserved.

  15. Ideal Teacher Behaviors: Student Motivation and Self-Efficacy Predict Preferences

    Science.gov (United States)

    Komarraju, Meera

    2013-01-01

    Differences in students' academic self-efficacy and motivation were examined in predicting preferred teacher traits. Undergraduates (261) completed the Teaching Behavior Checklist, Academic Self-Concept scale, and Academic Motivation scale. Hierarchical regression analyses indicated that academic self-efficacy and extrinsic motivation explained…

  16. Adolescent Work Experience and Self-efficacy.

    Science.gov (United States)

    Cunnien, Keith A; Martinrogers, Nicole; Mortimer, Jeylan T

    2009-01-01

    PURPOSE OF THIS PAPER: To assess the relationship between high school work experiences and self-efficacy. DESIGN/METHODOLOGY/APPROACH: OLS regressions are applied to longitudinal data from the Youth Development Study to examine work experiences and self-efficacy. FINDINGS: The analyses indicate that employment fosters self-efficacy in multiple realms, Occasional and sporadic workers exhibit less self-efficacy than steady workers. Supervisory support may be especially important in enhancing adolescents' confidence as they anticipate their future family lives, community participation, personal health, and economic achievements. RESEARCH LIMITATIONS/IMPLICATIONS: This research includes only a small set of the work dimensions that may be important for adolescents. Ethnography and in-depth interviews are recommended to further explore the subjective and emotional dimensions of youth work experiences. PRACTICAL IMPLICATIONS: In developing policies and guidance, educators, parents, and employers should be aware that steady employment and supervisory support enhance the development of adolescent self-efficacy. ORIGINAL VALUE OF PAPER: This paper finds evidence that adolescent work experiences spill over to influence youth's developing confidence in the realms of family life, community and personal health. It also suggests that sporadic and occasional work patterns can impair the development of self-efficacy in adolescence.

  17. Persistence at an Urban Community College: The Implications of Self-Efficacy and Motivation

    Science.gov (United States)

    Liao, Hsiang-Ann; Edlin, Margot; Ferdenzi, Anita Cuttita

    2014-01-01

    This study examined how self-efficacy and motivation affected student persistence at an urban community college. Self-efficacy was studied at two dimensions: self-regulated learning efficacy and self-efficacy for academic achievement. Motivation was also investigated at two levels: intrinsic motivation and extrinsic motivation. Results show that…

  18. Persistence at an Urban Community College: The Implications of Self-Efficacy and Motivation

    Science.gov (United States)

    Liao, Hsiang-Ann; Edlin, Margot; Ferdenzi, Anita Cuttita

    2014-01-01

    This study examined how self-efficacy and motivation affected student persistence at an urban community college. Self-efficacy was studied at two dimensions: self-regulated learning efficacy and self-efficacy for academic achievement. Motivation was also investigated at two levels: intrinsic motivation and extrinsic motivation. Results show that…

  19. Developing a Measurement Tool for Assessing Physiotherapy Students' Self-Efficacy: A Pilot Study

    Science.gov (United States)

    Jones, Anne; Sheppard, Lorraine

    2012-01-01

    The aim of this research was to determine if self-efficacy can be correlated with prior academic achievement and whether self-efficacy can be an outcome measure of education. A self-efficacy instrument was developed and administered to physiotherapy students following completion of their pre-clinical theory experience. The questionnaire results…

  20. 大学生时间管理倾向、学习自我效能感与学业拖延的关系研究%Relationship among University Students' Time Management Disposition, Perceived Academic Self-efficacy and Academic Procrastination

    Institute of Scientific and Technical Information of China (English)

    李嫱

    2014-01-01

    Objective: To study the relationship among university students' time management disposition, perceived aca-demic self-efficacy and academic procrastination. Methods:A questionnaire survey was conducted among 284 university stu-dents by using the Adolescent time management disposition scale, Perceived Academic Self-efficacy Scale and Procrastina-tion scale. Results:The degree of Students' academic procrastination is lower than average. Academic procrastination has negative correlation with time management disposition and perceived academic self-efficacy. Conclusion:The academic pro-crastination was affected by time management disposition and perceived academic self-efficacy in some way.%目的:探讨大学生时间管理倾向、学习自我效能感与学业拖延的关系。方法:采用时间管理量表(AT M D)、学习自我效能感量表、学业拖延量表(PASS)对284名大学生进行调查。结果:大学生总体学业拖延程度低于平均水平,学业拖延与时间管理倾向总分、学习自我效能感均呈显著负相关。结论:时间管理倾向、学习自我效能感在一定程度上影响学业拖延。

  1. Self-efficacy of college freshmen engaged in STEM outreach

    Science.gov (United States)

    Patchin, Stephen H.

    Not since the Cold War and the launch of Sputnik has there been such a focus on producing college graduates in fields related to science, technology, engineering, and mathematics (STEM). As manually driven careers disappear, new diverse careers are created and they have one thing in common, STEM. As students move into these challenging curriculums they will need to have faith in their abilities to achieve their goals. This self-efficacy is vital component for their collegiate and career success. This mixed methods study examines the unique pre-college STEM outreach phenomenon called Mind Trekkers. Mind Trekkers uses the "WOW" of experiential learning in the areas of STEM to motivate K-12 students to engage in STEM related fields. The focus of the study is on the first-year college freshmen that join this program, becoming STEM serviceteers, and how being part of this STEM phenomenon impacts their self-efficacy. The findings can be summed up in a quote. I get to help people understanding in a different way than I would if I was just doing volunteering like I did in high school. It's cool. I just love it and it gives me the confidence that what I am doing is the right thing here at (the university). (Jean). The results of the study indicate that the Mind Trekkers program acted as a catalyst to increase the self-efficacy of the students that participated in it, through personal social and academic impact.

  2. Self-efficacy in Environmental Education: Experiences of elementary education preservice teachers

    Science.gov (United States)

    Gardner, Cynthia Crompton

    Despite research showing Environmental Education can provide positive student outcomes in academic achievement, critical thinking, motivation and engagement (Ernst, 2007; Lieberman & Hoody, 1998; Orr, 1992; Palmer, 1998; Powers, 2004; Volk & Cheak, 2003), Environmental Education is currently not a critical element in American public school K-12 education. The present study investigates self-efficacy in Environmental Education through a mixed methods research approach. The data reveal the participants' perspectives of their sense of self-efficacy in Environmental Education. It adds to the body of work on Environmental Education and self-efficacy by specifically investigating the topics through interviews with preservice teachers. Purposeful sampling is used to identify preservice elementary education teachers in their senior year of college with a high measure of self-efficacy. Self-efficacy is measured using the Environmental Education Efficacy Belief Instrument (Sia, 1992). Forty-six preservice teachers completed the instrument. Six preservice teachers were interviewed to determine experiences that impact their self-efficacy in Environmental Education. Continual comparison and cross-case analysis are used to analyze the data. The results reveal a relationship between personal experiences with nature as a young child and current beliefs toward their personal efficacy and teaching outcome efficacy in Environmental Education. Similar to the findings of Sia (1992), the researcher discovered that preservice teachers realize that they lack sufficient knowledge and skill in Environmental Education but believe that effective teaching can increase students understanding of Environmental Education. While the preservice teachers do not believe they will teach Environmental Education as well as other subjects, they will continually seek out better ways to teach Environmental Education. Interviews with participants who had a high self-efficacy revealed the importance of

  3. Diversity research on sense of self-efficacy of high school students%高中生自我效能感的差异研究

    Institute of Scientific and Technical Information of China (English)

    卢转灵

    2012-01-01

    目的 探讨高中生自我效能感在性别、专业、年级方面的差异,希望能为当代高中教育提供一定的理论基础,让高中教育有针对性地教学.方法 采用分层随机抽样的方法,对佛山市三水区三所高中900名学生进行一般自我效能感量表(GSES)测试,将获取的数据进行处理,用SPSS19.0进行统计分析.统计方法包括:描述性统计方法、T检验,方差分析.结果 ①高中生自我效能感在性别、专业、学校方面差异无显著性.②高一与高二、高三有明显的差异,高二与高三差异不显著.高一生自我效能感分数最低,高三自我效能感分数最高.结论 高一生自我效能感最低,应针对此特点更加加强高一生的心理教育,令他们表现出更大的自信心,从而取得更多的成功.%Objective To discuss the differences of sense of self-efficacy of the high school students from different gender,subject and grade,in order to provide some theories for contemporary high school education of enhancing the pertinence of high school education.Methods A general self-efficacy scale (GSES) test was carried out to 734 students from 3 high schools by Stratified Random Sampling in Sanshui district,Foshan city.The accessed data was under statistic analysis via SPSS 19.0,the statistical methods included Descriptive Statistic,T test and Variance analysis.Results ①There was no significant effect found on self-efficacy regarding gender,subject and grades.②Students from 1st grade had the lowest self-efficacy, students from the 3rd grade had the highest self-efficacy.Conclusion Students from 1 st grade has the lowest self-efficacy.On the basis of this characteristic we should strengthen their psychologic education,which can make them have more self-confidence,so as to achieve more success.

  4. Multidimensional Aspects of Parental Involvement in Korean Adolescents' Schooling: A Mediating Role of General and Domain-Specific Self-Efficacy

    Science.gov (United States)

    You, Sukkyung; Lim, Sun Ah; No, Unkyung; Dang, Myley

    2016-01-01

    This study examined the relation of parental involvement with Korean adolescent academic achievement and self-efficacy, and the mediating role of academic self-efficacy in this relationship. We investigated the effects of parental involvement in both overall and domain-specific self-efficacy and academic achievement across three academic subjects…

  5. Development of a smoking abstinence self-efficacy questionnaire

    DEFF Research Database (Denmark)

    Spek, Viola; Lemmens, Fieke; Chatrou, Marlène

    2013-01-01

    BACKGROUND: Self-efficacy beliefs are an important determinant of (changes in) health behaviors. In the area of smoking cessation, there is a need for a short, feasible, and validated questionnaire measuring self-efficacy beliefs regarding smoking cessation. PURPOSE: The purpose of this study...... is to investigate the psychometric properties of a six-item questionnaire to assess smoking cessation self-efficacy. METHODS: We used longitudinal data from a smoking cessation study. A total of 513 smokers completed the Smoking Abstinence Self-efficacy Questionnaire (SASEQ) and questionnaires assessing depressive...... that self-efficacy is measured independently of these concepts. Furthermore, high baseline SASEQ scores significantly predicted smoking abstinence at 52 weeks after the quit date (OR = 1.85; 95% CI = 1.20~2.84). CONCLUSIONS: The SASEQ appeared to be a short, reliable, and valid questionnaire to assess self-efficacy...

  6. Influence of Self-Efficacy on Compliance to Workplace Exercise

    DEFF Research Database (Denmark)

    Pedersen, Mette Merete; Zebis, Mette K; Jørgensen, Henning Langberg

    2013-01-01

    the influence of exercise-specific self-efficacy on compliance to workplace physical exercise. PURPOSE: To determine the influence of exercise-specific self-efficacy on compliance to specific strength exercises during working hours for laboratory technicians. METHODS: We performed a cluster...... of compliance was 2.37 for moderate versus low self-efficacy, and 2.93 for high versus low self-efficacy. No significant difference was found in company B (public sector) or in the intervention group as a whole. CONCLUSION: We did not find self-efficacy to be a general statistically significant predictor...... of compliance to exercises during 20 weeks, but found self-efficacy to be a predictor of compliance in a private sector setting. Workplace-specific differences might be present and should be taken into account....

  7. Women's self-efficacy perceptions in mathematics and science: Investigating USC-MESA students

    Science.gov (United States)

    Hong, Rebecca Cheng-Shun

    This study is an investigation into female high school seniors in the USC-MESA program and how the role of self-efficacy perceptions in mathematics and science relates to their college major choice. Bandura's theory on self-efficacy provides the backdrop for this study. This study is qualitative and takes an ethnographic approach incorporating 23 interviews, 2 focus groups, 49.5 hours of observation, and document analysis. Results show that female high school seniors participating in the USC-MESA program demonstrate a strong self-efficacy perception in mathematics and science through their academic choices and pursuits in high school and beyond. This finding confirms a linear approach in understanding how courses taken in high school contribute to the trajectory of college academic choices. It also challenges the theory of self-efficacy in math and science to examine historically underrepresented populations in the field and the external factors that play a key role in their persistence to pursue STEM fields in college and beyond.

  8. Developing the Reader Self-Efficacy Scale

    Directory of Open Access Journals (Sweden)

    Hakan ÜLPER

    2013-04-01

    Full Text Available Reading comprehension has affective and social dimensions as well as its cognitive dimension. Thus, to understand and improve reading instruction, affective and social dimensions should be well understood. Perceived self-efficacy is one of affective issues influencing learning and it should be taken into consideration in reading instruction. With this in mind, this study aims at developing the Reader Self-Efficacy Scale with a group of 518 students as participants. Exploratory and confirmatory factor analyses revealed a 6-item scale with one factor. The Cronbach Alpha coefficient was determined to be 0.948. This new Reader Self-Efficacy Scale could easily be used for training and research purposes depending on its high validity and reliability.

  9. Avaliação da autoeficácia acadêmica em alunos da educação de jovens e adultos/Assessment of academic self-efficacy in students youth and adults

    Directory of Open Access Journals (Sweden)

    Selma de Cássia Martinelli

    2009-10-01

    Full Text Available O presente trabalho teve como objetivo verificar a autoeficácia de alunos da Educação de Jovens e Adultos do segundo ciclo do Ensino Fundamental e do Ensino Médio. Participaram 50 alunos de ambos os sexos, que cursavam o Telecurso 2000, de uma cidade do Estado de São Paulo. O instrumento utilizado para coleta de dados foi uma escala especificamente construída para esse fim e que avalia a percepção do estudante quanto ao próprio desempenho acadêmico e o quanto se sente capaz de realizar tarefas escolares. O teste de Mann-Whitney U revelou não existirem diferenças significativas entre a autoeficácia declarada dos estudantes, dos dois níveis de ensino para o estudo, para o desempenho e para a autoeficácia geral. Com relação ao sexo, independente do nível de ensino cursado, o teste revelou que as diferenças também não foram significativas para nenhuma das medidas de autoeficácia. The objective of this study was to verify the self-efficacy of 50 students of both sexes and of two different education levels who participated in an Educational program for Young and Adults in a city of Sao Paulo State. A scale constructed specifically for this purpose was the instrument used for data collection. It was aimed at evaluating the students' self-perception of their academic performance and how capable they feel to perform school tasks. The Mann-Whitney U test revealed no significant differences in students of both levels of education declared self-efficacy for studying, for school performance and in general self-efficacy. With regard to sex, regardless of level of education of the students, the test showed that differences were not significant for any of the measures of self-efficacy, as well.

  10. LEARNING STRATEGY IMPLEMENTATION OF GENERATIVE LEARNING ASSISTED SCIENTIST’S CARD TO IMPROVE SELF EFFICACY OF JUNIOR HIGH SCHOOL STUDENT IN CLASS VIII

    Directory of Open Access Journals (Sweden)

    R. Yuliarti

    2016-01-01

    Full Text Available In general, self-efficacy of the students is still low. This study aims to determine the learning strategies implementation of generative learning assisted scientist's card in improving self-efficacy and cognitive learning outcomes of the students. The study designed form One Group Pretest-Posttest Design. The improvement of self-efficacy can be determined from the change in the questionnaire score before and after the learning and observations during the learning process. Cognitive learning outcomes are known from pretest and posttest scores. To determine the improvement, the data were analyzed by using the gain test. The results showed that N-gain of self-efficacy is 0.13 (low and N-gain of cognitive learning is 0.60 (medium. Based on the observation, students’ self-efficacy has increased each meeting. Cognitive learning results also achieved mastery learning as big as 72.88%. It could be concluded that the learning strategy of generative learning assisted scientist's card can improve self efficacy and cognitive learning outcomes of the students.Pada umumnya, self efficacy yang dimiliki siswa masih rendah. Penelitian ini bertujuan untuk mengetahui penerapan strategi pembelajaran generative learning berbantuan scientist’s card dalam meningkatkan self efficacy dan  hasil belajar  kognitif siswa.  Desain penelitian berbentuk One Group Pretest-Posttest Design. Peningkatan self efficacy dapat diketahui dari perubahan  skor angket sebelum dan sesudah pembelajaran dan hasil observasi selama pembelajaran. Hasil  belajar kognitif diketahui dari skor pretest dan posttest. Untuk mengetahui peningkatannya, data yang diperoleh dianalisis menggunakan uji gain. Hasil penelitian menunjukkan bahwa peningkatan self efficacy berkatagori rendah dan peningkatan hasil belajar kognitif berkatagori sedang. Berdasarkan hasil observasi, self efficacy siswa setiap pertemuan meningkat. Hasil belajar ranah kognitif juga mencapai ketuntasan belajar .Jadi dapat

  11. 大学生成就动机与学业自我效能的关系研究%Research on the Relationship between College Students' Achievement Motivation and Academic Self-efficacy

    Institute of Scientific and Technical Information of China (English)

    梁静; 关宇霞

    2015-01-01

    Achievement motivation scale and academic self-effi-cacy scale were employed to investigate 748 college students from 4 colleges. Male college students' inclination (2.75 ±0.48) to pursue success is higher than that (2.65±0.46) of female college students;student cadres' inclination (2.76±0.44) to pursue suc-cess is higher than that (2.66 ±0.48) of students who are not cadres; the inclination (2.76 ±0.47) of students with academic performance ranking top 20% to pursue success is significantly higher than that of other students, and the overall level (2.22 ± 0.02) of their motivation is significantly higher than that (2.09± 0.01) of students with academic performance at bottom 20%;the academic self-efficacy (3.31±0.46) of student cadres is signifi-cantly higher than that (3.18 ±0.46) of students who are not cadres;the academic self-efficacy of students with different aca-demic performance is significantly different (3.32±0.47;2.99± 0.59;3.21±0.42);the correlation between academic self-effica-cy and academic motivation is all significant at various dimen-sions;total motivation and the inclination to pursue success can predict academic self-efficacy.%本文采用成就动机量表和学业自我效能量表对4所高校的748名大学生进行调查.男大学生追求成功的倾向(2.75±0.48)高于女生(2.65±0.46);学生干部追求成功的倾向(2.76±0.44)显著高于非学生干部(2.66±0.48);学业成绩排名前20%的学生追求成功的倾向(2.76±0.47)显著高于其他学生,且成绩排名前20%的学生动机总体水平(2.22±0.02)显著高于学业成绩排名后20%的学生(2.09± 0.01);学生干部的学业自我效能(3.31±0.46)显著高于非干部(3.18±0.46);不同学业成绩学生的学业自我效能差异显著(3.32±0.47;2.99±0.59;3.21±0.42);学业自我效能与成就动机各维度相关均显著;总动机和追求成功倾向能够预测学业自我效能.

  12. Gender Differences in Self-Efficacy among Latino College Freshmen

    Science.gov (United States)

    Lopez, J. Derek

    2014-01-01

    This study examines the changes in self-efficacy among Latinos during the freshman year in a highly selective institution. Results indicate that gender differences exist during this period. Males rate themselves high in self-efficacy at the beginning of the year, while females rate themselves low. An interaction effect occurs at the end of the…

  13. Impacts of Academic Stress, Self-efficacy and Optimism on Suicide Ideation of Doctoral Students%学术压力、自我效能和乐观对博士生自杀意念的影响

    Institute of Scientific and Technical Information of China (English)

    尤方华; 陈志霞

    2012-01-01

    Objective: To explore the mechanisms underlying the relationship between academic stress and suicide ideation of doctoral students. Methods: 375 doctoral students from four universities in Wuhan city were randomly investigated with questionnaires. Results: Academic stress directly and positively predicted the suicide ideation of doctoral students at higher grade. For students in lower level of self-efficacy, the more severe academic stress was reported, the higher degree of suicide ideation was detected at deepest depression time, a similar relationship was also found between academic stress and suicide ideation in the current week for students in lower level of optimism. The relationship between academic stress and suicide ideation of students at lower grade was mediated by the mediator chain consisting of two mediators (i.e., self-efficacy and optimism, the former predicted the latter), among the antecedents of suicide ideation optimism played a proximal role. Conclusion: Academic stress impacts suicide ideation of doctoral students in both direct and indirect ways.%目的:考察学术压力对博士生自杀意念的影响机制.方法:通过随机抽样法对武汉市4所高校博士生进行问卷调查,获得375份有效数据.结果:学术压力对高年级博士生自杀意念有显著的直接影响.低自我效能博士生最消沉、最抑郁时的自杀意念表现出随学术压力增加而上升的趋势,低乐观博士生近一周自杀意念也呈同样趋势.学术压力通过自我效能与乐观的链式中介间接影响低年级博士生自杀意念,其中,乐观是影响博士生自杀意念的近端前因.结论:学术压力对博士生自杀意念的影响存在直接和间接效应.

  14. Self-Efficacy, Stress, and Acculturation as Predictors of First Year Science Success among Latinos at a South Texas University

    Science.gov (United States)

    McNamara, Mark W.

    2012-01-01

    The study tested the hypothesis that self-efficacy, stress, and acculturation are useful predictors of academic achievement in first year university science, independent of high school GPA and SAT scores, in a sample of Latino students at a South Texas Hispanic serving institution of higher education. The correlational study employed a mixed…

  15. Cognitive vulnerability to depressive symptoms in children: the protective role of self-efficacy beliefs in a multi-wave longitudinal study.

    Science.gov (United States)

    Steca, Patrizia; Abela, J R Z; Monzani, D; Greco, A; Hazel, N A; Hankin, B L

    2014-01-01

    The current multi-wave longitudinal study on childhood examined the role that social and academic self-efficacy beliefs and cognitive vulnerabilities play in predicting depressive symptoms in response to elevations in idiographic stressors. Children (N = 554; males: 51.4 %) attending second and third grade completed measures of depressive symptoms, negative cognitive styles, negative life events, and academic and social self-efficacy beliefs at four time-points over 6 months. Results showed that high levels of academic and social self-efficacy beliefs predicted lower levels of depressive symptoms, whereas negative cognitive styles about consequences predicted higher depression. Furthermore, children reporting higher social self-efficacy beliefs showed a smaller elevation in levels of depressive symptoms when reporting an increases in stress than children with lower social self-efficacy beliefs. Findings point to the role of multiple factors in predicting children's depression in the long term and commend the promotion of self-efficacy beliefs and the modification of cognitive dysfunctional styles as relevant protective factors.

  16. Situated Self-efficacy in Introductory Physics Students

    Science.gov (United States)

    Henderson, Rachel; DeVore, Seth; Michaluk, Lynnette; Stewart, John

    2017-01-01

    Within the general university environment, students' perceived self-efficacy has been widely studied and findings suggest it plays a role in student success. The current research adapted a self-efficacy survey, from the ``Self-Efficacy for Learning Performance'' subscale of the Motivated Learning Strategies Questionnaire and administered it to the introductory, calculus-based physics classes (N=1005) over the fall 2015 and spring 2016 semesters. This assessment measured students' self-efficacy in domains including the physics class, other science and mathematics classes, and their intended future career. The effect of gender was explored with the only significant gender difference (p gender difference was not explained by a student's performance which was measured by test average. However, a mediation analysis showed that students' overall academic self-efficacy, measured by their math and science self-efficacy, acts as a mediator for the effect of test average on self-efficacy towards the physics class domain. This mediation effect was significant for both female (p < . 01) and male students (p < . 001) however, it was more pronounced for male students.

  17. Collaborative curriculum design to increase science teaching self-efficacy

    NARCIS (Netherlands)

    Velthuis, C.H.

    2014-01-01

    The focus in this study is on developing a teacher training program for improving teachers’ science teaching self-efficacy. Teachers with a high sense of self-efficacy will set higher goals for themselves, are less afraid of failure and will find new strategies when old ones fail. If their sense of

  18. Collaborative curriculum design to increase science teaching self-efficacy

    NARCIS (Netherlands)

    Velthuis, C.H.

    2014-01-01

    The focus in this study is on developing a teacher training program for improving teachers’ science teaching self-efficacy. Teachers with a high sense of self-efficacy will set higher goals for themselves, are less afraid of failure and will find new strategies when old ones fail. If their sense of

  19. Self-Efficacy and Interest: Experimental Studies of Optimal Incompetence.

    Science.gov (United States)

    Silvia, Paul J.

    2003-01-01

    To test the optimal incompetence hypothesis (high self-efficacy lowers task interest), 30 subjects rated interest, perceived difficulty, and confidence of success in different tasks. In study 2, 33 subjects completed a dart-game task in easy, moderate, and difficult conditions. In both, interest was a quadratic function of self-efficacy,…

  20. Improving Self-Efficacy and Motivation: What to Do, What to Say

    Science.gov (United States)

    Margolis, Howard; McCabe, Patrick P.

    2006-01-01

    It is not surprising that many struggling learners have low self-efficacy for academics. They believe that they lack the ability to succeed. Consequently, they tend to avoid academics and give up quickly when difficulties arise. This article suggests practical solutions based on self-efficacy theory to improve the motivation of struggling…

  1. Improving Academic Self-Efficacy, School Connectedness, and Identity in Struggling Middle School Girls: A Preliminary Study of the "REAL Girls" Program

    Science.gov (United States)

    Mann, Michael J.; Smith, Megan L.; Kristjansson, Alfgeir L.

    2015-01-01

    Girls struggling to be successful in middle school are often dealing with negative life experiences that affect their ability to achieve academically. Frequently, their academic failures and problem behaviors are associated with feeling overwhelmed by difficult and challenging life circumstances. In the absence of intervention, these patterns may…

  2. 工科大学生自我效能感、学习动机与拖延行为的关系%The Relationship between Self- Efficacy, Academic Motivation and Procrastination among College Students of Engineering

    Institute of Scientific and Technical Information of China (English)

    邓士昌

    2012-01-01

    以147名工科大学生为被试,采用差异分析、相关分析、多元回归等方法探讨了自我效能感、学习动机与拖延行为的关系,结果发现:(1)男生在内部学习动机、无学习动机及回避性拖延上均显著高于女生;不同年级的工科大学生在自我效能感、学习动机的3个维度及回避性拖延上差异显著。(2)唤起性拖延与自我效能感存在显著负相关,与无动机、回避性拖延存在显著正相关;回避性拖延与自我效能感、内部学习动机、外部学习动机、无动机存在显著正相关。(3)回归分析表明,无学习动机可以正向预测、自我效能感可以负向预测唤起性拖延,其中无学习动机的预测作用最为明显,解释率为20%;而学习动机的3个维度均可正向预测回避性拖延,其中内部学习动机的预测作用最为明显,解释率为50.1%。影响唤起性与回避性2种拖延行为的因素存在差异,应该引起以后研究的注意。%Data were collected from 147 engineering students and analyzed with methods of differentiate analysis, correlation analysis and multiple regression. The results indicated that : ( 1 ) the intrinsic motivation, amotivation and avoidant procrastination of male students were significantly higher than females; self - efficacy and the three dimensions of academic motivation and avoidant procrastination were significantly different between grades; (2) the arousal pro- crastination was negative correlated between self - efficacy, and positive correlated between amotivation and avoidant procrastination; the avoidant procrastination was positive correlated between self- efficacy, intrinsic motivation, extrin- sic motivation and amotivation; (3) arousal procrastination can be positively predicted by amotivation, and negatively predicted by self- efficacy, the amotivation was the most important predictor with the prediction rate of 20% ; avoidant

  3. Shadow education: Effects on students’ self-efficacy in science

    Directory of Open Access Journals (Sweden)

    Darryl Roy Tabasa Montebon

    2016-01-01

    Full Text Available This study aims to investigate the effect of shadow education on students’ self-efficacy. Shadow education or tutoring mimics the mainstream form of education (Bray, 1999 while self-efficacy is a personal judgment of one’s capability to plan and execute a course of action to achieve a certain goal (Bandura, 1977 as cited by Zimmerman, 2000. Results of this study described the tutorial background of the respondents and their self-efficacy levels. It has been found out that students’ self-efficacy due to exposure to shadow education is high. The self-efficacy of students does not necessarily vary when compared by gender, grade level, and the length of time that respondents have been going to tutorial sessions.

  4. Student Self-Efficacy in Introductory Project-Based Learning Courses

    Science.gov (United States)

    Pleiss, Geoffrey; Zastavker, Yevgeniya V.

    2012-02-01

    This study investigates first-year engineering students' self-efficacy in two introductory Project-Based Learning (PjBL) courses -- Physics (Mechanics) Laboratory and Engineering Design -- taught at a small technical institution. Twelve students participated in semi-structured open-ended interviews about their experiences in both courses. Analysis was performed using grounded theory. Results indicate that students had lower self-efficacy in Physics Lab than in Engineering Design. In Physics Lab, students reported high levels of faculty-supported scaffolding related to final project deliverables, which in turn established perceptions of an outcome-based course emphasis. Conversely, in Engineering Design, students observed high levels of scaffolding related to the intermediate project deliverables, highlighting process-centered aspects of the course. Our analyses indicate that this difference in student perceptions of course emphases -- resulting from the differences in scaffolding -- is a primary factor for the discrepancy in self-efficacy between Physics Lab and Engineering Design. Future work will examine how other variables (e.g., academic background, perception of community, gender) affect students' self-efficacy and perception of scaffolding in these PjBL courses.

  5. HIV-infected individuals with high coping self-efficacy are less likely to report depressive symptoms: A cross-sectional study from Denmark

    DEFF Research Database (Denmark)

    Rodkjær, Lotte Ørneborg L.Ø.; Chesney, Margaret A. M.A.; Lomborg, Kirsten

    2014-01-01

    OBJECTIVES: Having effective ways to cope helps HIV-infected individuals maintain good psychological and physical well-being. This study investigated the relationship between coping self-efficacy levels, as determined by the Coping Self-Efficacy Scale (CSE), HIV status disclosure, and depression....... Disclosing HIV may constitute a social stressor, and a lack of coping self-efficacy may increase the likelihood of non-disclosure and depression. Interventions that enhance self-efficacy may help in managing the demands of daily life with HIV, increase disclosure, and reduce depression....... in a Danish cohort. METHODS: In 2008, the CSE was administered to 304 HIV-infected individuals to measure their confidence in their ability to cope with HIV infection. HIV status disclosure was assessed on a three-point scale: living openly with the disease, partly openly, or secretly. The Beck Depression...

  6. Understanding the relationship between nutritional knowledge, self-efficacy, and self-concept of high-school students suffering from overweight

    Science.gov (United States)

    Rabiei, Leila; Sharifirad, Gholam Reza; Azadbakht, Leila; Hassanzadeh, Akbar

    2013-01-01

    Background and Aim: Adolescents’ overweight problems have been paid much attention due to their significant increase in recent decades in developed countries. Poor eating patterns subsequently affect their self-efficacy and self-concept. Therefore, paying attention to the nutritional knowledge of overweight students in this period is essential. This study examines the relationship between self-efficacy, self-concept, and nutritional knowledge of overweight students in the city of Isfahan. Materials and Methods: The 140 overweight students who participated in this descriptive, analytical study with were randomly selected from one of five areas of Isfahan city in the year 2011-2012. Questionnaires for data collection in this study included demographic form, nutrition knowledge, Cooper Smith self-esteem, and general self-efficacy questionnaire. Data were analyzed by ANOVA, regression, and Pearson's correlation coefficient with statistical package in social sciences version 18. Results: There was a significant correlation between whole nutritional knowledge and self-efficacy (r = 0.29, P > 0.001) and self-concept (r = 0.26, P = 0.002). There was a significant correlation between self-efficacy and self-concept (r = 0.3, P = 0.001). Furthermore, in the selection of food section there was no significant correlation with the self-concept (r = 0.147, P = 0.083). Regression analysis between self-concept, self-efficacy, family dimension, father's education, mother's education, father's occupation, mother's occupationa and income with nutrition knowledge showed that these eight variables explain 17.7% of the variance in health behaviors totally. Conclusion: By conducting this study, and revealing the direct relationship between nutritional knowledge, self-concept, and self-efficacy, we could conclude that if nutritional knowledge of overweight students is promoted, this factor would lead to an increase their self-concept and self-efficacy in order to adopt healthy behaviors

  7. Can I Graduate from College?: The Influence of Ethnic Identity, Ethnicity, Academic Self-Efficacy and Optimism on College Adjustment among Community College Students

    Science.gov (United States)

    Patterson, Deanna

    2011-01-01

    Deficits in college success rates have prompted several explanatory theories and identification of factors that can remediate these deficits. In particular, there has been an examination of dispositional factors that dictate college student adjustment and subsequent success in academic settings. The study examined the relationship between…

  8. Early Predictors of First-Year Academic Success at University: Pre-University Effort, Pre-University Self-Efficacy, and Pre-University Reasons for Attending University

    Science.gov (United States)

    van Herpen, Sanne G. A.; Meeuwisse, Marieke; Hofman, W. H. Adriaan; Severiens, Sabine E.; Arends, Lidia R.

    2017-01-01

    Given the large number of dropouts in the 1st year at university, it is important to identify early predictors of 1st-year academic success. The present study (n = 453 first-year students) contributes to literature on the transition from secondary to higher education by investigating how the non-cognitive factors "pre-university" effort…

  9. Can Weight Predict Academic Performance in College Students? An Analysis of College Women's Self-Efficacy, Absenteeism, and Depressive Symptoms as Mediators

    Science.gov (United States)

    Aimé, Annie; Villatte, Aude; Cyr, Caroline; Marcotte, Diane

    2017-01-01

    Over a third of American college students are either overweight or obese, which has been suggested to negatively impact their academic achievement. Objective: This study seeks to better understand the relationship between body mass index (BMI) and grade point average (GPA), while examining potential mediators of this association. Participants and…

  10. 大学生自我效能感对学习价值观与学习投入关系的调节作用%College Students’Academic Self-efficacy Effects on their Learning Value and Engagement

    Institute of Scientific and Technical Information of China (English)

    廖友国

    2011-01-01

    探索大学生学习价值观和学习自我效能感驱动学习投入的内在机制,结果表明,大学生学习投入、学习自我效能感和学习价值观的整体情况良好;学习投入存在性别、是否独生子女和城乡差异,学习价值观存在年级和专业差异,学习自我效能感在各人口学变量上都不存在显著差异;学习价值观和学习自我效能感对学习投入有正向预测作用,学习自我效能感对学习价值观——学习投入的关系具有调节作用。大学生学习投入的提升需要同时从增强学习价值观和学习自我效能感入手。%The purpose of the essay is to survey the inner-driven mechanism of college students’ academic self-efficacy effects on their learning value and engagement.The results show that college students perform well in the learning engagement,the learning value and academic self-efficacy;they turn out to be different respectively from gender,only children and urbanities,grades and majors,and demographic variables;Learning value and academic self-efficacy have positive effects on learning engagement;and the academic self-efficacy mediates the correlation of learning value and engagement.The writer suggests that college students’ learning engagement be enhanced by heightening both their learning value and self-efficacy.

  11. SELF-EFFICACY OF FORMALLY AND NON-FORMALLY TRAINED PUBLIC SECTOR TEACHERS

    Directory of Open Access Journals (Sweden)

    Muhammad Nadeem ANWAR

    2009-07-01

    Full Text Available The main objective of the study was to compare the formally and non-formally trained in-service public sector teachers’ Self-efficacy. Five hypotheses were developed describing no difference in the self-efficacy of formally and non-formally trained teachers to influence decision making, influence school resources, instructional self-efficacy, disciplinary self-efficacy and create positive school climate. Teacher Efficacy Instrument (TSES developed by Bandura (2001 consisting of thirty 9-point items was used in the study. 342 formally trained and 255 non-formally trained respondents’ questionnaires were received out of 1500 mailed. The analysis of data revealed that the formally trained public sector teachers are high in their self-efficacy on all the five categories: to influence decision making, to influence school resources, instructional self-efficacy, disciplinary self-efficacy and self-efficacy to create positive school climate.

  12. Effect of glycemic load on eating behavior self-efficacy during weight loss

    Science.gov (United States)

    High eating behavior self-efficacy may contribute to successful weight loss. Diet interventions that maximize eating behavior self-efficacy may therefore improve weight loss outcomes. However, data on the effect of diet composition on eating behavior self-efficacy are sparse. To determine the eff...

  13. Self Efficacy, Self Esteem, and Gender as Factors Predicting ...

    African Journals Online (AJOL)

    Self Efficacy, Self Esteem, and Gender as Factors Predicting Homesickness of Freshmen. ... The transition from high school to college/university often involves ... on homesickness among freshmen in a public higher institution of learning in ...

  14. Anxiety, Self-Efficacy, and College Exam Grades

    Science.gov (United States)

    Barrows, Jennifer; Dunn, Samantha; Lloyd, Carrie A.

    2013-01-01

    A student's level of self-efficacy and test anxiety directly impacts their academic success (Abdi, Bageri, Shoghi, Goodarzi, & Hosseinzadeh, 2012; Hassanzadeh, Ebrahimi, & Mahdinejad, 2012). When a student doubts themself and their own ability to test well, the students' sole focus becomes worrying about poor grades and cannot focus on…

  15. Modeling for Fidelity: virtual mentorship by scientists fosters teacher self-efficacy and promotes implementation of novel high school biomedical curricula.

    Science.gov (United States)

    Malanson, Katherine; Jacque, Berri; Faux, Russell; Meiri, Karina F

    2014-01-01

    This small-scale comparison case study evaluates the impact of an innovative approach to teacher professional development designed to promote implementation of a novel cutting edge high school neurological disorders curriculum. 'Modeling for Fidelity' (MFF) centers on an extended mentor relationship between teachers and biomedical scientists carried out in a virtual format in conjunction with extensive online educative materials. Four teachers from different diverse high schools in Massachusetts and Ohio who experienced MFF contextualized to a 6-week Neurological Disorders curriculum with the same science mentor were compared to a teacher who had experienced an intensive in-person professional development contextualized to the same curriculum with the same mentor. Fidelity of implementation was measured directly using an established metric and indirectly via student performance. The results show that teachers valued MFF, particularly the mentor relationship and were able to use it effectively to ensure critical components of the learning objectives were preserved. Moreover their students performed equivalently to those whose teacher had experienced intensive in-person professional development. Participants in all school settings demonstrated large (Cohen's d>2.0) and significant (pconceptual knowledge as well as self-efficacy towards learning about neurological disorders (Cohen's d>1.5, p<0.0001 pre-post). The data demonstrates that the virtual mentorship format in conjunction with extensive online educative materials is an effective method of developing extended interactions between biomedical scientists and teachers that are scalable and not geographically constrained, facilitating teacher implementation of novel cutting-edge curricula.

  16. The Correlation between Teacher Self-Efficacy among Seminaries and Institutes Seminary Teachers and Student Outcomes

    Science.gov (United States)

    Mangum, James Irvin, III

    2012-01-01

    This study examined the correlation between teacher self-efficacy and student outcomes. Teacher self-efficacy was measured in 99 Church of Jesus Christ of Latter-day Saints Seminaries and Institutes seminary teachers using Tschannen-Moran and Hoy's Teachers Sense of Efficacy Scale (2001). Student outcomes included academic grades, conduct…

  17. Relations among Preschool Teachers' Self-Efficacy, Classroom Quality, and Children's Language and Literacy Gains

    Science.gov (United States)

    Guo, Ying; Piasta, Shayne B.; Justice, Laura M.; Kaderavek, Joan N.

    2010-01-01

    This study examined the relations among preschool teachers' self-efficacy (n = 67), classroom quality (instructional and emotional support), and children's (n = 328) gains in print awareness and vocabulary knowledge over an academic year in the US. Results indicated that teachers' self-efficacy and classroom quality served as significant and…

  18. The Impact of Professional Development Training in Autism and Experience on Teachers' Self-Efficacy

    Science.gov (United States)

    Biasotti, Nancy

    2013-01-01

    Regular education teachers' self-efficacy may be negatively impacted due to a lack of professional development and experience teaching students with Autism Spectrum Disorder (ASD). Research links teacher self-efficacy with increased student academic achievement. The purpose of this study was to examine to what degree training on ASD during and…

  19. Analysis of Mathematics Teachers' Self-Efficacy Levels Concerning the Teaching Process

    Science.gov (United States)

    Ünsal, Serkan; Korkmaz, Fahrettin; Perçin, Safiye

    2016-01-01

    The purpose of this study is to identify mathematics teachers' opinions on the teaching process self-efficacy levels; and to examine mathematics teachers' teaching process self-efficacy beliefs with regards to specific variables. The study was conducted in Turkey during the second term of the 2015-2016 academic year. The study sample consisted of…

  20. Sources of Self-Efficacy: An Investigation of Elementary School Students in France

    Science.gov (United States)

    Joet, Gwenaelle; Usher, Ellen L.; Bressoux, Pascal

    2011-01-01

    The purpose of this study was to assess the influence of Bandura's (1997) theorized sources of self-efficacy on the academic and self-regulatory efficacy beliefs of 3rd-grade elementary school students (N = 395) in France, to examine whether classroom context might explain a significant portion of the variation in self-efficacy, and to assess…

  1. The Development of English and Mathematics Self-Efficacy: A Latent Growth Curve Analysis

    Science.gov (United States)

    Phan, Huy P.

    2012-01-01

    Empirical research has provided evidence supporting the validation and prediction of 4 major sources of self-efficacy: enactive performance accomplishments, vicarious experiences, verbal persuasion, and emotional states. Other research studies have also attested to the importance and potency of self-efficacy in academic learning and achievement.…

  2. Self Efficacy: Operationalizing Challenge Education.

    Science.gov (United States)

    McGowan, Michael L.

    1986-01-01

    Examines self-efficacy theory and how it can be utilized in describing participant change in adventure/challenge programs. Explores connection between personal experience and how people view ability to function in world around them. Discusses Bandura's theory and interaction of sources of information: performance accomplishment, vicarious…

  3. The Impact of Freshman Year Learning Community Participation on Students' Self-Reported Sense of Meaning in Life, Academic Self-Efficacy and Commitment to Academic Major at the Beginning of the Second Academic Year

    Science.gov (United States)

    Pruett, Karen Ann

    2011-01-01

    Student retention is one of the most studied areas in higher education. Much of the focus has been on providing services to aid in retention efforts from the first to the second academic year. Freshman seminar classes as well as learning community programs have become common on college campuses to provide students with the resources and support to…

  4. Creencias de autoeficacia de estudiantes universitarios: un estudio empírico sobre la especificidad del constructo. [Self-efficacy beliefs of university students: an empirical study on the specificity of the construct].

    OpenAIRE

    Blanco Blanco, Ángeles

    2010-01-01

    This study tested two propositions of the Social Cognitive Theory in an academic setting: a) Self-efficacy is a domain-specific competence belief; b) Domain-specific self-efficacy is related, but distinct from, other self-evaluation constructs. Participants (272 Spanish university students) completed measures of general self-efficacy, academic self-efficacy, statistics self-efficacy and attitudes towards statistics (cognitive and affective components). Principal Components Analyses and Confir...

  5. Developing and supporting self-efficacy in physics undergraduates at California State University, Long Beach

    Science.gov (United States)

    Duitsman, Brooke Erin

    Self-efficacy is regarded as a significant predictor of academic success. This study examines the development of self-efficacy in upper-division physics majors within the Physics 310 - Analytic Mechanics course at California State University, Long Beach during the fall semester of 2015. The Sources of Self-Efficacy in Science Courses - Physics (SOSESC-P), as developed by Drs. Heidi Fencl and Karen Scheel in 2002, was administered to students enrolled in the class in a pre-test/post-test format to identify increases in self-efficacy during the course. Students demonstrated a statistically significant increase in self-efficacy on only one subscore of the SOSESC-P. The collaborative nature of the class is thought to have had an effect on the Social Persuasion (t (23) = 2.11, p = 0.023) aspect of self-efficacy development. Students also reported perceptions of departmental support and participation in department-sponsored activities.

  6. Self-Efficacy Beliefs, Motivation, Race, and Gender in Middle School Science

    Science.gov (United States)

    Britner, Shari L.; Pajares, Frank

    The purpose of this study was to discover whether the science motivation beliefs of middle school students (N = 262) vary as a function of their gender or race/ethnicity and to determine whether science self-efficacy beliefs predict science achievement when motivation variables shown to predict achievement in other academic areas are controlled. Girls reported stronger science self-efficacy and self-efficacy for self-regulation, and they received higher grades in science. Boys had stronger performance-approach goals. White students had stronger self-efficacy and achievement, and African American students reported stronger task goals. Self-efficacy was the only motivation variable to predict the science achievement of girls, boys, and White students. Self-efficacy and self-concept predicted the science achievement of African American students. Results are interpreted from the perspective of Bandura's social cognitive theory.

  7. Social cognitions, distress, and leadership self-efficacy: associations with aggression for high-risk minority youth.

    Science.gov (United States)

    Leff, Stephen S; Baker, Courtney N; Waasdorp, Tracy E; Vaughn, Nicole A; Bevans, Katherine B; Thomas, Nicole A; Guerra, Terry; Hausman, Alice J; Monopoli, W John

    2014-08-01

    Urban ethnic minority youth are often exposed to high levels of aggression and violence. As such, many aggression intervention programs that have been designed with suburban nonethnic minority youth have been used or slightly adapted in order to try and meet the needs of high-risk urban youth. The current study contributes to the literature base by examining how well a range of social-cognitive, emotional distress and victimization, and prosocial factors are related to youth aggression in a sample of urban youth. This study utilized data gathered from 109 9- to 15-year-old youth (36.7% male; 84.4% African American) and their parents or caregivers. A series of hierarchical multiple regressions were fit predicting youth aggression from social-cognitive variables, victimization and distress, and prosocial variables, controlling for youth gender and age. Each set of variables explained a significant and unique amount of the variance in youth aggressive behavior. The full model including all predictors accounted for 41% of the variance in aggression. Models suggest that youth with stronger beliefs supportive of violence, youth who experience more overt victimization, and youth who experience greater distress in overtly aggressive situations are likely to be more aggressive. In contrast, youth with higher self-esteem and youth who endorse greater leadership efficacy are likely to be less aggressive. Contrary to hypotheses, hostile attributional bias and knowledge of social information processing, experience of relational victimization, distress in relationally aggressive situations, and community engagement were not associated with aggression. Our study is one of the first to address these important questions for low-income, predominately ethnic minority urban youth, and it has clear implications for adapting aggression prevention programs to be culturally sensitive for urban African American youth.

  8. Iintervention analysis of different attribution training modes on self-efficacy of fresh students in high school%不同归因训练模式对高一学生学习自我效能感干预效果分析

    Institute of Scientific and Technical Information of China (English)

    胡义秋; 詹林

    2011-01-01

    Objective To discuss the effectiveness of different attribution training modes on self-efficacy of fresh students in high school.Methods The teacher-direct-attribution mode and student-self-attribution mode were separately implemented among 69 students and 64 students for 5 months. No intervention was given to the control group. Results There were significant differences in self-efficacy and attribution characteristics after training between teacher-direct-attribution mode and student-self-attribution ( P <0. 05 ). Significant differences were found in self-efficacy, Chinese learning self-efficacy and attribution characteristics among three groups after training ( P < 0.01 ). There was no significance in academic achievement before and after training. Conclusion There are significant different effects for different attribution training modes. Attribution training cannot improve academic achievement directly among fresh students in high school.%目的 探讨不同归因训练模式对高一学生学习自我效能感的干预效果,为提高高一学生学习自信心提供依据.方法 以学生自我归因和教师归因2种归因训练模式分别对某普通高中69名和64名高一学生进行为期5个月的归因训练,对照组不予以任何干预.结果 学生自我归因组和教师归因组的自我效能感和归因状况干预前后差异有统计学意义(P<0.05);3组干预后的自我效能感、语文自我效能感和归因状况差异有统计学意义;自我归因训练组学生具体学科(语文)的自我效能感较其他2组差异有统计学意义(P<0.01);3组学生学业成绩在归因训练前后差异无统计学意义.结论 不同的归因训练模式对高一学生的归因状况和自我效能感影响不同;归因训练并不直接导致高一学生学业成绩的变化.

  9. The Relationship among Support, Ethnic Identity, Career Decision Self-Efficacy, and Outcome Expectations in African American High School Students: Applying Social Cognitive Career Theory

    Science.gov (United States)

    Gushue, George V.; Whitson, Melissa L.

    2006-01-01

    This study examines the influence of two potential sources of strength (i.e., ethnic identity and parent/teacher support) on the cognitive variables of career decision self-efficacy and outcome expectations in a sample of 104 African American ninth-grade students. The results indicate that parental support is positively related to career decision…

  10. Perceived self-efficacy and student-teacher relationships among diverse Title I students' achievement in science

    Science.gov (United States)

    Larry, Triaka A.

    The need for more diversity in STEM-related careers and college majors is urgent. Self-efficacy and student-teacher relationships are factors that have been linked to influencing students’ pursuit of subject-specific careers and academic achievement. The impact of self-efficacy and student perceptions of teacher interpersonal behaviors on student achievement have been extensively researched in the areas of Mathematics and English, however, most studies using science achievement, as a criterion variable, were conducted using non-diverse, White upper middle class to affluent participants. In order to determine the strength of relationships between perceived science self-efficacy, and student perceptions of teacher interpersonal behaviors as factors that influence science achievement (science GPA), the Science Self-Efficacy Questionnaire (SSEQ) and Questionnaire on Teacher Interactions (QTI) were administered to twelfth grade students enrolled at a highly diverse urban Title I high school, while controlling for demographics, defined as gender, ethnicity, and minority status. Using a hierarchical multiple linear regression analysis, results demonstrated that the predictor variables (i.e., gender, ethnicity, minority status, science self-efficacy, and teacher interpersonal behaviors) accounted for 20.8% of the variance in science GPAs. Science self-efficacy made the strongest unique contribution to explaining science GPA, while minority status and gender were found to be statistically significant contributors to the full model as well. Ethnicity and teacher interpersonal behaviors did not make a statistically significant contribution to the variance in science GPA, and accounted for ≤ 1% of the variance. Implications and recommendations for future research are subsequently given.

  11. Teacher Identity and Self-efficacy Development in an Alternative Licensure Program for Middle and High School Math and Science Teachers

    Science.gov (United States)

    West, Robert J.

    This mixed-method case study focused on the phenomenon of the transition from student to teacher. The educational system in the United States is constantly shifting to provide the correct number of teachers for our nations' schools. There is no simple formula for this process and occasionally an area of need arises that is not being met. Recently, the demand for science and math teachers in the K-12 system has outpaced the supply of new teachers (Business-Higher Education Forum, 2011). To complicate the problem further, teachers are leaving the field in record numbers both through retirement and attrition (National Commission on Teaching and America's Future, 2007). Particularly hard hit are poor rural schools with low-performing students, such as the schools of Appalachia (Barley, 2009; Goodpaster, Adedokun, & Weaver, 2012). Out of this need, alternative licensure programs for teachers have developed. The alternative teacher-training program studied in this research is the Woodrow Wilson Teaching Fellowship (WWTF) website, "The Woodrow Wilson Ohio Teaching Fellowship seeks to attract talented, committed individuals with backgrounds in the STEM fields---science, technology, engineering, and mathematics---into teaching in high-need Ohio secondary schools" (para. 2) . The researcher was interested in the formation of teacher identity and self-efficacy as these constructs have been shown to manifest in highly effective teachers that are likely to remain in the field of teaching (Beaucamp & Thomas 2009; Klassen, Tze, Betts, & Gordon, 2010). The research method included in-depth interviews, mixed with pretest/posttest administrations of the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy 2001) given during the teacher-training period and again following the first year of professional teaching. Results from both the TSES and the interviews indicate that the participants had a successful transition into teaching. They both felt and demonstrated that

  12. Pre-Service Teachers' Mathematics Self-Efficacy and Mathematics Teaching Self-Efficacy

    Science.gov (United States)

    Zuya, Habila Elisha; Kwalat, Simon Kevin; Attah, Bala Galle

    2016-01-01

    Pre-service mathematics teachers' mathematics self-efficacy and mathematics teaching self-efficacy were investigated in this study. The purpose was to determine the confidence levels of their self-efficacy in mathematics and mathematics teaching. Also, the study was aimed at finding whether their mathematics self-efficacy and teaching…

  13. Relationship between Counseling Self-Efficacy and Multicultural Counseling Self-Efficacy among School Counselors

    Science.gov (United States)

    Crook, Tylon

    2010-01-01

    The purpose of this dissertation was to examine the relationship between school counselors' counseling self-efficacy and multicultural counseling self-efficacy. In addition, this study measured school counselors' levels of general school counseling self-efficacy, multicultural counseling self-efficacy, and the relationship between school counselor…

  14. Science Self-Efficacy in the Primary Classroom: Using Mixed Methods to Investigate Sources of Self-Efficacy

    Science.gov (United States)

    Webb-Williams, Jane

    2017-04-01

    Self-efficacy has been shown to influence student engagement, effort and performance as well as course selection and future career choice. Extending our knowledge regarding the development of self-efficacy has important implications for educators and for those concerned about the international uptake of science careers. Previous research has identified four sources that may contribute towards self-efficacy: mastery experiences, vicarious experiences, verbal persuasion and physiological/affective states. Very little research has been conducted within the school environment that looks at the formation of these sources and yet early school experiences have been posited to be a key factor in girls' lack of engagement in post compulsory science education. This paper investigates children's self-efficacy beliefs in science and reports on findings from mixed method research conducted with 182 children aged between 10 and 12 years. Classroom data were collected through focus groups, individual interviews and surveys. Findings revealed that although girls and boys held similar levels of academic performance in science, many girls underestimated their capability. The four sources of self-efficacy identified by Bandura (1997) plus self-regulation as an additional source, were evident in the children's descriptions, with boys being more influenced by mastery experience and girls by a combination of vicarious experience and physiological/affective states. Girl's appraisal of information appeared to operate through a heuristic process whereby girls disregarded salient information such as teacher feedback in favour of reliance on social comparison. Contextual factors were identified. Implications for science teachers are discussed.

  15. Early Empowerment Strategies Boost Self-Efficacy to Improve Cardiovascular Health Behaviors

    Science.gov (United States)

    Kashani, Mariam; Eliasson, Arn H; Walizer, Elaine M; Fuller, Clarie E; Engler, Renata J; Villines, Todd C; Vernalis, Marina N

    2016-01-01

    Background: Self-efficacy, defined as confidence in the ability to carry out behavior to achieve a desired goal, is considered to be a prerequisite for behavior change. Self-efficacy correlates with cardiovascular health although optimal timing to incorporate self-efficacy strategies is not well established. We sought to study the effect of an empowerment approach implemented in the introductory phase of a multicomponent lifestyle intervention on cardiovascular health outcomes. Design: Prospective intervention cohort study. Methods: Patients in the Integrative Cardiac Health Project Registry, a prospective lifestyle change program for the prevention of cardiovascular disease were analyzed for behavioral changes by survey, at baseline and one year, in the domains of nutrition, exercise, stress management and sleep. Self-efficacy questionnaires were administered at baseline and after the empowerment intervention, at 8 weeks. Results: Of 119 consecutive registry completers, 60 comprised a high self-efficacy group (scoring at or above the median of 36 points) and 59 the low self-efficacy group (scoring below median). Self-efficacy scores increased irrespective of baseline self-efficacy but the largest gains in self-efficacy occurred in patients who ranked in the lower half for self-efficacy at baseline. This lower self-efficacy group demonstrated behavioral gains that erased differences between the high and low self-efficacy groups. Conclusions: A boost to self-efficacy early in a lifestyle intervention program produces significant improvements in behavioral outcomes. Employing empowerment in an early phase may be a critical strategy to improve self-efficacy and lower risk in individuals vulnerable to cardiovascular disease. PMID:27157185

  16. Comparision of alternatively certified and traditionally certified Missouri high school science teachers' perceptions of self-efficacy during the induction period

    Science.gov (United States)

    Gaither, Linda

    Sixty percent of America's teachers choose traditional baccalaureate programs while the remaining choose one of several alternative pathways. While certification/training is certainly important to preparing effective teachers, other research indicates that teacher efficacy serves as the foundation of teacher behaviors and classroom practice. The purpose of this study ( N = 94 induction high school science teachers) was to determine the relationships between certification pathway and opportunities to observe modeling; between years of experience and personal teaching efficacy; and teachers' perceptions of what characteristics/ experiences best explain personal teaching efficacy. The Teacher Sense of Efficacy Scale was used in an on-line survey for Phase 1 (n = 91), to measure teacher self-efficacy. In Phase 2, a basic qualitative study was conducted using telephone interviews ( n = 2) and a focus group (n = 4) along with a series of short essay questions from the online survey (n = 91). The findings indicate a significant relationship (p = 0.01) between years of teaching and overall personal teaching-efficacy, student engagement, and instructional strategies; a relationship between opportunities to see modeling and certification pathway, where traditionally certified teachers had significantly more opportunities (p = 0.000); and a relationship between classroom management and opportunities to see modeling (p = 0.005). Qualitative analyses confirmed that traditionally-prepared teachers saw a range of "modeling" and model teachers; respondents related such opportunities to more effective teaching, especially in the realm of classroom management. As more teachers choose alternative certification, it is imperative that adequate opportunities to observe teaching strategies are modeled during the certification process and once teachers enter the classroom; they must have intrinsic and extrinsic support to be successful.

  17. Self-Efficacy: Conditioning the Entrepreneurial Mindset

    DEFF Research Database (Denmark)

    Neergaard, Helle; Mauer, René; Kirketerp Linstad, Anne

    2009-01-01

    Research that has sought to identify the underlying determinants of self-efficacy is sparse. This chapter seeks to identify antecedents of entrepreneurial self-efficacy and the processes that produce and reinforce self-efficacy. It seeks to broaden our understanding of the self-efficacy concept t...... through an exploration of its origins and via a journey to its impact in the field of entrepreneurship. Finally, it suggests pedagogical initiatives needed to promote entrepreneurial self-efficacy in the different social arenas of life....

  18. 初中生成就目标、元认知、自我效能感与学业成绩的关系模型%A Model of Goal Achievement Orientation,Self-Efficacy,Metacognition and Academic Performance

    Institute of Scientific and Technical Information of China (English)

    张静; 刘靖文; 吴庆麟

    2012-01-01

    以600名初中学生为被试,采用结构方程模型构建了成就目标、元认知、自我效能感与学业成绩的关系模型,考察了初中学生学业成绩的影响因素。结果表明:(1)自我效能感对学业成绩有直接影响,达到了显著水平。(2)成就目标通过自我效能感间接影响学生的学业成绩。(3)元认知对学生学业成绩的直接影响较弱。(4)成就目标通过自我效能感间接影响元认知。%Based on the test of 600 junior middle school students,we conducted a relationship model of achievement goal orientation,self-efficacy,metacognition and academic performance with the modeling techonology of structural equation,and examined the possible factors influencing the academic performance.the results suggest that:(a) self-efficacy is positively related to academic performance;(b) meatcognition has a weak relationship with the academic performance;(c) achievement goal orientation is not directly related to the academic performance and metacognition;(d) self-efficacy is the strongest predictor of metacognition.

  19. Preservice elementary teachers' self-efficacy beliefs and their conceptions of photosynthesis and inheritance

    Science.gov (United States)

    Cakiroglu, Jale Us

    2000-10-01

    The purpose of this study was to examine pre-service elementary teachers' understanding of the concepts of photosynthesis and inheritance. Secondly, this study explored pre-service teachers' self-efficacy beliefs in the teaching of science. An emphasis was placed upon investigating the relationship between these two issues. Data were gathered through the use of misconception and science teaching efficacy beliefs instruments, and the utilization of inter-views. Seventy-nine pre-service elementary teachers who were enrolled in science methods classes participated in this study during the fall semester of the 1998--99 academic year at Indiana University. Eleven pre-service teachers participated in interviews. The results suggested that the pre-service elementary teachers hold alternative conceptions regarding photosynthesis and inheritance. The stochastic Rasch model was used to evaluate quantitative data. Analysis of the self-efficacy survey and individual interviews indicated generally positive self-efficacy beliefs. All participants interviewed generally seemed willing to teach science, because they thought that science was fun and exciting. Even though preservice teachers hold many alternative conceptions regarding photosynthesis and inheritance, many of them felt that they understand science concepts well enough to teach science effectively to the students. Most of the interviewed participants felt less confident about teaching photosynthesis and felt they needed to review more information about photosynthesis prior to teaching. Data of this study also suggest that science courses completed in high school and college do not appear to have influenced subjects' number of alternative conceptions regarding photosynthesis and inheritance and self-efficacy beliefs regarding science teaching. The results also indicated that those pre-service teachers with the lowest number of alternative conceptions regarding photosynthesis had a relatively high personal science

  20. Self-efficacy from the perspective of adolescents with LD and their specialist teachers.

    Science.gov (United States)

    Klassen, Robert M; Lynch, Shane L

    2007-01-01

    This study used qualitative methodology to investigate the self-efficacy beliefs of early adolescents with learning disabilities (LD). We conducted a series of focus group interviews with 28 Grade 8 and 9 students with LD and individual interviews with 7 specialist LD teachers. Content analyses of the student and teacher data resulted in 2 a priori and 3 inductive themes: self-efficacy, calibration and levels of self-efficacy, students' self-awareness, attributions for failure, and problems and solutions. The students viewed themselves as low in self-efficacy and generally accurate in the calibration of their efficacy and performance, whereas the teachers viewed the students as overconfident about academic tasks. In contrast to the teachers, the students viewed verbal persuasion as a valued source of self-efficacy. Students attributed their failures to lack of effort, whereas their teachers attributed student failure to uncontrollable deficits. Problems and solutions related to student motivation were discussed from student and teacher perspectives.

  1. Motivation and Academic Help-Seeking in High School Computer Science

    Science.gov (United States)

    Cheong, Yuk Fai; Pajares, Frank; Oberman, Paul S.

    2004-01-01

    The primary objective of this study was to determine the degree to which academic motivation predicted the executive help-seeking, instrumental help-seeking, perceived benefits of help-seeking, and avoidance of help-seeking of high school students enrolled in computer science ( n = 314). Task goals were positively associated with instrumental help-seeking and perceiving the benefits of help-seeking and negatively associated with executive help-seeking; performance-avoid goals were negatively associated with instrumental help-seeking and positively associated with avoiding help-seeking. Controlling for motivation and computer science competence, girls were more likely to seek instrumental help and to perceive the benefits of help-seeking, and African American students were more likely to seek help than were White students or Asian American students. Despite possessing equal computer science skills, girls reported lower self-efficacy, self-concept, self-efficacy for self-regulation, and value than did boys.

  2. An Analysis on Distance Education Computer Programming Students’ Attitudes Regarding Programming and Their Self-Efficacy For Programming

    Directory of Open Access Journals (Sweden)

    Ozcan OZYURT

    2015-04-01

    Full Text Available This study aims to analyze the attitudes of students studying computer programming through the distance education regarding programming, and their self-efficacy for programming and the relation between these two factors. The study is conducted with 104 students being thought with distance education in a university in the north region of Turkey in spring semester of 2013-2014 academic years. Attitude Scale toward Computer Programming (AStCP and Computer Programming Self-Efficacy Inventory (CPSEI are used as data collecting tool. The study is conducted within the descriptive scanning model. The data collected during the study is analyzed with Mann Whitney U test, independent t-test and Pearson Correlation coefficient for answering the research questions. According to the results of the study the attitudes of the students regarding programming are generally positive and their self-efficacy for programming are at high level. There is statistically important difference in the attitudes of students regarding programming in accordance with their gender and grade level. Accordingly, their selfefficacy differentiates statistically by these two variables. Finally, it is concluded that there is a positive relation in average level between the attitudes of the students regarding programming and their self-efficacy for programming.

  3. Investigate the relationship between emotional intelligence with self-efficacy and comparing them in elite and ordinary students

    Directory of Open Access Journals (Sweden)

    Shahla Karamizadeh

    2016-03-01

    Full Text Available A study to examine the relationship between emotional intelligence with self-efficacy and comparing themin elite and ordinary students of master of psychology of yasouj university in 2015,was done by correlation method and field method.The study population included all MA psychology students of the noted University by the number of 200 (78 top students and122 ordinary students and data collection tools for self-efficacy ofSherer et al, and emotional intelligence was doctor Bradbry- Gievs. In the descriptive statistics, data analysis by using techniques of calculating frequency, percentage and average, and to analyze the data used Pearson's correlation coefficient (ρ, which reached the following results.Emotional intelligence Average 15.51 ± 3.85 and the average of self- efficacy 4.83 ±21.51 are respectively.Also there is a significant relationship between emotional intelligence and self-efficacy of elite and normal students (p<0.05.Elite and ordinary students in order to achieve a high level of academic skills and success in the future, in addition to the recognition of their abilities, should access to the suitable growth in aspects such as emotions control.

  4. HUBUNGAN SELF EFFICACY DAN POLA ASUH OTORITER DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA

    Directory of Open Access Journals (Sweden)

    Rohmatun Rohmatun

    2015-07-01

    Full Text Available This research is aimed at investigating the correlation between selfefficacy and authoritarian parenting style toward student s’ academic procrastination. The subject of this research is 150 students of faculty of of Psychology, Medicine, and Economy of Sultan Agung Islamic University who are working on the final project. The major  hypothesis proposed in the research is that there is a correlation between self-efficacy and authoritarian parenting style with students’ academic procrastination. The minor hypotheses are as follows: (1 there is a negative correlation between self-efficacy with academic procrastination; and (2 there is a positive correlation between authoritarian parenting style with academic procrastination. This research used three of scale for the data collection namely academic procrastination scale, self-efficacy scale and authoritarian parenting stale scale. The statistic analysis used in the research is regression to test major hypothesis and the parsial analysis to test minor hypothesis. The research results show that (1 there is correlation between self-efficacy and authoritarian pareting style with students’ academic procrastination; (2 there is a significant negative correla tion between self-efficacy with academic procrastination toward college students; and (3 there is a significant positive correlation between authoritarian parenting style with academic procrastination toward college sudents.

  5. PENGARUH PENDIDIKAN KEWIRAUSAHAAN, LINGKUNGAN KELUARGA, DAN SELF EFFICACY TERHADAP MINAT BERWIRAUSAHA SISWA SMK PROGRAM KEAHLIAN AKUNTANSI

    Directory of Open Access Journals (Sweden)

    Sifa Farida

    2016-02-01

    Full Text Available Tujuan dari penelitian ini adalah untuk mengetahui apakah ada pengaruh positif secara simultan maupun parsial pendidikan kewirausahaan, lingkungan keluarga, dan self efficacy terhadap minat berwirausaha siswa kelas XI program keahlian akuntansi di SMK Negeri 9 Semarang tahun ajaran 2014/2015. Subjek penelitian ini adalah siswa kelas XI program keahlian akuntansi di SMK Negeri 9 Semarang tahun ajaran 2014/2015. Sampel yang digunakan adalah seluruh subjek yang ada sebanyak 108 siswa. Variabel dependen dalam peneltian ini ialah minat berwirausaha (Y sedangkan variabel independennya meliputi pendidikan kewirausahaan (X1, lingkungan keluarga (X2, dan self efficacy (X3. Metode pengumpulan data menggunakan angket. Teknik analisis data menggunakan analisis statistik deskriptif, analisis regresi berganda, uji F, uji t, dan koefisien determinasi simultan (R2. Hasil penelitian menunjukan pendidikan kewirausahaan, lingkungan keluarga dan self efficacy berpengaruh positif terhadap minat berwirausaha. Pendidikan kewirausahaan, lingkungan keluarga dan self efficacyberpengaruh 54,4% secara simultan. Pendidikan kewirausahaan berpengaruh 6,05%, lingkungan keluarga berpengaruh 12,82%, dan self efficacyberpengaruh 16,81% secara parsial. Saran yang diberikan sekolahdiharapakan lebih memberikan pengetahuan dan nilai-nilai kewirausahaan,keluarga diharapkan dapat memberikan dukungan terhadap pilihan karir berwirausaha sebagai alternatif pilihan karir kelak dan guru diharapakan dapat meyakinkan siswa bahwa mereka mampu menyelesaikan tugas-tugas kewirausahaan yang diberikan agar siswa semakin yakin akan kemampuan yang dimilikinya. The purpose of this study was to determine whether there was an positive simultaneously effect and partially the result of entrepreneurial education, family environment, and self efficacy to interest in entrepreneurship for students on program accounting axpertise XI class at State Vocational High School 9 Semarang in the academic year 2014

  6. Change in Self-Efficacy as a Measure of Training Effectiveness at Squadron Officer School.

    Science.gov (United States)

    1992-09-01

    Note: Low scores indicate high self-efficacy SExt Sat E Sat ---X-- No Opin -0 Dissat • Ext Dissat Figure O.10.b Profile Plot for TALJOB 0-46...efficacy SExt Sat - Sat --X No Opin -& Dissat Ext Dissat Figure O.10.c Profile Plot for TALJOB 0-47 Communication Skills SATISFACTION WITH TALENT USE...PRE-TEST) Mean 35 Low Self-Efficacy 30 - 25l 20 ... . . 15 High Self-Efficacy 10 Before After Note: Low scores indicate high self-efficacy SExt Sat E

  7. Anger management style and associations with self-efficacy and pain in male veterans.

    Science.gov (United States)

    Lombardo, Elizabeth R; Tan, Gabriel; Jensen, Mark P; Anderson, Karen O

    2005-11-01

    Despite the high prevalence of anger and maladaptive anger management among persons with chronic pain, the association between pain and anger has received little empirical attention. The purpose of the current study was to investigate the relationship between pain and anger management style and test for the hypothesized role of self-efficacy as a moderator of this association. Five hundred sixty-four veterans with chronic pain were administered measures of pain, self-efficacy, and anger management. As expected, the results demonstrated a significant positive relationship between pain intensity and maladaptive anger management and a significant negative association between self-efficacy and maladaptive anger. Furthermore, pain intensity and the interaction of self-efficacy and pain intensity were significant predictors of maladaptive anger management. Surprisingly, patients reporting high self-efficacy and high pain intensity demonstrated more maladaptive anger management than individuals reporting high self-efficacy and low pain intensity. Patients reporting low self-efficacy demonstrated high levels of maladaptive anger management, regardless of pain intensity level. Maladaptive anger management is associated with pain intensity and self-efficacy beliefs. Additional research is needed to explore the interaction of pain and self-efficacy and its impact on anger management.

  8. Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education

    OpenAIRE

    Susana Rodríguez; Bibiana Regueiro; Rebeca Blas; Antonio Valle; Isabel Piñeiro; Rebeca Cerezo

    2014-01-01

    During the past few decades, researchers have proposed that teacher self-efficacy influences student achievement and motivation. The main aim of this work is to identify possible teacher self-efficacy profiles and to determine possible differences in some affective-motivational variables of students. 95 teachers and 1924 students from five Spanish public Universities took part in this study. Using cluster analysis, three distinctive profiles of teachers were generated: high self-efficacy, med...

  9. 不同层次护理专业学生成就动机与学业自我效能感关系的研究%The Relationship between Achievement Motivation and Academic Self-efficacy of Different Levels of Nursing Students

    Institute of Scientific and Technical Information of China (English)

    何开莲; 何剑

    2012-01-01

    Objectives To investigate the relationship between achievement motivation and academic self-efficacy of different levels of nursing students by means of mclelland's achievement motivation theory and the principle of self-efficacy. Methods We conducted a survey on 750 nursing students of different levels by means of achievement motivation scale and academic self-efficacy questionnaire. Results There were significantly difference in the achievement motivation and academic self-efficacy among nursing undergraduate students, college students, secondary school students(P<0. 05), pursuing success motivation and synthesis motivation were positively correlated with two factors of self-efficacy, avoiding fail motivation was negatively correlated with two factors of self-motivation. Conclusions There is close correlation between achievement motivation and academic self-efficacy of different levels of nursing students. Nursing educators and psychologists should set up sound aim modified educational method, construct good environmental atmosphere. In the process of teaching, the teacher should constantly encourage student, strength ability of resistance to frustration and willpower development, improve the level of self-efficacy and achievement motivation.%目的 运用麦克利兰的成就动机理论和自我效能感的原理,对不同层次的护理学生进行成就动机和学业自我效能感关系研究.方法 运用成就动机量表和学业自我效能感问卷对某医学院750名不同教育层次的护理学生进行问卷调查.结果 护理本科、专科、中专学生在成就动机与学业自我效能感方面差异具有统计学意义(P<0.05).追求成功动机、合成动机与自我效能的两个因子呈正相关,避免失败动机与自我效能的两个因子呈负相关.结论 不同教育层次的护理学生成就动机与学业自我效能感之间存在密切相关性.护理教育和心理工作者应设置合理的目标改进教育方法、

  10. Principal Self-Efficacy and Work Engagement: Assessing a Norwegian Principal Self-Efficacy Scale

    Science.gov (United States)

    Federici, Roger A.; Skaalvik, Einar M.

    2011-01-01

    One purpose of the present study was to develop and test the factor structure of a multidimensional and hierarchical Norwegian Principal Self-Efficacy Scale (NPSES). Another purpose of the study was to investigate the relationship between principal self-efficacy and work engagement. Principal self-efficacy was measured by the 22-item NPSES. Work…

  11. The Relative Importance of Specific Self-Efficacy Sources in Pretraining Self-Efficacy Beliefs

    Science.gov (United States)

    Howardson, Garett N.; Behrend, Tara S.

    2015-01-01

    Self-efficacy is clearly important for learning. Research identifying the most important sources of self-efficacy beliefs, however, has been somewhat limited to date in that different disciplines focus largely on different sources of self-efficacy. Whereas education researchers focus on Bandura's original sources of "enactive mastery,"…

  12. Exploring the Effects of Self-efficacy on Vocabulary Learning Strategies

    Directory of Open Access Journals (Sweden)

    Atsushi Mizumoto

    2012-12-01

    Full Text Available This study examined the effects of self-efficacy on language learning strategies by focusing on vocabulary learning strategies (VLSs. A group of 281 EFL learners from two universities participated in the study. They completed the Vocabulary Size Test (Nation & Beglar, 2007, questionnaires on self-efficacy, and an open-ended question about their use of VLSs. The learners were divided into three groups based on their responses to the self-efficacy questionnaire. The effect of self-efficacy was then examined by utilizing text mining. The results show that the effects of self-efficacy were observed in the participants’ open-ended responses. It also became clear that those with high self-efficacy were active users of VLSs, they employed deep strategies, and they were metacognitively superior to participants with medium and low efficiency. Those with medium self-efficacy were also active users of VLSs, but they used shallow strategies compared with the high self-efficiency group. Those with low self-efficacy tended to be passive users of VLSs. The pedagogical implications of the current study are discussed mainly in terms of incorporating self-efficacy and self-regulation enhancing instructions into vocabulary teaching.

  13. Use of ICT Technologies and Factors Affecting Pre-Service ELT Teachers' Perceived ICT Self-Efficacy

    Science.gov (United States)

    Bozdogan, Derya; Özen, Rasit

    2014-01-01

    This study aims to identify both level and frequency of ICT technology use and factors affecting perceived self-efficacy levels of pre-service English Language Teaching (ELT) teachers' (n = 241) ICT self-efficacy. The data were collected through a survey (Çuhadar & Yücel, 2010) during the 2011-2012 academic year that includes items on the use…

  14. Impact of an Interprofessional Communication Course on Nursing, Medical, and Pharmacy Students’ Communication Skill Self-Efficacy Beliefs

    OpenAIRE

    2014-01-01

    Objective. To describe an interprofessional communication course in an academic health sciences center and to evaluate and compare interpersonal and interprofessional communication self-efficacy beliefs of medical, nursing, and pharmacy students before and after course participation, using Bandura’s self-efficacy theory as a guiding framework.

  15. 时间管理倾向和学业自我效能感对护理本科生学习投入的影响%Influence of time management disposition and academic self-efficacy on learning engagement among baccalaureate degree students

    Institute of Scientific and Technical Information of China (English)

    年庆婷; 刘彦慧

    2012-01-01

    Objective To investigate the influence of time management disposition and academic self-efficacy on learning engagement among nursing baccalaureate degree students,and to establish a model of this influence. Methods Learning engagement scale,the questionnaire of academic self-efficiency,and adolescence time management disposition scale were used to investigate a total of 467 nursing baccalaureate degree students. Results The total score of learning engagement was (52.83±10.45).There were differences in learning among students in different grades and leaning motives,while the interaction of them was not difference in learning engagement.Both academic self-efficacy and time management disposition could positively influence learning engagement directly,and time management disposition could also indirectly influence learning engagement through the academic self-efficacy. Conclusions The educators should make efforts to improve time management ability and self-efficacy so as to strengthen the nursing baccalaureate degree students' learning engagement in colleges.%目的 讨论时间管理倾向和学业自我效能感对护理本科生学习投入的影响,并建构三者关系模型.方法 以467名护理本科生作为调查对象,采用学习投入量表、学业自我效能感量表和青少年时间管理倾向量表进行问卷调查.结果 护理本科生学习投入总分为(52.83±10.45)分,不同年级、不同学习动机的护理本科生在学习投入上有显著差异,且两者的交互作用对其没有产生显著影响.护理本科生时间管理倾向和学业自我效能感对学习投入有显著正向影响,且时间管理倾向又可通过学业自我效能感间接影响学习投入.结论 护理教育者可以通过提高护理本科生的时间管理能力及学业自我效能感来增强其学习投入程度.

  16. Development of Physics Self-Efficacy Scale

    Science.gov (United States)

    Çalişkan, Serap; Selçuk, Gamze S.; Erol, Mustafa

    2007-04-01

    In this article, we describe development of a Physics Self-Efficacy Scale (PSES) that is a self-administered measure to assess physics self-efficacy beliefs regarding one's ability to successfully perform physics tasks in physics classroom. The scale is initially composed of 56 items prepared following a brief scrutiny of relating literature on self-efficacy. It was initially administered 30 physics teacher candidates and was also examined by 6 experts of physics education, then ambiguous or incomprehensible 6 items were dismissed. This PSES was tested on 558 undergraduate students all completed fundamental physics courses. Cronbach's Alpha reliability coefficient of the PSES was calculated as 0.94. The final version of the PSES contained 30 items with 5 dimensions namely, 1. Self-efficacy towards solving physics problems, 2. Self-efficacy towards physics laboratory, 3. Self-efficacy towards learning physics, 4. Self-efficacy towards application of physics knowledge and 5. Self-efficacy towards memorizing physics knowledge.

  17. How specific is specific self-efficacy?

    DEFF Research Database (Denmark)

    Nielsen, Tine; Makransky, Guido; Vang, Maria Louison

    2017-01-01

    Self-efficacy is an important and much used construct in psychology and social science studies. The validity of the measurements used is not always sufficiently evaluated. The aim was to evaluate the psychometric properties of the Danish translation of the self-efficacy subscale of The Motivated...

  18. General Chemistry and Self-Efficacy.

    Science.gov (United States)

    Smist, Julianne M.

    Several researchers have argued that the underrepresentation of women and minorities in professional occupations results from negative beliefs or attitudes, particularly self-efficacy expectations. A Science Self-Efficacy Questionnaire (SSEQ) was designed and later administered to 430 students (all were enrolled in freshman general chemistry and…

  19. The Influence of Academic Values and Belongingness Concerns on Achievement Goals, Self-Efficacy, and Perceived Stress in First Quarter Freshmen: Relationships to Academic Performance and the Mediating Role of Procrastination

    Science.gov (United States)

    Kennedy, Gary J.

    2009-01-01

    This study assesses the influence of student values on long-term self-regulatory decisions defined in terms of a tendency to procrastinate and how these values, indirectly through procrastination, but also directly, affect important motivational, affective, social and behavioral academic outcomes of first quarter freshmen. Results of a structural…

  20. Intense piano training on self-efficacy and physiological stress in aging.

    Science.gov (United States)

    Bugos, Jennifer A; Kochar, Simran; Maxfield, Nathan

    2016-07-01

    The aim of this study was to evaluate the effects of an intense piano training program on general self-efficacy, musical self-efficacy, and physiological stress in older adults. Self-efficacy refers to perceived beliefs regarding the performance of domain-specific tasks or activities, which contribute to psychological and physical health. A key challenge is to identify activities that promote self-efficacy in the aging population. Seventeen healthy community-dwelling older adults (60-85 years) with little to no previous musical training participated in a within subjects experimental design. Measures of self-efficacy and cortisol levels were administered over three time points: an initial pre-testing session, a second pre-testing following a two-week no treatment control period, and a post-testing session upon the completion of piano training. Intense piano training consisted of 30 hours of training (3 hours per day) in which high levels of achievement were required. Results of a three-way Repeated Measures ANOVA over all time points with pairwise comparisons revealed significantly (p < .05) enhanced musical self-efficacy post-training, F (2, 32) = 11.5, p < .001, d = .79. No significant changes in general self-efficacy or cortisol levels were found. These results suggest that domain-specific self-efficacy may increase as a result of short-term intense music training; however, short-term music training may not be sufficient to transfer to general self-efficacy.

  1. A Qualitative Exploration of Higher Self-Efficacy String Students Preparing for a Competition

    Science.gov (United States)

    Clark, Jennifer Cahill

    2013-01-01

    This study examined and qualitatively described the music practice behaviors, strategies, and thoughts of four high school string students who indicated a high string playing self-efficacy. Concepts of practice, motivation, achievement, and self-efficacy were linked together to analyze tendencies and summarize strategies. These students were…

  2. At-Risk Boys' Social Self-Efficacy and Physical Activity Self-Efficacy in a Summer Sports Camp

    Science.gov (United States)

    Su, Xiaoxia; Xiang, Ping; McBride, Ron E.; Liu, Jiling; Thornton, Michael A.

    2016-01-01

    This study examined at-risk boys' social self-efficacy and physical activity self-efficacy within Bandura's self-efficacy framework. A total of 97 boys, aged between 10 and 13 years, attending a summer sports camp completed questionnaires assessing their social self-efficacy, physical activity self- efficacy, prosocial behaviors, and effort.…

  3. An Analysis on the Effect of Computer Self-Efficacy over Scientific Research Self-Efficacy and Information Literacy Self-Efficacy

    Science.gov (United States)

    Tuncer, Murat

    2013-01-01

    Present research investigates reciprocal relations amidst computer self-efficacy, scientific research and information literacy self-efficacy. Research findings have demonstrated that according to standardized regression coefficients, computer self-efficacy has a positive effect on information literacy self-efficacy. Likewise it has been detected…

  4. An Analysis on the Effect of Computer Self-Efficacy over Scientific Research Self-Efficacy and Information Literacy Self-Efficacy

    Science.gov (United States)

    Tuncer, Murat

    2013-01-01

    Present research investigates reciprocal relations amidst computer self-efficacy, scientific research and information literacy self-efficacy. Research findings have demonstrated that according to standardized regression coefficients, computer self-efficacy has a positive effect on information literacy self-efficacy. Likewise it has been detected…

  5. An Entrepreneurial Self-Efficacy Scale with a Neutral Wording

    DEFF Research Database (Denmark)

    Moberg, Kåre

    In this book chapter I present a multidimensional entrepreneurial self-efficacy (ESE) scale. The scale builds on three established ESE-scales, but the reliability of it is improved compared to the original three scales as the highly discipline-specific jargon is transformed to a more neutral...

  6. An investigation of the Learning Psychology on Ideological and Political Theory Course for College Students in the New - media Perspective - The Relation among Learning Method,Learning Investment with Academic Self - efficacy%新媒体视阈下大学生思想政治理论课学习心理调查--基于学习方式、学习投入和学业自我效能感的关系

    Institute of Scientific and Technical Information of China (English)

    刘凌霜

    2016-01-01

    academic self - efficacy” .Results :① The internal consistency of the self - made questionnaires achieved 0 .832 ,KMO test coefficient r > 0 .8(P < 0 .001) ,which explains that the self - made questionnaires had high reliability and validi‐ty ,and can be used as a tool for further research ;② The motivation dimension of the freshman's learning investment was significantly higher than that of the sophomore(t = 2 .64 ,P < 0 .01) ;③ There was a significant positive correla‐tion between the total equipartition of learning method and its two dimensions of experience and evaluation and aca ‐demic self - efficacy of learning ability (r = 0 .102 ,0 .096 ,0 .112 ;P < 0 .05) ;There was also a significant positive corre‐lation between the total equipartition of learning investment and its three dimensions and total equipartition of aca ‐demic self - efficacy and its two dimensions(r = 0 .20 ,0 .22 ,0 .24 ;P < 0 .01) ;④ There was a significant effect of the freshman's learning method and learning investment on the academic self - efficacy of ideological and political educa‐tion(R = 0 .423 ,Beta = 0 .115 ,P < 0 .05 ;Beta = 0 .405 ,P < 0 .001) ,which could explain the variance of academic self -efficacy17 .9% .Conclusion :The investigation and empirical analysis among learning method ,learning investment with academic self - efficacy have positive theoretical and practical significance for deepening the reform of teaching ideo ‐logical and political theory course .

  7. Measuring the Sources of Self-Efficacy among Secondary School Music Students

    Science.gov (United States)

    Zelenak, Michael S.

    2015-01-01

    The purpose of this study was to investigate the four sources of self-efficacy in music performance and examine responses from the Music Performance Self-Efficacy Scale (MPSES). Participants (N = 290) were middle and high school music students from 10 schools in two regions of the United States. Questions included the following: (1) How much…

  8. Role Ambiguity and Self-Efficacy: The Moderating Effects of Goal Orientation and Procedural Justice

    Science.gov (United States)

    Li, Andrew; Bagger, Jessica

    2008-01-01

    The present study investigated variables that moderated the relationship between role ambiguity and self-efficacy. Results of a field study found support for the moderating role of learning goal orientation, such that the relationship between role ambiguity and self-efficacy was weaker when learning goal orientation was high. In addition, we found…

  9. Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

    Science.gov (United States)

    Menon, Deepika; Sadler, Troy D.

    2016-01-01

    Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science…

  10. How Do I Understand the Term Queer? Preservice Teachers, LGBTQ Knowledge, and LGBTQ Self-Efficacy

    Science.gov (United States)

    Brant, Cathy A. R.

    2017-01-01

    This article describes a study that investigated preservice teachers' understandings and self-efficacy related to lesbian, gay, bisexual, transgender, or queer (LGBTQ) students and families. The preservice teachers indicated a broad range of understandings in relation to LGBTQ terms. They reported a relatively high sense of self-efficacy in…

  11. How Do I Understand the Term Queer? Preservice Teachers, LGBTQ Knowledge, and LGBTQ Self-Efficacy

    Science.gov (United States)

    Brant, Cathy A. R.

    2017-01-01

    This article describes a study that investigated preservice teachers' understandings and self-efficacy related to lesbian, gay, bisexual, transgender, or queer (LGBTQ) students and families. The preservice teachers indicated a broad range of understandings in relation to LGBTQ terms. They reported a relatively high sense of self-efficacy in…

  12. The Inequality of Self-Efficacy between Junior College and Traditional University Students

    Science.gov (United States)

    Morris, R. C.

    2016-01-01

    Higher education research highlights the difficulties students face when transitioning from a junior college to a traditional university. This study explored a gap between junior vs. traditional university students' academic self-efficacy beliefs. This study also controlled for the effects of the student role-identity and academic performance on…

  13. Perceptions and Writing Experiences of Nursing Students: A Mixed Methods Exploration of Writing Self-Efficacy

    Science.gov (United States)

    Sprenger, Lori

    2013-01-01

    The investigated research problem was the need to identify the facilitators and barriers to competent academic writing by examining writing self-efficacy and academic writing experiences of entry-level BSN students. The study's participants included entry-level bachelor of science in nursing (BSN) students in a Midwestern state. The mixed methods…

  14. A Study on Correlation between Self-efficacy and English Academic Achievement of College Art Majors%自我效能感和英语学业成就的相关性研究--以艺术专业大学生为例

    Institute of Scientific and Technical Information of China (English)

    李艳

    2014-01-01

    以50名艺术专业大一学生为研究对象,采用问卷测试和访谈相结合的手段,对艺术专业大学生的英语学习自我效能感和学业成就之间的关系进行研究。研究发现艺术专业学生的英语学业成就和学习者自我效能感呈显著正相关,此研究对当前大学英语教学有所启示。%The author chooses 50 college students of Art majors as the research objects using questionnaire and inter-view to investigate the relationship between academic achievement and self-efficacy .The study shows that there is a sig-nificant positive correlation between academic achievement and self-efficacy of learners .And furthermore ,it elaborates the enlightment of the research results on current college English teaching .

  15. Self-efficacy for managing pain, symptoms, and function in patients with lung cancer and their informal caregivers: associations with symptoms and distress.

    Science.gov (United States)

    Porter, Laura S; Keefe, Francis J; Garst, Jennifer; McBride, Colleen M; Baucom, Donald

    2008-07-15

    This study examined self-efficacy for managing pain, symptoms, and function in patients with lung cancer and their caregivers, and associations between self-efficacy and patient and caregiver adjustment. One hundred and fifty-two patients with early stage lung cancer completed measures of self-efficacy, pain, fatigue, quality of life, depression, and anxiety. Their caregivers completed a measure assessing their self-efficacy for helping the patient manage symptoms and measures of psychological distress and caregiver strain. Analyses indicated that, overall, patients and caregivers were relatively low in self-efficacy for managing pain, symptoms, and function, and that there were significant associations between self-efficacy and adjustment. Patients low in self-efficacy reported significantly higher levels of pain, fatigue, lung cancer symptoms, depression, and anxiety, and significantly worse physical and functional well being, as did patients whose caregivers were low in self-efficacy. When patients and caregivers both had low self-efficacy, patients reported higher levels of anxiety and poorer quality of life than when both were high in self-efficacy. There were also significant associations between patient and caregiver self-efficacy and caregiver adjustment, with lower levels of self-efficacy associated with higher levels of caregiver strain and psychological distress. These preliminary findings raise the possibility that patient and caregiver self-efficacy for managing pain, symptoms, and function may be important factors affecting adjustment, and that interventions targeted at increasing self-efficacy may be useful in this population.

  16. 团体训练对护理专业新生学业自我效能感及专业认同的影响%Influence of Group Training on Academic Self-efficacy and Professional Identity of Nursing Freshmen

    Institute of Scientific and Technical Information of China (English)

    陈蕾; 张平

    2011-01-01

    目的 探讨团体训练对护理专业新生学业自我效能感及专业认同的影响,为护理专业新生入学教育提供新方法、新思路.方法 对140名护理专业新生分3个阶段共6次进行综合团体训练,并通过学业自我效能问卷和专业认同问卷评估新生训练前后学业自我效能感和专业认同得分以及两者的相关性.结果 团体训练后,护理专业新生学习能力自我效能、学习行为自我效能及总得分较训练前均有显著提高(P<0.01);除专业技能,护理专业新生在专业认识、专业情感、专业意志、专业价值观、专业期望及总分值上均有显著提高(P<0.01);护生学业自我效能感同专业认同中专业意志和专业期望维度存在正相关(P<0.05).结论 综合团体训练可以有效提升护理专业新生学业自我效能感和专业认同,因此可以作为今后高校护理专业新生入学教育的主要内容和方式.%Objective To explore the influence of group training on academic self-efficacy and professional identity of nursing freshmen and to provide new methods for entrance education. Methods An integrative group training for 140 nursing freshmen was carried out. The influence of group training on self-efficacy and professional identity was evaluated by academic self-efficacy questionnaire and professional identity questionnaire. Results Students got significantly higher scores of academic self-efficacy after the training (P<0.01); except the score of professional skill, the scores of professional cognition, professional feeling, professional will,professional value, professional expectancy and the total score were higher than those before training as well (P<0.01). Academic selfefficacy of nursing freshmen positively correlated with professional will and professional expectation (P<0.05). Conclusion Integrative group training can be a major method and way of entrance education for nursing freshmen, which can reinforce

  17. 团体心理辅导对大学新生情绪、自尊和学业自我效能感的影响%Effect of Group Counseling on University Freshmen'Emotions,Self-esteem and Academic Self-efficacy

    Institute of Scientific and Technical Information of China (English)

    李洁; 王红菊; 李强; 孙丽; 殷桂堂

    2014-01-01

    Objective To study the effect of group counseling on emotions ,self-esteem and academic self-efficacy of the university freshmen.Methods Using Symptom Checklist 90(SCL-90) to select 9 university freshmen with depressive symptoms for group coun-seling,to make a comparative analysis before and after the counseling of university freshmen depression ,anxiety,self-esteem and academ-ic self-efficacy.SDS,SAS,SES scale and General Academic Emotion Questionnaire (GAEQ)were used to assess before and after the in-tervention.Results After group counseling,the score of SDS reduced obviously (t=2.824,P<0.05);The scores of SES and GAEQ in-creased obviously(t=-2.341,-2.926;P<0.05).Conclusion Group counseling is an effective way to improve university freshmen'e-motions,self-esteem and academic self-efficacy.%目的:探讨团体心理辅导对大学新生情绪、自尊和学业自我效能感的影响。方法采用症状自评量表( SCL-90)筛选出9名具有抑郁症状的大学新生进行团体心理辅导,对团体辅导前后大学新生的抑郁、焦虑、自尊和学业自我效能感的得分进行对比分析。采用抑郁自评量表( SDS),焦虑自评量表( SAS),自尊量表( SES),大学生学业自我效能感问卷进行评估。结果抑郁得分显著降低(t=2.824,P<0.05);自尊得分显著升高(t=-2.341,P<0.05);学业自我效能感有显著提高(t=-2.926,P<0.05)。结论团体心理辅导对大学新生情绪、自尊和学业自我效能感有明显改善作用。

  18. The impact of an introductory college-level biology class on biology self-efficacy and attitude towards science

    Science.gov (United States)

    Thomas, Megan Elizabeth

    Self-efficacy theory was first introduced in a seminal article by Albert Bandura in 1977 entitled "Self-efficacy: Toward a unifying theory of behavioral change". Since its original introduction, self-efficacy has been a major focus of academic performance, anxiety, career development, and teacher retention research. Self-efficacy can be defined as the belief an individual possesses about their ability to perform a given task. Bandura proposed that self-efficacy should be measured at the highest level of specificity due to the fact that different people are efficacious in different areas. Interested in students' efficacy toward biology, Ebert-May, Baldwin, & Allred (1997) created and validated a survey to measure students' biology self-efficacy. Their survey was modeled after the guidelines for science literacy, and loaded to three sub-factors; methods of biology, generalization to other science courses, and application of the concepts. As self-efficacy theory has been related to effort expenditure and persistence (Bandura, 1977; 1997), one might think it would have some effect on students' attitudes toward the topic at hand. The current research investigated what changes in biology self-efficacy occurred after an introductory biology course with an inquiry based laboratory learning environment. In addition, changes in students' attitudes towards science were explored and how self-efficacy might affect them.

  19. Food Insecurity Associated with Self-Efficacy and Acculturation.

    Science.gov (United States)

    Kamimura, Akiko; Jess, Allison; Trinh, Ha N; Aguilera, Guadalupe; Nourian, Maziar M; Assasnik, Nushean; Ashby, Jeanie

    2017-02-01

    Food insecurity is a significant public health issue that affects the physical and mental health of people of all ages. Higher levels of self-efficacy may reduce levels of food insecurity. In addition, acculturation is potentially an important factor for food insecurity among immigrant populations. The purpose of this study is to examine food insecurity associated with self-efficacy and acculturation among low-income primary care patients in the United States. A self-administered survey was administered in May and June 2015 to uninsured primary care patients (N = 551) utilizing a free clinic that provides free primary care services to low-income uninsured individuals and families in the United States. On average, participants reported low food security. Higher levels of self-efficacy were associated with lower levels of food insecurity. Higher levels of heritage language proficiency were related to lower levels of food insecurity. US-born English speakers, women, and unmarried individuals potentially have higher risks of food insecurity and may need interventions to meet their specific needs. Self-efficacy should be included in nutrition education programs to reduce the levels of food insecurity. Future studies should further examine why these groups have a high risk to better understand needs for interventions.

  20. Social activities, self-efficacy, game attitudes, and game addiction.

    Science.gov (United States)

    Jeong, Eui Jun; Kim, Doo Hwan

    2011-04-01

    This study examines whether social activities with parents, online and offline social self-efficacy, and attitudes toward gaming are associated with the degree of game addiction among adolescents. Using data from a survey of 600 middle- and high-school students in South Korea, we tested the relationships of personal characteristics (grade point average and time spent on gaming each day), social self-efficacy (both on- and offline), general social activities (with parents, friends, and teachers), gaming activities with parents, and attitudes toward gaming (those of self, parents, friends, and teachers) with the degree of game addiction. In addition, we conducted ANOVA tests to determine the differences among three groups: non-addicts (NA), possible (mild or moderate) addicts (PA), and Internet addicts (IA). The results show that social self-efficacy in the real world (offline) was negatively related with the degree of game addiction, whereas social self-efficacy in the virtual world (online) indicated a positive association. Social activities with parents are negatively associated with game addiction, although no relationship is found between gaming activities with parents and game addiction. Parental attitude toward gaming has a negative relationship with the addiction. Results and implications are discussed.

  1. Relationship among self-regulated learning, study attribution and academic self-efficacy in left-behind adolescents%留守青少年自主学习与学习归因、学习自我效能感的关系

    Institute of Scientific and Technical Information of China (English)

    李淑丽; 赵洁; 王世嫘

    2011-01-01

    目的 通过了解留守青少年自主学习与学习归因、学习自我效能感的关系,帮助留守青少年克服心理障碍,树立学习信心,提高学习能力.方法 使用自主学习问卷、学习归因与学习自我效能感问卷对两所农村中学的526名留守青少年进行调查.结果 ①留守青少年学习自我效能感居于中间水平之上,而自主学习、学习归因居于中间水平之下;②女留守青少年内部可控、学习自我效能感总分(3.39±0.80,3.07±0.63)高于男留守青少年(3.18±0.80,2.94 ±0.73);非独生留守青少年自主学习总分、内部可控、学习自我效能感总分(2.68±0.44,3.35±0.80,3.06±0.66)高于独生留守青少年(2.53±0.52,3.12±0.75,2.89±0.70);班干部留守青少年自主学习总分、学习自我效能感总分(2.75±0.46,3.15±0.69)高于非班干部留守青少年(2.60±0.46,2.96±0.65);③留守青少年自主学习与学习归因各因素、学习自我效能感各因素之间存在正相关(P <0.001).结论 留守青少年的学习归因、学习自我效能感对自主学习具有一定影响.%Objective To provide help for left-behind adolescents to overcome psychological barriers, build learning confidence and improve learning ability by analyzing the relationship among self-regulated learning, study attribution and academic self-efficacy. Methods Self-regulated learning, study attribution and academic self-efficacy were investigated in 526 left-behind adolescents from two secondary schools in rural areas. Results ① Left-behind adolescents' academic self-efficacy was above the normal level but their self- regulated learning and study attribution were below the normal level. ② Scores on internal control and total scores on academic self-efficacy of the female left-behind adolescents(39 ±0.80,3.07 ±0.63) were much higher than the scores of the male left-behind adolescents(3.18 ±0.80, 2.94 ±0.73). Scores on internal control and total scores

  2. Self-efficacy and performance of the roundhouse kick in taekwondo

    Directory of Open Access Journals (Sweden)

    Isaac Estevan

    2014-07-01

    Full Text Available Development of self-efficacy scales allows the analysis of athletes’ perceptions and examination of the relationship between perception and performance. The aim of this paper was to: (1 develop a specific self-efficacy scale in a taekwondo task, the roundhouse kick, and (2 analyse the sport performance and its relationship with two self-efficacy scales (specific and general outcomes according to the athletes’ gender. Forty-three taekwondo athletes (33 male and 10 female participated in this study. The Physical (PSE and Specific (RKSES self-efficacy scales were administered. Performance data (impact force and total response time were acquired by athletes kicking twice to an instrumented target. Results showed that the specific self-efficacy scale has high reliability and is able to predict sport performance in males and females. Males had higher self-efficacy scores and also higher performance results than females. Females’ taekwondo psychological training should be focus on improving their self-efficacy perception in order to increase their performance in the roundhouse kick. This specific self-efficacy scale for the taekwondo roundhouse kick offers empirical information to coaches, sport psychologists and researchers that allow them to predict athletes’ sport performance in the roundhouse kick.

  3. Leadership, self-efficacy, and student achievement

    Science.gov (United States)

    Grayson, Kristin

    This study examined the relationships between teacher leadership, science teacher self-efficacy, and fifth-grade science student achievement in diverse schools in a San Antonio, Texas, metropolitan school district. Teachers completed a modified version of the Leadership Behavior Description Question (LBDQ) Form XII by Stogdill (1969), the Science Efficacy and Belief Expectations for Science Teaching (SEBEST) by Ritter, Boone, and Rubba (2001, January). Students' scores on the Texas Assessment of Knowledge and Skills (TAKS) measured fifth-grade science achievement. At the teacher level of analysis multiple regressions showed the following relationships between teachers' science self-efficacy and teacher classroom leadership behaviors and the various teacher and school demographic variables. Predictors of teacher self efficacy beliefs included teacher's level of education, gender, and leadership initiating structure. The only significant predictor of teacher self-efficacy outcome expectancy was gender. Higher teacher self-efficacy beliefs predicted higher leadership initiating structure. At the school level of analysis, higher school levels of percentage of students from low socio-economic backgrounds and higher percentage of limited English proficient students predicted lower school student mean science achievement. These findings suggest a need for continued research to clarify relationships between teacher classroom leadership, science teacher self-efficacy, and student achievement especially at the teacher level of analysis. Findings also indicate the importance of developing instructional methods to address student demographics and their needs so that all students, despite their backgrounds, will achieve in science.

  4. Self-efficacy, stress, and acculturation as predictors of first year science success among Latinos at a South Texas university

    Science.gov (United States)

    McNamara, Mark W.

    The study tested the hypothesis that self-efficacy, stress, and acculturation are useful predictors of academic achievement in first year university science, independent of high school GPA and SAT scores, in a sample of Latino students at a South Texas Hispanic serving institution of higher education. The correlational study employed a mixed methods explanatory sequential model. The non-probability sample consisted of 98 university science and engineering students. The study participants had high science self-efficacy, low number of stressors, and were slightly Anglo-oriented bicultural to strongly Anglo-oriented. As expected, the control variables of SAT score and high school GPA were statistically significant predictors of the outcome measures. Together, they accounted for 19.80% of the variation in first year GPA, 13.80% of the variation in earned credit hours, and 11.30% of the variation in intent to remain in the science major. After controlling for SAT scores and high school GPAs, self-efficacy was a statistically significant predictor of credit hours earned and accounted for 5.60% of the variation; its unique contribution in explaining the variation in first year GPA and intent to remain in the science major was not statistically significant. Stress and acculturation were not statistically significant predictors of any of the outcome measures. Analysis of the qualitative data resulted in six themes (a) high science self-efficacy, (b) stressors, (c) positive role of stress, (d) Anglo-oriented, (e) bicultural, and (f) family. The quantitative and qualitative results were synthesized and practical implications were discussed.

  5. Teacher Self-Efficacy Beliefs of Candidate Teachers in Education Faculty and Pedagogical Formation Program

    Directory of Open Access Journals (Sweden)

    Necla Ekinci

    2012-11-01

    Full Text Available The purpose of this study is to determine the self-efficacy beliefs of education faculty and pedagogical formation program (literally teaching certificate program students about the profession of teaching and compare them in relation to some variables. The data of the study were collected through the administration of Teachers’ Self Efficacy Scale to 454 pre-service teachers attending the education faculty and the pedagogical formation program. The findings of the study revealed that the level of self-efficacy beliefs of the Education Faculty and Pedagogical Formation Program students about the profession of teaching are high and there is no significant difference between the levels of the self-efficacy beliefs of the two groups. Moreover, no significant difference was found between the students’ self-efficacy beliefs and gender variable.

  6. The impact of perceived self-efficacy on memory for aversive experiences.

    Science.gov (United States)

    Brown, Adam D; Joscelyne, Amy; Dorfman, Michelle L; Marmar, Charles R; Bryant, Richard A

    2012-01-01

    Self-efficacy is a key construct underlying healthy functioning and emotional well-being. Perceptions of uncontrollability, unpredictability, and low self-efficacy are consistently associated with negative mental health outcomes, such as post-traumatic stress disorder (PTSD). To test the causal relation between perceived coping self-efficacy and stress responses we employed a trauma film paradigm in which college students (N=33) viewed a graphic film of the aftermath of a motor vehicle accident following a high (HSE) or low self-efficacy (LSE) induction. Participants were tested for intrusions, distress, and memory recall for the film over the following 24 hours. LSE participants recalled more central details than HSE participants. Further, HSE participants reported fewer negative intrusions immediately following the film and at 24 hours. These findings suggest that strategies that increase perceived coping self-efficacy may reduce intrusive recollections of an aversive event, and also reduce the attentional bias associated with remembering aversive stimuli.

  7. Optimism, pessimism and self-efficacy in female cancer patients.

    Science.gov (United States)

    Thieme, Maik; Einenkel, Jens; Zenger, Markus; Hinz, Andreas

    2017-09-01

    The aim of this examination was to study whether psychological resource variables (optimism and self-efficacy) decrease when cancer is present and to test the predictive power of these variables for anxiety, depression and quality of life (QoL). The patient sample was comprised of 354 German women suffering from breast cancer or gynecological cancer. Participants filled in the resource assessment tools Life Orientation Test-Revised and the General Self-Efficacy Scale as well as the Hospital Anxiety and Depression Scale, the Patient Health Questionnaire-4 and the QoL instrument EORTC QLQ-C30 at two time points: (t1) during patients' hospital stay and (t2) 3 months later. The mean scores for optimism (total score: M = 16.2) and self-efficacy (M = 29.8) were even somewhat higher than the corresponding means of the general population. Optimism and self-efficacy were positively correlated with QoL (r between 0.15 and 0.17, P < 0.01) and negatively associated with anxiety and depression (r between -0.17 and -0.36, P < 0.01). However, only optimism was predictive of the t2 anxiety, depression and QoL scores when statistically taking into account the baseline levels of the outcome variables. Having cancer does not generally reduce optimism and self-efficacy on the level of patients' mean scores. Cancer patients with a high level of habitual optimism will adapt to their disease better than pessimistic patients, even if the baseline levels of the outcome variables have been accounted for.

  8. How does self-efficacy affect performance of learner?

    Science.gov (United States)

    Vakani, Farhan; Sheerani, Mughis; Afzal, Azam; Amin, Almas

    2012-01-01

    All types of attribution based on which learners make their judgement (i.e., self efficacy), about academic success or failure or about a specific task usually affect their performance and their capabilities to deal with different realities. It is perhaps the most distinctive capability of self-reflection. Many of the cognitive theorists have defined it as a meta-cognitive capability. This judgement influence learners choose what to do, how much effort to be invested in the activity, how long to carry the phase of disappointment, and whether to approach the task anxiously or with assurance.

  9. Development of a Health Education Modification Program Regarding Liver Flukes and Cholangiocarcinoma in High Risk Areas of Nakhon Ratchasima Province Using Self-Efficacy and Motivation Theory.

    Science.gov (United States)

    Kaewpitoon, Soraya J; Rujirakul, Ratana; Wakkuwattapong, Parichart; Benjaoran, Fuangfa; Norkaew, Jun; Kujapun, Jirawoot; Ponphimai, Sukanya; Chavenkun, Wasugree; Kompor, Porntip; Padchasuwan, Natnapa; Kaewpitoon, Natthawut

    2016-01-01

    A quasi-experimental study was conducted to develop a health education modification program based on self-efficacy and motivation regarding liver flukes and cholangiocarcinoma development in Keang Sanam Nang district, Nakhon Ratchasima province, Thailand. A total of 36 individuals were invited to participate in the program and were screened for population at risk of liver fluke infection and cholangiocarcinoma using SUT-OV-001 and SUT-CCA-001. Development of health education modification program regarding liver fluke and cholangiocarcinoma prevention included 3 steps: (1) preparation, (2) health education program, and (3) follow-up and evaluation. The study was implemented for 10 weeks. Pre-and-post-test knowledge was measured with questionnaires, Kuder-Richardson-20: KR-20 = 0.718,and Cronbach's Alpha Coefficient = 0.724 and 0.716 for perception and outcome expectation questionnaires. Paired and independent t-tests were applied for data analysis. The majority of the participants were female (55.6%), aged between ≤50 and 60 years old (36.1%), married (86.1%), education level of primary school (63.9%), agricultural occupation (80.6%), and income <4,000 Baht (44.4%). The results revealed that after the health education program, the experimental group had a mean score of knowledge, perception, and outcome expectation regarding liver fluke and cholangiocarcinoma prevention significantly higher than before participation and in the control group. In conclusion, this successful health education modification program for liver fluke and cholangiocarcinoma, therefore may useful for further work behavior modification in other epidemic areas.

  10. Engagement, Flow, Self-Efficacy, and Eustress of University Students: A Cross-National Comparison Between the Philippines and Argentina.

    Science.gov (United States)

    Mesurado, Belén; Richaud, María Cristina; Mateo, Niño José

    2016-01-01

    This study examined how self-efficacy, eustress, and flow interact with academic engagement. First, it aimed to test a theoretical model that proposes that self-efficacy and eustress promote both flow and engagement and that, in turn, the state of flow promotes academic engagement in undergraduate student. We hypothesized that the theoretical model would be invariant for two countries: the Philippines and Argentina. Secondly, this research aimed to compare the levels of self-efficacy, eustress, study-flow and academic engagement experiences in students from both countries. One hundred seventy-six Filipinos and 171 Argentinean students participated in the study by completing inventories using the Utrecht Student Engagement Scale (Schaufeli, Martínez, et al., 2002), Optimal Experience Survey (Mesurado, 2008), Self-efficacy Scale (O'Sullivan, 2011), and Eustress Scale (O'Sullivan, 2011). Results show that the theoretical model fits the data well in both countries and is invariant across the Philippines and Argentina. Self-efficacy has a positive effect on flow and engagement, whereas eustress has a significant positive relationship with flow but is not directly associated with engagement. However, eustress has an indirect effect, through flow, on student engagement. On the other hand, there are different levels of engagement, flow, self-efficacy, and eustress. Argentinean students scored higher on absorption, dedication, self-efficacy, and flow. Filipino students, meanwhile, scored higher on eustress.

  11. Bandura's theory of self-efficacy: applications to oncology.

    Science.gov (United States)

    Lev, E L

    1997-01-01

    Self-efficacy (Bandura, 1986) has been shown to impact on health practices as well as adaptation to illness and treatment. The purposes of this paper are to describe self-efficacy theory and review literature using self-efficacy theory to investigate prevention of cancer and adaptation to cancer. Measurement of self-efficacy is also discussed. Evidence from research examining applications of Bandura's theory of self-efficacy in oncology suggests relationships between self-efficacy and cancer prevention and self-efficacy and adaptation to cancer. Strong percepts of self-efficacy predict intention to quit smoking, increased participation in screening programs, and adjustment to cancer diagnosis. Increased self-efficacy is associated with increased adherence to treatment, increased self-care behaviors, and decreased physical and psychological symptoms. The advanced practice nurse is in an excellent position to give feedback that may help support patients' self-efficacy.

  12. Does Emotional Self-Efficacy Predict Teachers' Self-Efficacy and Empathy?

    Science.gov (United States)

    Goroshit, Mariana; Hen, Meirav

    2014-01-01

    Research has shown that teachers' self-efficacy and empathy are two of the most important variables consistently related to outcomes of positive teaching and student learning. Emotional self-efficacy refers to peoples' judgment regarding their own capacity to process emotional information accurately and effectively. It is considered a powerful…

  13. 农村留守初中生人格、自我效能与心理健康关系%Relationship among personality, self-efficacy and mental health in left-behind junior high school students

    Institute of Scientific and Technical Information of China (English)

    刘小先

    2012-01-01

    Objective To explore the relationship among personality, self-efficacy and mental health in left-behind junior high school students. Methods Totally 459 left-behind and 241 non left-behind junior high school students were investigated with the Five-Factor Personality Questionnaire, General Self-Efficacy Scale and the Mental Health Test. Results The incidence rate of mental disorders was 1.1% in the left-behind junior high school students. The top three mental problems were terror tendency (29. 0% ) , self reproach (28. 1% ) and physical symptoms (21. 4% ). Significant gender differences were found in physical symptom (6. 02 ± 2. 59 for boys, 6. 68 ± 2. 54 for girls) , terror tendency (3. 28 ±2. 50 for boys, 4. 70 ±2.60 for girls),and the total score of mental problems (41. 95 ± 11.65 for boys, 44. 73 ±11. 32 for girls) among the left-behind students (all P < 0. 01). Self-efficacy had negative function ( adjusted R2 =0.045) in predicting the mental problem among the left-behind students. Neuroticism, extraversion, and conscientiousness could be used to predict mental problems (adjusted R2 = 0. 235). Conclusion Besides shaping positive personality , the training of self-efficacy can improve mental health status among the left-behind junior high school students.%目的 了解农村留守初中生人格、自我效能、心理健康状况及三者之间的关系.方法 采用青少年小五人格问卷、心理健康诊断测验量表和一般自我效能感量表对留守(459人)和非留守初中生(241人)进行问卷调查.结果 留守初中生严重心理问题5人,检出率为1.1%,在不同方面存在轻微或中等程度心理问题人数较多的是恐怖倾向、自责倾向及身体症状,分别为133、129、98人,检出率分别为29.0%、28.1%、21.4%;女生身体症状、恐怖倾向、总焦虑倾向分别为(6.68±2.54)、(4.70±2.60)、(44.73 ± 11.32)分,男生分别为(6.02±2.59)、(3.28±2.50)、(41.95±11.65)分,女生均高于

  14. The effects of functional group counseling on inspiring low-achieving students' self-worth and self-efficacy in Taiwan.

    Science.gov (United States)

    Hong, Zuway-R; Lin, Huann-shyang; Wang, Hsin-Hui; Chen, Hsiang-Ting; Yu, Tien-chi

    2012-01-01

    In this study, we investigated the effects of functional group counseling on inspiring low achievers' self-worth and self-efficacy in Taiwan. Forty-three 10th grade low-achieving students volunteered as the Experimental Group to join a 24-week intervention, which integrated and utilized functional group counseling; another 51 10th grade low-achieving students volunteered to be Comparison Group I. In addition, 43 10th grade moderate or high academic achieving students volunteered to be Comparison Group II. All participants completed the Vocational School Student Questionnaire at the beginning and end of this study to measure their self-worth and self-efficacy. In addition, six target students (two boys and four girls) with the lowest total scores on self-worth or self-efficacy in the pretest were selected from the Experimental Group to be interviewed at the end of the intervention and observed weekly. Analyses of variance, analyses of covariance, and paired t-tests assessed the similarity and differences among groups. The initial findings were as follows: Experimental group students had significantly higher scores on self-efficacy and self-worth than both Comparison Group I and Group II students and functional group counseling was shown to significantly affect the low-achieving students. Qualitative results from interviews and observations were used for triangulation and consolidation of quantitative results. Implications of the study included the recommended use of functional group counseling with low-achieving students.

  15. The Assessment of Self-Efficacy Level According to University StudentsAND#8217; Smoking Situation

    Directory of Open Access Journals (Sweden)

    Nur Ozlem Kilinc

    2012-06-01

    Full Text Available ABSTRACT AIM: This essay is made with the aim of assessing of self-efficacy level according to university students’ smoking situation. METHOD: The study that is descriptive type was made in between September 2009-June 2010 in University of Bingol. Totally 920 students who attend Bingol Universty in 2009-2010 academic year consist of the universe of the study. The choice of sample wasn’t used in the study, the study completed with 765 students who were volunteer to join the study data was collected by using the form including socio-demographic data and self-efficacy scale. Evaluating data was made by descriptive tests in computer environment, t test and analysis of variance. RESULTS: The rate of students’ smoking is 6,9 % among girls, 37,4 % among boys and it is totally 44,3 %. It was determined that place that they live, their fathers’ education of smoking students idea quit smoking effect their self-efficacy level. It was determined that family type, marital status, fathers’ education of non-smoking students effect their self-efficacy level. CONCLUSION: It is found that self-efficacy of non-smoking students is higher than the self-efficacy of smoking students. [TAF Prev Med Bull 2012; 11(3.000: 255-264

  16. An Analysis of Students' Self-Efficacy and Motivation in Piano, Based on Different Variables and the Reasons for Their Failure

    Science.gov (United States)

    Egilmez, Hatice Onuray; Engur, Doruk

    2017-01-01

    In this study, the self-efficacy and motivation of Zeki Muren Fine Arts High School piano students were examined based on different variables as well as the reasons for their failure. The data on their self-efficacy were obtained through self-efficacy scale of piano performance and the data on their motivation were obtained through motivation…

  17. Research of the Relationship among Academic Self-efficacy, Learning Adaptability and Core Self-evaluation among Nursing Students in a University, Changchun%长春市某大学本科护生学业自我效能感、学习适应性与核心自我评价的关系研究

    Institute of Scientific and Technical Information of China (English)

    高玉霞; 胡海霞; 韩今华

    2013-01-01

    目的:了解本科护生学业自我效能感、学习适应性与核心自我评价现状,探讨核心自我评价与学业自我效能感及学习适应性的关系,为提高本科护生的教学质量提供参考依据.方法:采用学业自我效能感量表、大学生学习适应性量表和核心自我评价量表对296名本科护生进行调查.结果:本科护生核心自我评价均分为(2.99±0.33)分,处于中等水平,核心自我评价与学业自我效能感及各维度呈正相关,与学习适应性及各维度也呈正相关(P<0.05,P<0.01),核心自我评价与年级和选择护理专业的原因有关.结论:本科护生核心自我评价越高,其学业自我效能感和学习适应性就越强,因此,护理教育者应注重核心自我评价的提高,强调护生的专业思想教育,促进本科护生的学习自信心和学习适应性.%Objective:To investigate nursing students' academic self-efficacy,learn adaptability and core self-evaluation and explores the relationship among them, to provide the reference for improving the teaching quality of college nursing students. Methods:296 nursing students were investigated with Academic Self-Efficacy Scale, Student Learning Adaptability Scale and Core Self-Evaluation Scale. Results:The mean score of core self-evaluation is 2.99 ±0.633 points in a medium level, core self -evaluation and academic self-efficacy and dimensions are positively related, and learning adaptability and dimensions also positively related(P<0.05,P<0.01). Core self-evaluation is related to grade and reason of choice of nursing profession. Conclusion:The higher core self -evaluation,the stronger their academic self-efficacy and learning adaptability.therefore, the nursing educators should pay attention to the improvement of the core self-evaluation,emphasis on nursing students' professional thought education and promote college nursing students learning confidence and learning adaptability.

  18. Medical student self-efficacy, knowledge and communication in adolescent medicine

    Science.gov (United States)

    Pasold, Tracie L.; Boateng, Beatrice A.; Hensel, Devon J.

    2014-01-01

    Objectives To evaluate student self-efficacy, knowledge and communication with teen issues and learning activities. Methods Data were collected during the 8-week pediatric rotation for third–year medical students at a local children’s hospital. Students completed a self-efficacy instrument at the beginning and end of the rotation; knowledge and communication skills were evaluated during standardized patient cases as part of the objective structured clinical examination. Self-efficacy, knowledge and communication frequencies were described with descriptive statistics; differences between groups were also evaluated utilizing two-sample t-tests. Results Self-efficacy levels of both groups increased by the end of the pediatric rotation, but students in the two-lecture group displayed significantly higher self-efficacy in confidentiality with adolescents (t(35)=-2.543, p=0.02); interviewing adolescents, assessing risk, sexually transmitted infection risk and prevention counseling, contraception counseling were higher with marginal significance. No significant differences were found between groups for communication; assessing sexually transmitted infection risk was marginally significant for knowledge application during the clinical exam. Conclusions Medical student self-efficacy appears to change over time with effects from different learning methods; this higher self-efficacy may increase future comfort and willingness to work with this high-risk, high-needs group throughout a medical career. PMID:25341226

  19. Self-efficacy mediates strength gains during circuit weight training in men with coronary artery disease.

    Science.gov (United States)

    Ewart, C K; Stewart, K J; Gillilan, R E; Kelemen, M H

    1986-10-01

    Motivation to engage in health-promoting exercise has been ascribed to global personality traits such as self-esteem or athletic self-confidence. Self-Efficacy Theory challenges this view by proposing that highly specific estimates of personal capabilities mediate adoption of new or difficult behavior patterns. We tested this assumption by measuring self-efficacy perceptions in 40 men with coronary artery disease who participated in an experiment evaluating effects of circuit weight training (CWT). Specific self-efficacy estimates were assessed during baseline strength/endurance testing and after 10 wk participation in CWT or volleyball. Correlational analyses of self-efficacy in relation to performance on strength/endurance tests strongly supported the contention that adoption of novel activities is governed by highly specific self-perceptions. Participation in CWT produced greater strength and endurance gains than did volleyball, and these changes were accompanied by increased self-efficacy in CWT subjects for activities resembling the training tasks. The assertion that self-efficacy perceptions directly mediate involvement in challenging physical activities was supported by multiple regression analyses. These revealed that pre-training self-efficacy judgments predicted post-test strength gains even after controlling for baseline strength, type of training and frequency of participation in exercise sessions.

  20. Development and evaluation of a new occupational medicine teaching module to advance self-efficacy and knowledge among medical students.

    Science.gov (United States)

    Braeckman, Lutgart; De Clercq, Bart; Janssens, Heidi; Gehanno, Jean-François; Bulat, Petar; Pauncu, Elena-Ana; Smits, Paul; van Dijk, Frank; Vanderlinde, Ruben; Valcke, Martin

    2013-11-01

    Self-efficacy is defined as a person's beliefs in his or her abilities to successfully complete a task, and has been shown to influence student motivation and academic achievement. The purpose of this study was to evaluate the impact of a new European teaching module in occupational medicine on undergraduate students' self-efficacy and knowledge in the subject matter. Pre-, in-between, and posttraining tests were used to assess self-efficacy and knowledge building of 261 third-year medical students on occupational health issues. Determinants of self-efficacy and knowledge were also identified. Repeated measurement data were analyzed with multilevel statistical procedures. The level of self-efficacy and knowledge in occupational medicine increased after the training. Students who frequently attended the lectures scored significantly higher than sporadic attendees. There was no relation between the level of self-efficacy and the final knowledge score. Teaching with the new occupational medicine module was effective. Lecture attendance is an important determinant of self-efficacy and performance. Self-efficacy was not associated with knowledge score. Encouraging classroom participation may enhance student achievement.

  1. Relationship Between Self-Efficacy and Symptoms of Anxiety, Depression, Worry and Social Avoidance in a Normal Sample of Students

    OpenAIRE

    Tahmassian, Karineh; Jalali Moghadam, Niloufar

    2011-01-01

    Objective: Self-efficacy beliefs determine how people feel, think, motivate themselves and behave. Regarding to similar findings it is supposed that concept of self efficacy has a general role on mental health. The present study focused on examining the relationships between self-efficacy and symptoms of depression, anxiety, worry and social avoidance in a large sample of normal students (n=549). Methods: The sample included of 266 female and 283 male high school students from schools of dist...

  2. The development of research self-efficacy scale

    Directory of Open Access Journals (Sweden)

    Sener Büyükoztürk

    2011-03-01

    Full Text Available The purpose of this research is to develop a scale towards identifying research-related self-efficacies of universitystudents. Research Self-Efficacy Scale (RSS has been applied to 310 students pursuing academic education at theNear East University (NEU. For structural validity of the Scale, exploratory factor analysis (EFA was performed. Asa result of the EFA, a structure with a single factor composed of 18 items and explaining 31% of the variation hasbeen identified. Structural validity has been especially observed also through the Scale scores of those groupswhose properties are known. Analysis results have shown a higher Scale point in favour of those who have takenresearch methods modules as opposed to those who have not, and those who have previous research experienceas opposed to those who do not. The analysis for concurrent validity has produced a significant negativecorrelation between the Scale scores and the scores of the research anxiety scale, and a significant positivecorrelation between the Scale scores and perceived academic achievement. The alpha coefficient of the Scalescores is .87 and the split-half reliability coefficient is .85.

  3. Regulatory focus, self-efficacy and outcome expectations as drivers of motivation to consume healthy food products.

    Science.gov (United States)

    Tudoran, Ana Alina; Scholderer, Joachim; Brunsø, Karen

    2012-10-01

    In this paper we apply the principle of Regulatory Focus Theory to investigate the interaction between self-efficacy and outcome expectations on individuals' intentions to adopt health behaviors. The participants, 959 individuals (Survey 1) and 2400 individuals (Survey 2), reported self-efficacy beliefs and outcome expectations with regard to the consumption of omega-3 supplements and omega-3-enriched food products. We found that the relationship prevention outcome expectations-intention was significantly attenuated at low levels of self-efficacy and strengthened at high levels of self-efficacy, respectively; whereas, the relationship promotion outcome expectations-intention was unaffected by the perceived levels of self-efficacy. The implications suggest that consumers' motivation to adopt healthy food products, such as omega-3 supplements and omega-3 enriched products, should be encouraged by stimulating promotion outcome expectations. However, when a prevention frame is used, the individuals' motivation should be significantly enhanced by self-efficacy beliefs.

  4. Self-Efficacy and green entrepreneurship

    Science.gov (United States)

    Tan, K. L.; Suhaida, S.; Leong, Y. P.

    2013-06-01

    The objective of this study is to investigate empirically the extent to which self-efficacy contributes to the development of green entrepreneurial intention. The measurement constructs of self-efficacy were classified into market opportunities, innovative environment, initiating relationships, defining purpose, coping with challenges, and developing human resources. The study comprises 252 usable convenient samples through structured questionnaires. The coefficient of determination R2 shows that the variance of intention to entrepreneurship is explained by the variance of the independent variables. It was also found that the model is fit for prediction.

  5. 留守中学生的生活事件、学习自我效能感与学习倦怠关系的研究%Research on the relationship among life events, academic self-efficacy and learning burnout of left-behind middle school students

    Institute of Scientific and Technical Information of China (English)

    赵洁; 王世嫘

    2015-01-01

    Objective To explore the relationship between life events,efficacy of self learning and learning burnout of Left-behind middle school Students.Methods 526 left-behind middle school students and 860 non -left-behind students were tested by means of scales of life events,academic self-efficacy and learning burnout.Results The degree of interpersonal relationship,learning pressure,health adaptation,life events,self-efficacy of learning ability,learning behaviors,and learning,sense of alienation between teacher and students,physiological depletion,and learning burnout of left-behind middle school students were lower than non left-behind students,and were statistically significant.The interpersonal relationship(r=0.270,P<0.001),learning pressure(r=0.289,P< 0.001),being punished(r=0.242,P<0.001),health adaptation(r=0.301,P<0.001) and others (r=0.322,P< 0.001) were positively related to learning burnout.Self-efficacy of learning ability(r=-0.334,P<0.01) and learning behaviors(r=-0.157,P<0.001) were significantly and negatively related.Interpersonal relationship (r=-0.092,P<0.05),learning pressure (r=-0.123,P<0.01),being punished (r=-0.178,P<0.001) and others (r=-0.254,P< 0.001) were negatively related to self-efficacy of learning ability.Being punished (r=-0.109,P< 0.05)and others(r=-0.209,P<0.001) were significantly and negatively related to self-efficacy of learning behaviors.Self-efficacy,health adaptation,learning pressure,self-efficacy of learning behavior and others all entered the regression equation.Path analysis showed that there were five paths that have significant influences on learning burnout.Conclusion The levels of response to emergency of life events and enhance the academic self-efficacy of leftbehind students can be improved to reduce and prevent learning burnout.%目的 探讨留守中学生生活事件、学习自我效能感与学习倦怠的关系.方法 采用青少年生活事件量表、学习自我效能感量表和

  6. The job self-efficacy and job involvement of clinical nursing teachers.

    Science.gov (United States)

    Yang, Hui-Ling; Kao, Yu-Hsiu; Huang, Yi-Ching

    2006-09-01

    This paper explored the present status of self-efficacy and job involvement of clinical nursing teachers and investigated the predictive power of teachers' personal background variables on such, as well as the relationship between self-efficacy and job involvement. A total of 419 participants in the survey sample were chosen among clinical nursing teachers at 19 public and private institutes of technology and junior colleges in Taiwan in 2004. The self-developed structural questionnaire was categorized into three sections, including personal background data, job self-efficacy related to the clinical teaching inventory and job involvement related to clinical teaching inventory. Of the total 419 questionnaires distributed for this cross-sectional survey, 266 valid copies were registered, at a recovery rate of 63%. Findings indicated that both the job self-efficacy and job involvement of clinical nursing teachers are at a medium to high level and that significant differences exist in job self-efficacy and job involvement based on differences in age, marital status, teaching seniority, teacher qualifications, and job satisfaction. Second, samples have significantly different performance in self-efficacy due to differences in education level attained and the medical institution to which nursing teachers had been assigned. Self-efficacy and job involvement are significantly positively correlated. These results can serve as a reference for the cultivation of nursing teachers and reform of clinical nursing education in the future.

  7. The relationship of pupil control to preservice elementary science teacher self-efficacy and outcome expectancy

    Science.gov (United States)

    Enochs, Larry G.; Scharmann, Lawrence C.; Riggs, Iris M.

    The investigators' intentions in this study were to examine preservice elementary teachers' sense of self-efficacy with regard to science teaching and to define the construct of self-efficacy with greater clarity. Additionally, the construct of pupil control was examined. To gather information toward these purposes, we investigated the following questions: Do prospective elementary teachers' efficacy beliefs relate to their beliefs concerning classroom management or control?; and How is a measure of self-efficacy related to prospective teachers' self-reported choice concerning the teaching of science, amount of time spent in performing hands-on science, and/or perceived effectiveness as future elementary science teachers? Self-efficacy was measured as two distinct constructs, personal self-efficacy and outcome expectancy. Significant correlations were found between personal science teaching self-efficacy and (1) the number of college science courses taken; (2) the number of years of high school science taken; (3) respondent's choice of science instructional delivery; and (4) respondent's perceived effectiveness in teaching science. When the outcome expectancy subscale is considered, however, only one significant correlation is indicated; perceived effectiveness in teaching science was significantly correlated with outcome expectancy. Personal science teaching self-efficacy was significantly correlated with pupil control ideology while outcome expectancy was not.

  8. Understanding the Leaking Pipeline: The Effects of Self-Efficacy and Student Choice on High School Mathematics Preparation and STEM Matriculation

    OpenAIRE

    Filer, Kimberly L

    2009-01-01

    This study examines social structural effects on student mathematics preparation and identification with a science, technology, engineering, or mathematics (STEM) field, as well as the social psychological factors that may mediate those effects. Using demographic, academic, attitudinal, and school policy data from the Educational Longitudinal Study of 2002 (ELS: 2002) for over 14,000 students from a nationally representative sample, this research tests a model of mathematics course taking and...

  9. Testing the self-efficacy-performance linkage of social-cognitive theory.

    Science.gov (United States)

    Harrison, A W; Rainer, R K; Hochwarter, W A; Thompson, K R

    1997-02-01

    Past empirical research examining the relationship of self-efficacy perceptions and performance has had several limitations. Most studies were performed in the laboratory with tasks not directly related to individual work performance. As a consequence, many findings are not generalizable to individual work performance. This study tested the self-efficacy-performance model found in Bandura's social-cognitive theory in a work setting, with a sample of 776 American university employees, and with discriminant function analyses. Respondents indicated that performance with computers significantly predicted perceptions of high and low self-efficacy. Results provide additional support for social-cognitive theory as outlined by Bandura.

  10. The Prospective Associations between Self-Efficacy and Depressive Symptoms from Early to Middle Adolescence: A Cross-Lagged Model.

    Science.gov (United States)

    Tak, Yuli R; Brunwasser, Steven M; Lichtwarck-Aschoff, Anna; Engels, Rutger C M E

    2017-04-01

    Over the course of adolescence, an increasing number of adolescents experience depression. In order to effectively target depression, identifying risk factors for depressive symptoms is pivotal. Since low levels of self-efficacy were associated with higher levels of depressive symptoms in previous studies, the current study investigated the bidirectional and prospective associations between depressive symptoms and academic, social and emotional self-efficacy from early to mid adolescence in a cross-lagged path model. The sample consisted of 1,341 adolescents (47 % girls) with a mean age of 14 years, SD = 0.56. Depressive symptoms and self-efficacy levels were assessed every 6 months over a period of 2.5 years. Depressive symptoms predicted subsequent levels of academic and emotional self-efficacy on all time points, and social self-efficacy on one time point. Self-efficacy did not predict subsequent levels of depressive symptoms. There was no evidence of sex differences in the cross-lagged associations between depressive symptoms and self-efficacy levels. Implications of the findings are discussed.

  11. Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants Teaching Self-Efficacy

    Science.gov (United States)

    DeChenne, Sue Ellen; Enochs, Larry G.; Needham, Mark

    2012-01-01

    The graduate experience is a critical time for development of academic faculty, but often there is little preparation for teaching during the graduate career. Teaching self-efficacy, an instructor's belief in his or her ability to teach students in a specific context, can help to predict teaching behavior and student achievement, and can be used…

  12. Self-Efficacy Beliefs as Shapers of Children's Aspirations and Career Trajectories.

    Science.gov (United States)

    Bandura, Albert; Barbaranelli, Claudio; Caprara, Gian Vittorio; Pastorelli, Concetta

    2001-01-01

    Tested a structural model of the network of sociocognitive influences shaping children's career aspirations and trajectories among 272 early adolescents. Found that subjects' perceived efficacy rather than their actual academic achievement was the key determinant of their perceived occupational self-efficacy and preferred choice of worklife.…

  13. Relations between Goals, Self-Efficacy, Critical Thinking and Deep Processing Strategies: A Path Analysis

    Science.gov (United States)

    Phan, Huy Phuong

    2009-01-01

    Research exploring students' academic learning has recently amalgamated different motivational theories within one conceptual framework. The inclusion of achievement goals, self-efficacy, deep processing and critical thinking has been cited in a number of studies. This article discusses two empirical studies that examined these four theoretical…

  14. Worry, General Self-Efficacy and School Achievement: An Exploratory Study with Chinese Adolescents

    Science.gov (United States)

    Tang, Natalia Yuen Yi; Westwood, Peter

    2007-01-01

    This study identified issues in school--and in life outside school--that caused significant worry for 120 Chinese adolescents (72 males, 48 females) attending a secondary school in Hong Kong. The study explored relationships existing among 3 variables comprising degree of worry, students' general self-efficacy, and their academic achievement.…

  15. Prospective Teachers' Lifelong Learning Tendencies and Information Literacy Self-Efficacy

    Science.gov (United States)

    Demirel, Melek; Akkoyunlu, Buket

    2017-01-01

    The purpose of this study is to determine the correlations between prospective teachers' lifelong learning tendencies and their information literacy self-efficacy. It is also to find out if such properties differed significantly in terms of gender, grade, computer usage skills, achievement perception, and willingness to pursue an academic career…

  16. Self-Efficacy, Gender and Trait Anxiety as Moderators of Test Anxiety

    Science.gov (United States)

    Onyeizugbo, Euckay U.

    2010-01-01

    Introduction: Test anxiety inhibits students from performing according to their full potential in academic setting. Objectives: This study investigated self-efficacy, gender and trait anxiety as moderators of test anxiety. Method: Two hundred and forty nine (249) psychology majors drawn from a university in Eastern Nigeria participated in the…

  17. Longitudinal Examination of Optimism, Personal Self-Efficacy and Student Well-Being: A Path Analysis

    Science.gov (United States)

    Phan, Huy P.

    2016-01-01

    The present longitudinal study, based on existing theoretical tenets, explored a conceptual model that depicted four major orientations: optimism, self-efficacy, and academic well-being. An important question for consideration, in this case, involved the testing of different untested trajectories that could explain and predict individuals'…

  18. Increasing Writing Self-Efficacy of Adult Learners: Different Approaches, Different Results

    Science.gov (United States)

    Plakhotnik, Maria S.; Rocco, Tonette S.

    2016-01-01

    To help graduate students with academic writing, a college of education at a large university implemented a new service, Writing Support Circles. Based on the results of the first series of this service, we changed its design. The purpose of this article is to share how changes in the design affected these adult learners' writing self-efficacy and…

  19. Novice teachers’ classroom management self efficacy beliefs

    Directory of Open Access Journals (Sweden)

    Türkay Nuri Tok

    2016-12-01

    Full Text Available This study aims to determine novice teachers’ classrom management self efficacy beliefs as well as the extent to which these beliefs change according to independent variables. This research which aims to determine novice teachers’ classroom management self efficacy beliefs is a survey type research. The participants of the study are 85 novice teachers on duty in their first year in Hatay Province in Turkey. Classroom Management Self-Efficacy Convictions Scale that is internally consistent and valid in measuring classroom management self-efficacy beliefs of prospective teachers devised by Çetin (2013 was used in the study. There is not any statistically significant difference in terms of school of graduation and classroom management efficacy belief and result expectation sub-dimension. There is not any statistically significant difference in classroom management efficacy belief and result expectation sub-dimension. In terms of gender, there is not any statistically significant difference in the result expectation sub-dimension but there is a statistically significant difference in classroom management efficacy belief. Male novice teachers have higher level of classroom management efficacy beliefs than female novice teachers.

  20. Preservice Teachers' Technology Self-Efficacy

    Science.gov (United States)

    Kent, Andrea M.; Giles, Rebecca M.

    2017-01-01

    Since efficacy of experienced teachers is difficult to change (Hoy, 2000), preservice teachers' technology self-efficacy is a creditable indicator of graduates' likelihood to use instructional technology throughout their careers. A study was conducted with elementary preservice teachers (n = 62) who completed a 5-item, Likert-type survey measuring…

  1. Self-Efficacy for Creative Productivity.

    Science.gov (United States)

    Schack, Gina

    The Efficacy Scale for Creative Productivity (ESCreP) was developed to measure students' convictions that they could be creative producers. Self-efficacy, an individual's estimation of ability to perform a behavior, is based upon performance accomplishments, vicarious experiences, verbal persuasion, and emotional or physiological arousal. Three…

  2. Expecting success: Factors influencing ninth graders' science self-efficacy

    Science.gov (United States)

    Donahue, Elizabeth

    What factors influence ninth grade students' expectations for success in science? Using social cognitive theory and bioecological systems theory as theoretical frameworks, this dissertation employs data from the High School Longitudinal Study of 2009 (HSLS:09) to examine the relative impact of teacher practices and their perceived attitudes on students' science self-efficacy. Further, as they relate to this broader issue, the relative impact of student subjective task value and teacher characteristics is also investigated. It has been well documented that U.S. students are not achieving at satisfactory levels in science. Education policy has focused on improving science teacher quality as one way to address this problem. Teacher effectiveness has been primarily measured by student achievement on standardized tests. However, not enough attention has been given to the social cognitive factors that can lead to increased achievement and persistence in science as well as how teachers may influence these factors. This study interrogates the relationship between student and teacher variables and the social cognitive construct of self-efficacy, which has proven to have a significant impact on student achievement and persistence in science. Findings add to the current literature surrounding ways that educators may increase student performance in science by employing policies and practices that benefit the development of student science self-efficacy.

  3. Impact of Self Efficacy on Innovative Behaviour Pharmacist in Hospital

    Directory of Open Access Journals (Sweden)

    Sri M. Wahyuningrum

    2012-06-01

    Full Text Available Hospitals are always required in order to improve the quality of service in accordance with professional standards in accordance with their code of ethics. Therefore, health workers in hospitals, especially pharmacists, are required to continuously improve its service to the community. To improve health services to the community, then the pharmacist must interact and be accepted by other professional health personnel in hospitals. The purpose of this study was to determine the effect of self-efficacy pharmacist in a hospital organization that became an impact on innovative behavior. This study used an obsevational quantitative measurement using questionnaire instrument. The results measured by number consist of value, rank, and frequencies were analyzed using statistics software smartPLS to answer the research question or hypothesis to predict a particular variable affects another variable. The results showed that effect between self-efficacy of behavioral innovations in the hospital pharmacist significantly different. A pharmacist who has high self-efficacy will obviously have the higher innovation behavior in hospitals.

  4. [Self-efficacy among health learners/self-efficacy among health educators].

    Science.gov (United States)

    Chikamoto, Y

    1998-01-01

    The Social Cognitive Theory has helped health educators develop effective health education programs that target self-efficacy among participants in changing their health behavior. Bandura has identified four resources on which individuals determine their levels of self-efficacy: (1) performance accomplishment, (2) vicarious reinforcement, (3) verbal persuasion, and (4) emotional arousal. Examples of health education strategies that utilize each of the four resources to increase participants' self-efficacy are described. Health education professionals in Japan have attempted to use programs based on the Social Cognitive Theory for Japanese populations. It is criticized that health educators that use such programs are not well trained in effective use, and that those programs have not been utilized at their maximum potentials. Using the frame-work of the Social Cognitive Theory, the importance of incorporating ways to increase self-efficacy of health educators in providing health education services into education and training of health educators is discussed.

  5. KEEFEKTIFAN STRATEGI REACT DITINJAU DARI PRESTASI BELAJAR, KEMAMPUAN PENYELESAIAN MASALAH, KONEKSI MATEMATIS, SELF EFFICACY

    Directory of Open Access Journals (Sweden)

    Runtyani Irjayanti Putri

    2015-11-01

    Full Text Available Penelitian ini bertujuan untuk: (1 mendeskripsikan keefektifan strategi pembelajaran REACT pada pembelajaran turunan fungsi ditinjau dari prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang, (2 menentukan strategi pembelajaran yang lebih efektif diantara strategi REACT dan pembelajaran konvensional pada pembelajaran turunan fungsi ditinjau dari aspek prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang. Penelitian ini adalah penelitian quasi experiment. Teknik pengumpulan data yang digunakan adalah teknik tes dan nontes. Teknik analisis data yang digunakan adalah uji one sample t-test, uji T2 Hotelling’s, dan uji t-Bonferroni. Hasil penelitian menunjukkan bahwa: (1 strategi pembelajaran REACT efektif pada pembelajaran turunan fungsi ditinjau dari prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang, dan (2 strategi pembelajaran REACT lebih efektif daripada pembelajaran konvensional pada pembelajaran turunan fungsi ditinjau dari aspek prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang. Kata Kunci: strategi REACT, prestasi belajar, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA   THE EFFECTIVENESS OF REACT STRATEGY VIEWED FROM LEARNING ACHIEVEMENT, PROBLEM SOLVING ABILITY, MATHEMATICAL CONNECTION, SELF EFFICACY Abstract The aims of this study are to: (1 to describe the effectiveness of the REACT strategy viewed from Mathematics Learning Achievement, Mathematics Problem Solving Ability, Mathematics Connection Ability, and Student Self efficacy of State Senior High School 4 Magelang Students, and (2 determine a more effective

  6. Health Behavior Knowledge and Self-efficacy as Predictors of Body Weight

    OpenAIRE

    Faghri, Pouran; Buden, Jennifer

    2015-01-01

    Obesity is a public health concern with significant economic costs affecting employers. Worksite wellness programs benefit from developing tailored interventions that consider employees’ health-related knowledge and self-efficacy to change behavior. Correction is a high stress occupation with elevated rates of overweight and obesity. Poor stress management and barriers to achieve optimal health in the work environment increases the need for adequate knowledge and self-efficacy, or the level o...

  7. An Educational Intervention Designed to Increase Women's Leadership Self-Efficacy

    Science.gov (United States)

    Isaac, Carol; Kaatz, Anna; Lee, Barbara; Carnes, Molly

    2012-01-01

    Women are sparsely represented in leadership in academic science, technology, engineering, mathematics, and medicine (STEMM). Cultural stereotypes about men, women, and leaders influence the attitudes, judgments, and decisions that others make about women and the choices women make for themselves. Multilevel interventions are needed to counteract the impact of these pervasive and easily activated stereotypes, which conspire in multiple ways to constrain women's entry, persistence, and advancement in academic STEMM. We describe an individual-level educational intervention. Using the transtheoretical model of behavioral change as a framework, we assessed the success of a semester course on increasing women's leadership self-efficacy for the first three cohorts of course participants (n = 30). Pre/post questionnaires showed gains in leadership self-efficacy, personal mastery, and self-esteem, and decreases in perceived constraints. Qualitative text analysis of weekly journals indicated increasing leadership self-efficacy as course participants applied course information and integrated strategies to mitigate the impact of societal stereotypes into their own leadership practices. Follow-up queries of the first two cohorts supported the enduring value of course participation. We conclude that providing strategies to recognize and mitigate the impact of gender stereotypes is effective in increasing leadership self-efficacy in women at early stages of academic STEMM careers. PMID:22949427

  8. COMPARISONS OF SELF-EFFICACY AND HOPE AMONG STUDENTS WITH AND WITHOUT LEARNING DISABILITIES

    Directory of Open Access Journals (Sweden)

    Mohammad HOJATI

    2013-03-01

    Full Text Available Learning disability is a life-long condition that can affect academic functioning, everyday life and social life. In multiple areas, academic and other, students with LD often underachieve, and often with pervasive negative consequences. This study compared self-efficacy and hope in 30 elementary school (sixth grade children with learning disabilities (LD and 30 their peers without LD. An ex post facto design was used. Statistical population comprised of all students in elementary schools (sixth grade in, Harsin, Iran, during the 2012-2013 academic year. Students with learning disabilities were randomly selected. The students with LD had been diagnosed by Colorado Learning Difficulties Questionnaire (CLDQ. The students completed the Wechsler Memory Scale, General Self-Efficacy Scale, and Children’s Hope Scale. Data were analyzed using analysis of variance. The Statistical Package for Social Sciences (SPSS 20 was used for computing descriptive statistics and analysis of variance. Differences were found between the groups on the self-efficacy and hope. The study demon­strated the important role of self-efficacy and hope for students with LD.

  9. Teacher self-efficacy and perceived autonomy: relations with teacher engagement, job satisfaction, and emotional exhaustion.

    Science.gov (United States)

    Skaalvik, Einar M; Skaalvik, Sidsel

    2014-02-01

    When studied separately, research shows that both teacher self-efficacy and teacher autonomy are associated with adaptive motivational and emotional outcomes. This study tested whether teacher self-efficacy and teacher autonomy are independently associated with engagement, job satisfaction, and emotional exhaustion. 2,569 Norwegian teachers in elementary school and middle school (719 men, 1,850 women; M age = 45.0 yr., SD = 11.5) were administered the Norwegian Teacher Self-Efficacy Scale, the Teacher Autonomy Scale, the Utrecht Work Engagement Scale, the Teacher Job Satisfaction Scale, and the Maslach Burnout Inventory. The analysis revealed that both teacher autonomy and self-efficacy were independent predictors of engagement, job satisfaction, and emotional exhaustion. This study suggests that autonomy or decision latitude works positively but through different processes for teachers with high and low mastery expectations.

  10. An assessment of mathematics teachers' Internet self-efficacy: implications on teachers' delivery of mathematics instruction

    Science.gov (United States)

    Tella, Adedeji

    2011-03-01

    This study examined the mathematics teachers' Internet self-efficacy and its possible influence on the delivery of mathematics instruction. The participants were 90 mathematics teachers selected from various schools in five local government areas of Osun State, Nigeria. The results demonstrated that to a great extent mathematics teachers have high Internet self-efficacy and that correlation exists between mathematics teachers' age, Internet usage and Internet self-efficacy. Irrespective of gender, mathematics teachers have the same level of Internet self-efficacy. Moreover, Internet self-efficacy and usage were revealed to drastically improve the way teacher teach mathematics and conduct research. Upon these findings, it was recommended that mathematics teachers who do not know how to browse and search the Internet should consider doing so now without wasting much time. There is also the need to increase Internet usage, on the part of the mathematics teachers who just begin using the Internet. They need to do this considering the fact that increased usage leads to high Internet self-efficacy. Moreover, it is high time to close the technology gender gap which has been in existence since a long time. This can start from the mathematics teachers.

  11. Coping Self-Efficacy Moderates the Association Between Severity of Partner Violence and PTSD Symptoms Among Incarcerated Women.

    Science.gov (United States)

    DeCou, Christopher R; Lynch, Shannon M; Cole, Trevor T; Kaplan, Stephanie P

    2015-10-01

    Previous research indicates self-efficacy may function as a protective factor for survivors of partner violence (PV), including coping self-efficacy specific to domestic violence. We hypothesized that domestic violence coping self-efficacy would moderate the association between recent PV and posttraumatic stress disorder (PTSD) symptoms in a sample of incarcerated women, such that the association between PV and PTSD would be strongest at low levels of domestic violence coping self-efficacy. Participants (N = 102) were incarcerated women who reported PV in the year prior to incarceration. They were aged 19-55 years (M = 33.57, SD = 9.32), identified predominantly as European American (84.3%), American Indian (15.7%), and Hispanic (14.7%), with 80.4% completing high school or more in terms of education. Participants responded to self-report measures of PV, trauma history, domestic violence coping self-efficacy, and current PTSD symptoms. In a series of sequential regression analyses, PV (β = .65, sr(2) = .06, p = .017) was significantly associated with current PTSD symptoms above and beyond past trauma history (β = .37, sr(2) = .14, p self-efficacy (Domestic Violence Coping Self-Efficacy × Partner Violence; β = -.54, sr(2) = .03, p = .044). The relationship between PV and PTSD symptoms was greatest at low and average levels of domestic violence coping self-efficacy and nonsignificant at high levels of domestic violence coping self-efficacy. These findings highlight the importance of assessing domestic violence coping self-efficacy in incarcerated women with recent PV, given that domestic violence coping self-efficacy appeared to be protective against symptoms of PTSD.

  12. Can podcasts for assessment guidance and feedback promote self-efficacy among undergraduate nursing students? A qualitative study.

    Science.gov (United States)

    McSwiggan, Linda C; Campbell, Maureen

    2017-02-01

    Improving assessment guidance and feedback for students has become an international priority within higher education. Podcasts have been proposed as a tool for enhancing teaching, learning and assessment. However, a stronger theory-based rationale for using podcasts, particularly as a means of facilitating assessment guidance and feedback, is required. To explore students' experiences of using podcasts for assessment guidance and feedback. To consider how these podcasts shaped beliefs about their ability to successfully engage with, and act on, assessment guidance and feedback Design Exploratory qualitative study. Setting Higher education institution in North-East Scotland. Participants Eighteen third year undergraduate nursing students who had utilised podcasts for assessment guidance and feedback within their current programme of study. Participants took part in one of four focus groups, conducted between July and September 2013. Purposive sampling was utilised to recruit participants of different ages, gender, levels of self-assessed information technology skills and levels of academic achievement. Data analysis was guided by the framework approach. Thematic analysis highlighted similarities and differences in terms of students' experiences of using podcasts for assessment guidance and feedback. Further analysis revealed that Self-Efficacy Theory provided deeper theoretical insights into how the content, structure and delivery of podcasts can be shaped to promote more successful engagement with assessment guidance and feedback from students. The structured, logical approach of assessment guidance podcasts appeared to strengthen self-efficacy by providing readily accessible support and by helping students convert intentions into action. Students with high self-efficacy in relation to tasks associated with assessment were more likely to engage with feedback, whereas those with low self-efficacy tended to overlook opportunities to access feedback due to feelings of

  13. Career Self-Efficacy: Empirical Status and Future Directions.

    Science.gov (United States)

    Lent, Robert W.; Hackett, Gail

    1987-01-01

    Reviews emerging findings applying self-efficacy theory to career-relevant behaviors, examines a number of conceptual and methodological issues arising from this work, and offers several directions for future research and theory on the career self-efficacy construct. Self-efficacy appears to offer promise in understanding certain career-entry…

  14. Examining Preservice Teachers' Culturally Responsive Teaching Self-Efficacy Doubts

    Science.gov (United States)

    Siwatu, Kamau Oginga; Chesnut, Steven Randall; Alejandro, Angela Ybarra; Young, Haeni Alecia

    2016-01-01

    This study was designed to add to the research on teachers' self-efficacy beliefs by examining preservice teachers' culturally responsive teaching self-efficacy doubts. We examined the tasks that preservice teachers felt least efficacious to successfully execute and explored the reasoning behind these self-efficacy doubts. Consequently, we were…

  15. Examining Dimensions of Self-Efficacy for Writing

    Science.gov (United States)

    Bruning, Roger; Dempsey, Michael; Kauffman, Douglas F.; McKim, Courtney; Zumbrunn, Sharon

    2013-01-01

    A multifactor perspective on writing self-efficacy was examined in 2 studies. Three factors were proposed--self-efficacy for writing ideation, writing conventions, and writing self-regulation--and a scale constructed to reflect these factors. In Study 1, middle school students (N = 697) completed the Self-Efficacy for Writing Scale (SEWS), along…

  16. Measuring Distinct Types of Musical Self-Efficacy

    Science.gov (United States)

    Ritchie, Laura; Williamon, Aaron

    2011-01-01

    This research examines the specific nature of self-efficacy beliefs within music. Separate questionnaires assessing self-efficacy for musical learning and self-efficacy for musical performing were developed and tested, and the reliability of the new questionnaires was demonstrated using internal reliability tests and exploratory factor analysis. A…

  17. Effects of Self-Efficacy on Fear Arousal and Performance.

    Science.gov (United States)

    Suarez, Yolanda; Crowe, Michael J.

    While self-efficacy has been described as a basic mechanism underlying arousal and performance, the hypothesis that belief of higher self-efficacy should produce lower anticipatory arousal and distress has not been proven. This study assessed perceived self-efficacy, self-report measures of fear and arousal, performance across sex, and a…

  18. The Development of Self-Efficacy and Self-Esteem in Pharmacy Students Based on Experiential Education

    Science.gov (United States)

    Yorra, Mark L.

    2012-01-01

    This doctoral thesis contributes to the literature on self-efficacy and self-esteem and the relationship to a student's school, age, gender, ethnicity, GPA, paid and introductory pharmacy practice experiences in a Doctor of Pharmacy (PharmD) program. Graduates with a high level of self-efficacy and self-esteem are more desirable as pharmacists…

  19. Teacher Self-Efficacy with Teaching Students to Lead IEP Meetings: A Correlation Study on Administrator Support

    Science.gov (United States)

    Scott, Laron A.

    2012-01-01

    Self-efficacy has been closely linked to teacher performance of instructional tasks. Previous studies on teacher self-efficacy focused on general activities and were less specific regarding special education teachers' perceived ability to perform a given task. The purpose of this quantitative correlation study was to evaluate high school special…

  20. The Relationship between Teachers' Self-Efficacy with Behavior Management and School-Wide Positive Behavior Supports

    Science.gov (United States)

    Micek, Kristin

    2014-01-01

    Classroom management is a common concern for educators. Teachers with high self-efficacy are strongly linked with having successful characteristics regarding their classroom management styles and strategies. With this in mind, the current study examined classroom teachers' perceived self-efficacy, specifically regarding their behavior…

  1. The influence of vicarious experience provided through mobile technology on self-efficacy when learning new tasks

    NARCIS (Netherlands)

    Achterkamp, R.; Hermens, H.J.; Vollenbroek-Hutten, M.M.R.

    2016-01-01

    Background: A high level of self-efficacy is a major contributor to the effectiveness of physical activity interventions. However, it is insufficiently known whether techniques that are used to influence self-efficacy in face-to-face or printed text interventions can also be successfully incorporate

  2. The Development of Self-Efficacy and Self-Esteem in Pharmacy Students Based on Experiential Education

    Science.gov (United States)

    Yorra, Mark L.

    2012-01-01

    This doctoral thesis contributes to the literature on self-efficacy and self-esteem and the relationship to a student's school, age, gender, ethnicity, GPA, paid and introductory pharmacy practice experiences in a Doctor of Pharmacy (PharmD) program. Graduates with a high level of self-efficacy and self-esteem are more desirable as pharmacists…

  3. Causal Relationship between Career Indecision and Career Decision-Making Self-Efficacy: A Longitudinal Cross-Lagged Analysis

    Science.gov (United States)

    Creed, Peter; Patton, Wendy; Prideaux, Lee-Ann

    2006-01-01

    This study surveyed 166 students when they were in Grade 8 of high school and then again when they were in Grade 10, using measures of career indecision and career decision-making self-efficacy. Consistent with social-cognitive theories, the authors hypothesized that changes in self-efficacy over time would be causally associated with changes in…

  4. Self-Esteem and Self-Efficacy: Associations with Alcohol Consumption in a Sample of Adolescents in Northern Ireland

    Science.gov (United States)

    McKay, Michael T.; Sumnall, Harry R.; Cole, Jon C.; Percy, Andrew

    2012-01-01

    Cross-sectional and longitudinal studies have reported equivocal findings regarding the association between self-esteem, self-efficacy and adolescent alcohol use. Data were collected from a sample of 11-16-year olds in Northern Ireland (n = 4088) over two consecutive academic years measuring global self-esteem, academic, social and emotional…

  5. Self-Esteem and Self-Efficacy: Associations with Alcohol Consumption in a Sample of Adolescents in Northern Ireland

    Science.gov (United States)

    McKay, Michael T.; Sumnall, Harry R.; Cole, Jon C.; Percy, Andrew

    2012-01-01

    Cross-sectional and longitudinal studies have reported equivocal findings regarding the association between self-esteem, self-efficacy and adolescent alcohol use. Data were collected from a sample of 11-16-year olds in Northern Ireland (n = 4088) over two consecutive academic years measuring global self-esteem, academic, social and emotional…

  6. EXAMINATION OF EMOTIONAL INTELLIGENCE LEVEL, TEACHER'S SELF-EFFICACY BELIEFS AND GENERAL SELF-EFFICACY BELIEFS OF TEACHERS

    OpenAIRE

    Ender; Hakkı; İlhan

    2014-01-01

    The aim of this study is to examine emotional intelligence level, general self-efficacy beliefs and teacher's self-efficacy beliefs of teachers. The study hypothesises which consists of emotional intelligence, general self-efficacy and teacher's self-efficacy. 278 teachers from different fields participated in the study. Collected data was analysed with Pearson Product Correlation, one-way ANOVA, and Independent t-test. The hypothesised model was analysed in AMOS (Analysis of Moment Structure...

  7. Neither Basic Life Support knowledge nor self-efficacy are predictive of skills among dental students.

    Science.gov (United States)

    Mac Giolla Phadraig, C; Ho, J D; Guerin, S; Yeoh, Y L; Mohamed Medhat, M; Doody, K; Hwang, S; Hania, M; Boggs, S; Nolan, A; Nunn, J

    2017-08-01

    Basic life support (BLS) is considered a core competence for the graduating dentist. This study aimed to measure BLS knowledge, self-efficacy and skills of undergraduate dental students in Dublin. This study consisted of a cross-sectional survey measuring BLS knowledge and self-efficacy, accompanied by a directly observed BLS skills assessment in a subsample of respondents. Data were collected in January 2014. Bivariate correlations between descriptive and outcome variables (knowledge, self-efficacy and skills) were tested using Pearson's chi-square. We included knowledge and self-efficacy as predictor variables, along with other variables showing association, into a binary logistic regression model with BLS skills as the outcome measure. One hundred and thirty-five students participated. Almost all (n = 133, 98.5%) participants had BLS training within the last 2 years. One hundred and four (77%) felt that they were capable of providing effective BLS (self-efficacy), whilst only 46 (34.1%) scored >80% of knowledge items correct. Amongst the skills (n = 85) subsample, 38.8% (n = 33) were found to pass the BLS skills assessment. Controlling for gender, age and skills assessor, the regression model did not identify a predictive relationship between knowledge or self-efficacy and BLS skills. Neither knowledge nor self-efficacy was predictive of BLS skills. Dental students had low levels of knowledge and skills in BLS. Despite this, their confidence in their ability to perform BLS was high and did not predict actual competence. There is a need for additional hands-on training, focusing on self-efficacy and BLS skills, particularly the use of AED. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  8. Social and emotional self-efficacy at work.

    Science.gov (United States)

    Loeb, Carina; Stempel, Christiane; Isaksson, Kerstin

    2016-04-01

    Research has shown that self-efficacy is often one of the most important personal resources in the work context. However, because this research has focused on cognitive and task-oriented self-efficacy, little is known about social and emotional dimensions of self-efficacy at work. The main aim of the present study was to investigate social and emotional self-efficacy dimensions at work and to compare them to a cognitive and task-oriented dimension. Scales to measure social and emotional self-efficacy at work were developed and validated and found to be well differentiated from the cognitive task-oriented occupational self-efficacy scale. Confirmatory factor analyses of data from 226 Swedish and 591 German employees resulted in four separate but correlated self-efficacy dimensions: (1) occupational; (2) social; (3) self-oriented emotional; and (4) other-oriented emotional. Social self-efficacy explained additional variance in team climate and emotional self-efficacy in emotional irritation and emotional exhaustion, over and above effects of occupational self-efficacy. Men reported higher occupational self-efficacy, whereas social and emotional self-efficacy revealed no clear gender differences. The scales have strong psychometric properties in both Swedish and German language versions. The positive association between social self-efficacy and team climate, and the negative relationships between self-oriented emotional self-efficacy and emotional irritation and emotional exhaustion may provide promising tools for practical applications in work settings such as team-building, staff development, recruitment or other training programs aiming for work place health promotion. The next step will be to study how social and emotional self-efficacy relate to leadership, well-being and health over time.

  9. A Web-Based Peer-Assessment Approach to Improving Junior High School Students' Performance, Self-Efficacy and Motivation in Performing Arts Courses

    Science.gov (United States)

    Hsia, Lu-Ho; Huang, Iwen; Hwang, Gwo-Jen

    2016-01-01

    In this paper, a web-based peer-assessment approach is proposed for conducting performing arts activities. A peer-assessment system was implemented and applied to a junior high school performing arts course to evaluate the effectiveness of the proposed approach. A total of 163 junior high students were assigned to an experimental group and a…

  10. Prior Self-Efficacy Interacts with Experiential Valence to Influence Self-Efficacy among Engineering Students: An Experimental Study

    Science.gov (United States)

    Chang, Yevvon Yi-Chi; Chiou, Wen-Bin

    2017-01-01

    Self-efficacy toward science learning has been shown to play a crucial role in determining students' motivation and achievements. Social cognitive theory proposes that positive and negative task outcomes affect mastery experiences from which self-efficacy develops. The current research examined whether prior level of self-efficacy would serve as a…

  11. The Effect of Mathematics Self-Efficacy on Anxiety of Teaching Mathematics

    Directory of Open Access Journals (Sweden)

    Alattin URAL

    2015-04-01

    Full Text Available The aim of the study is to investigate the effect of mathematics self-efficacy belief on anxiety of teaching mathematics. The participants of the study consist of 42 mathematics teacher candidates in the Department of Mathematics Education, Faculty of Education. The scale of mathematics self-efficacy, developed by Umay (2001, and the scale of mathematics teaching anxiety, developed by Peker (2006, was enrolled as measurement tools. Pearson correlation was used for the correlation between teacher candidates’ average points from the both scales. The results revealed that there was a significant and negative correlation mathematics self-efficacy beliefs and anxiety of teaching mathematics. This result means that the students’ mathematics teaching anxiety decreases as their mathematics self-efficacy beliefs increase. On the other hand, it was seen that mathematics self-efficacy belief explains 35% of the variance in teaching mathematics anxiety. Besides, it was determined that mathematics teacher candidates’ mathematics teaching anxiety was at low level, and mathematics efficacy beliefs are at high level. Mathematics self-efficacy refers to the belief or perception that one is capable of organizing and executing the actions necessary to succeed at a given mathematical task. For this aim, their knowledge and abilities relating mathematical concepts and also their confidences about their mathematical abilities must be enhanced.

  12. Condom negotiation strategies as a mediator of the relationship between self-efficacy and condom use.

    Science.gov (United States)

    French, Sabine Elizabeth; Holland, Kathryn J

    2013-01-01

    College students are a group at high risk of sexually transmitted infections due to inconsistent condom use and engaging in other risky sexual behaviors. This study examined whether condom use self-efficacy predicted the use of condom negotiation strategies (i.e., condom influence strategies) and whether condom influence strategies mediated the relationship between condom use self-efficacy and condom use within this population, as well as whether gender moderated the mediation model. Results showed a strong relationship between condom use self-efficacy and condom influence strategies. Additionally, condom influence strategies completely mediated the relationship between condom use self-efficacy and condom use. Although condom use self-efficacy was related to condom use, the ability to use condom negotiation strategies was the most important factor predicting condom use. The mediation model held across genders, except for the condom influence strategy withholding sex, where it was not significant for men. For women, condom use self-efficacy promoted the use of a very assertive negotiation strategy, withholding sex, and was consequently related to increased condom use. Overall, using assertive condom negotiation strategies (e.g., withholding sex and direct request) were found to be the most important aspects of increasing condom use for both women and men. Implications and suggestions for prevention programming are discussed.

  13. Gender Differences in HIV/AIDS Preventive Self-Efficacy Among Taiwanese Adolescents.

    Science.gov (United States)

    Lee, Yi-Hui; Salman, Ali; Cooksey-James, Tawna

    2016-02-01

    The aim of the cross-sectional study was to understand gender differences in HIV/AIDS preventive self-efficacy among Taiwanese adolescents. Self-administered questionnaires were used to measure HIV/AIDS preventive self-efficacy and covariates (age, substance use, and sexual experiences). Data were collected from 734 Taiwanese high school adolescents aged 16 to 18 years. Descriptive statistic analyses, t-test, and ANCOVA were utilized to analyze data. The results indicate significant differences exist between genders in HIV/AIDS preventive self-efficacy among Taiwanese adolescents. Compared to the males, female adolescents were found having significantly higher HIV/AIDS preventive self-efficacy related to refusing sexual intercourse, condom use, and questioning potential sexual partners than those who are males. While controlling age, sexual experience, and substance use, female Taiwanese adolescents also had higher HIV/AIDS preventive self-efficacy than those who are males. The findings suggest the importance of addressing gender differences in HIV/AIDS preventive self-efficacy when developing HIV reduction programs for Taiwanese adolescents.

  14. Investigation of Exercise Self - Efficacy and Stage of Exercise Behavior Change in University Students

    Directory of Open Access Journals (Sweden)

    Celal ORAL

    2014-08-01

    Full Text Available The aim of present study was to investigate self - efficacy and stage of exercise behavior change in students who were studying in school of physical education and sport (PES and students who were studying in other faculty and departments (OFD in Akdeniz University and to evaluate their sport participation habits. Par ticipants were 360 students who were studying in Akdeniz University. Stage of Exercise Behavior Change Questionnaire and Exercise Self - Efficacy Questionnaire were applied to the participants in classroom environment. Results: Results of statistical analyse s revealed that , 27.5 % of men and 19.2% of women were in preparation stage of exercise behavior. There were no significant differences between genders ( p>.05. According to the result of exercise self - efficacy analyses, there were no significant differen ces between male and female students ( p>.05. When examining exercise self - efficacy in student studying different department, there were significant differences between the PES and OFD students (p<.05. Discussion and According to the results o f present study, it was conclude that there were no significant gender differences in both exercise self - efficacy and stage of exercise behavior change. It was found that, PES students had significantly higher score in exercise self - efficacy and in highe r stage of exercise behavior than OFD students.

  15. Professional Development and Teacher Self-Efficacy: Learning from Indonesian Modern Islamic Boarding Schools

    Directory of Open Access Journals (Sweden)

    Azam Othman

    2017-03-01

    Full Text Available This study highlights teachers’ involvement in professional development (PD activities teachers in the Darussalam Modern Islamic Boarding School (DMIBS, East Java, Indonesia. It evaluates the implementation of PD programs by identifying teachers` perception toward PD they participated in. The study used a survey research approach to investigate professional development and the level of teacher`s self-efficacy at the boarding school. The majority of teachers have a high level of satisfaction toward the implementation of PD activities in DMIBS in terms of course content, instructor, relevancy to teaching practice and course management. Also, teachers reported that the school had given them an adequate opportunity to participate in different types of PD activities. However, the study did not find significant differences between the length of teaching experience and teachers’ academic qualifications in teachers` perceptions towards PD activities. Some studies found that teachers with higher levels of academic qualification, showed higher and increased levels of efficacy. However, the current study did not show similar results as teachers with degrees and DMIBS qualifications respectively showed no significant differences in their levels of efficacy. This indicates that having different academic qualifications did not affect the increase in teachers` efficacy.

  16. Development of a Brief Abstinence Self-Efficacy Measure

    Science.gov (United States)

    McKIERNAN, PATRICK; CLOUD, RICHARD; PATTERSON, DAVID A.; WOLF (ADELV UNEGV WAYA), SILVER; GOLDER, SEANA; BESEL, KARL

    2012-01-01

    This study compared the 40-item Alcohol Abstinence Self-Efficacy (AASE) scale with domains of confidence and temptation to a new 12-item version developed by the authors consisting of the same domains. There were 126 participants who completed the survey. Psychometric analysis demonstrated high reliability and validity consisting of high correlations between domains of confidence (α = .92) and temptation (α = .88) in the 40-item version of the scale compared to the briefer version. The 12-item version appears to provide a clinically reliable and valid measure of AASE domains of confidence and temptation, providing a more efficient tool for clinical practice. PMID:23559892

  17. Self-Efficacy, Test Anxiety, and Self-Reported Test-Taking Ability: How Do They Differ between High- and Low-Achieving Students?

    Science.gov (United States)

    Vuk, Jasna; Morse, David T.

    2013-01-01

    The purpose of this study was to compare high- and low-achieving undergraduate college students on selfefficacy, test anxiety, and self-reported test-taking ability. Eighty students from 2 sections of educational psychology course participated in the study; complete data were collected for 76 students. Before taking their first exam, students…

  18. Generalized Self-Efficacy, Coping, Career Indecision, and Vocational Choices of Senior High School Students in Greece: Implications for Career Guidance Practitioners

    Science.gov (United States)

    Argyropoulou, Ekaterini P.; Sidiropoulou-Dimakakou, Despina; Besevegis, Elias G.

    2007-01-01

    The main purpose of this study is to examine the dimensions of career indecision among a sample of Greek high school students (N = 848) and to classify the students of the sample in regard to their career decision status. A second objective is the investigation of the relationship between career decision status groups and generalized…

  19. A meta-analytic review of the relationship of cancer coping self-efficacy with distress and quality of life.

    Science.gov (United States)

    Chirico, Andrea; Lucidi, Fabio; Merluzzi, Thomas; Alivernini, Fabio; Laurentiis, Michelino De; Botti, Gerardo; Giordano, Antonio

    2017-05-30

    Self-efficacy for coping with cancer is a specific construct that refers to behaviors that occur in the course of dealing with a cancer diagnosis, cancer treatments, and transitioning to survivorship. One of the more widely used measures of self-efficacy for coping strategies with cancer is the Cancer Behavior Inventory. The following general questions provide a framework for this research: 1. Is self-efficacy for coping with cancer related to distress and quality of life of a cancer patient?. 2. Do self-efficacy for coping with cancer and the target psychological outcomes (i.e., distress and quality of life) change in longitudinal studies, with or without intervention? One-hundred eighty studies cited the different versions of the Cancer Behavior Inventory and 47 used the scale. Result showed an inverse relationship between self-efficacy for coping with cancer and distress, and a positive relationship between self-efficacy for coping with cancer and Quality of Life, both with a large effect size. The strong relationship of self-efficacy and outcomes, resulted of the specificity of the instrument, which targets specific coping strategies that are closely aligned with positive outcomes in adjusting to cancer. However, the results are consistent with the theory, which states that compared to those with low efficacy, highly efficacious people demonstrate less anxiety and better adjustment in stressful situations and consistent with prior results in which self-efficacy is positively related to quality of life.

  20. Effect of the dedicated education unit on nursing student self-efficacy: A quasi-experimental research study.

    Science.gov (United States)

    George, Lynn E; Locasto, Lisa W; Pyo, Katrina A; W Cline, Thomas

    2017-03-01

    Although the Dedicated Education Unit (DEU) has shown initial promise related to satisfaction with the teaching/learning environment, few studies have examined student outcomes related to the use of the DEU as a clinical education model beyond student satisfaction. The purpose of this quantitative, quasi-experimental study was to compare student outcomes from the traditional clinical education (TCE) model with those from the DEU model. Participants were students enrolled in a four-year baccalaureate program in nursing (n = 193) who had clinical education activities in one of three clinical agencies. Participants were assigned to either the DEU or a TCE model. Pre-clinical and post-clinical self-efficacy scores were measured for each group using an adapted Generalized Self-Efficacy Scale (Schwarzer and Jerusalem, 1995). Both groups experienced a significant increase in self-efficacy scores post clinical education. The increase in self-efficacy for the DEU students was significantly greater than the increase in self-efficacy for the traditional students. Self-efficacy is considered an important outcome of nursing education because high self-efficacy has been linked to making an easier transition from student to nursing professional. This study supports the quality of the DEU as a clinical education model by examining student self-efficacy outcomes.

  1. I think I can, I think I can.....I know I can't: Self-efficacy and its relationship to attrition/persistence in science, computer science and mathematics programs

    Science.gov (United States)

    Grogg, Jennifer K. Drake

    This proposal examines the relationships between self-efficacy and persistence of students enrolled in science, computer science (as a technology-based program of study), and mathematics programs (STM) in a Midwestern university. It also examines gender differences between persisters and non-persisters as to self-efficacy levels, academic performance, attrition/persistence, and contributing factors related to self-efficacy. A review of related research was found to be somewhat contradictory and inadequate in examining the relationship between academic self-efficacy and student persistence in college STM programs.

  2. Modeling for Fidelity: virtual mentorship by scientists fosters teacher self-efficacy and promotes implementation of novel high school biomedical curricula.

    Directory of Open Access Journals (Sweden)

    Katherine Malanson

    Full Text Available This small-scale comparison case study evaluates the impact of an innovative approach to teacher professional development designed to promote implementation of a novel cutting edge high school neurological disorders curriculum. 'Modeling for Fidelity' (MFF centers on an extended mentor relationship between teachers and biomedical scientists carried out in a virtual format in conjunction with extensive online educative materials. Four teachers from different diverse high schools in Massachusetts and Ohio who experienced MFF contextualized to a 6-week Neurological Disorders curriculum with the same science mentor were compared to a teacher who had experienced an intensive in-person professional development contextualized to the same curriculum with the same mentor. Fidelity of implementation was measured directly using an established metric and indirectly via student performance. The results show that teachers valued MFF, particularly the mentor relationship and were able to use it effectively to ensure critical components of the learning objectives were preserved. Moreover their students performed equivalently to those whose teacher had experienced intensive in-person professional development. Participants in all school settings demonstrated large (Cohen's d>2.0 and significant (p1.5, p<0.0001 pre-post. The data demonstrates that the virtual mentorship format in conjunction with extensive online educative materials is an effective method of developing extended interactions between biomedical scientists and teachers that are scalable and not geographically constrained, facilitating teacher implementation of novel cutting-edge curricula.

  3. Engineering Professional Development: Elementary Teachers' Self-efficacy and Sources of Self-efficacy

    Science.gov (United States)

    Webb, Donna Louise

    Currently, STEM (science, technology, engineering, and mathematics) is a popular buzz word in P-12 education as it represents a means to advance American competitiveness in the global economy. Proponents of the engineering component of STEM advocate additional benefits in teaching engineering, such as its capacity to engage students in collaboration, and to apply critical thinking, systems thinking, negotiation, and communication skills to solve real-life contextual problems. Establishing a strong foundation of engineering knowledge at a young age will provide students with internal motivation as it taps into their curiosity toward how things work, and it also prepares them for secondary science courses. Successful STEM education is often constrained by elementary teachers' low perception of self-efficacy to teach science and engineering. Elementary teachers with low self-efficacy in science are more likely to spend less instructional time teaching science, which suggests that teachers with little to no training in engineering might avoid teaching this topic. Therefore, the purpose of this study was twofold: (a) to examine the effects of engineering professional development on elementary (K-6) teachers' content and pedagogical content knowledge (PCK) and perceptions of self-efficacy to teach engineering, and (b) to identify and explain sources influencing self-efficacy. Professional development was conducted in a metropolitan area in the Pacific Northwest. Results revealed that after the engineering professional development, teachers experienced statistically significant gains in content, PCK, and self-efficacy to teach engineering. Increases in self-efficacy were mainly attributed to mastery experiences and cultivation of a growth mindset by embracing the engineering design process.

  4. Self-Efficacy in Newly-Hired Child Welfare Workers

    OpenAIRE

    Donna Cherry; Bruce Dalton; Angela Dugan

    2014-01-01

    Child abuse and neglect in the United States resulted in 676,569 reports in 2011 (U.S. Dept. of Health and Human Services, 2012). Workers in this field struggle with low pay, high caseloads, inadequate training and supervision, and risk of violence, all of which contribute to worker burnout and poor worker retention rates. Worker self-efficacy is predictive of worker retention, job performance, and persistence in this difficult field. This paper reports the development of a new measure of sel...

  5. The Relationship Between Self-Efficacy and Help Evasion

    DEFF Research Database (Denmark)

    Persson, Roger; Cleal, Bryan; Jakobsen, Mette Øllgaard

    2014-01-01

    Objective. To examine the relationship between self-efficacy and not wanting help to change health behaviors. Method. All employees in the Danish police department were invited to respond to an electronic questionnaire. All respondents expressing a desire to change health behaviors in relation to...... to reporting that one did not want help. Conclusion. A high belief in one's own ability to change lifestyle behaviors in relation to smoking, alcohol, eating, and physical activity may lead to avoidance of help offers in a workplace setting. © 2013 Society for Public Health Education....

  6. 中美英语专业大学生学业自我效能感的跨文化研究%A Cross-cultural Study on Academic Self-efficacy of Chinese and American English Majors

    Institute of Scientific and Technical Information of China (English)

    韩颖

    2016-01-01

    采用问卷调查并辅以课堂观察和访谈等方法,对100名中美英语专业大学生的学业自我效能感进行跨文化研究,结果显示:两国大学生总体学业自我效能感较低;两国大学生的学业自我效能感存在显著性差异;学业自我效能感在性别方面不存在显著性差异。这些异同准确验证和补充了Hofstede国家文化模型的五个指标,即集体导向性和个人导向性、权力距离、不确定性规避意识、长期导向性和短期导向性、男性化和女性化。%The study employs a questionnaire,aided by class observation and interview,to make a cross⁃cultural study on academic self⁃efficacy of 100 Chinese and American English majors. The results show that the overall academic self⁃efficacy is generally low,while the individual academic self⁃efficacy is significantly different among the participants,but there is no significant difference in terms of sex. These differences and similarities,to a large extent confirm the feasibility of five dimensions in culture proposed by Hofstede,name⁃ly,group orientation and individual orientation,power distance,the avoidance of uncertainty,long⁃term orien⁃tation and short⁃term orientation,and male and female.

  7. Virtual Learning Simulations in High School: Effects on Cognitive and Non-Cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice

    DEFF Research Database (Denmark)

    Thisgaard, Malene Warming; Makransky, Guido

    2017-01-01

    The present study compared the value of using a virtual learning simulation compared to traditional lessons on the topic of evolution, and investigated if the virtual learning simulation could serve as a catalyst for STEM academic and career development, based on social cognitive career theory...... the simulation and lesson were found in their ability to increase the non-cognitive measures. Both interventions increased self-efficacy significantly, and none of them had a significant effect on motivation. In addition, the results showed that the simulation increased interest in biology related tasks......, but not outcome expectations. The findings suggest that virtual learning simulations are at least as efficient in enhancing learning and self-efficacy as traditional lessons, and high schools can thus use them as supplementary educational methods. In addition, the findings indicate that virtual learning...

  8. Adapting Computer Programming Self-Efficacy Scale and Engineering Students' Self-Efficacy Perceptions

    Science.gov (United States)

    Korkmaz, Özgen; Altun, Halis

    2014-01-01

    Students might have different type and different level of perceptions: Positive or negative perceptions on programming; a perception on benefit of programming, perceptions related to difficulties of programming process etc. The perception of student on their own competence is defined as self-efficacy. Based on the discussions reported in…

  9. Covariates of Self-Efficacy: Caregiver Characteristics Related to Mental Health Services Self-Efficacy

    Science.gov (United States)

    Reich, S.; Bickman, L.; Heflinger, C. A.

    2004-01-01

    Increasingly, professionals are recognizing the need to involve parents and other caregivers in the mental health treatment of children. However, parents and caregivers may not feel efficacious when participating in mental health care. Self-efficacy is a mechanism of human agency that describes people's beliefs about their capabilities to exercise…

  10. Health Professions Students’ Lifelong Learning Orientation: Associations with Information Skills and Self Efficacy

    Directory of Open Access Journals (Sweden)

    Misa Mi

    2016-04-01

    Full Text Available Objective – This study aimed to investigate the relationships among health professions students’ lifelong learning orientation, self-assessed information skills, and information self-efficacy. Methods – This was a descriptive study with a cross-sectional research design. Participants included 850 nursing students and 325 medical students. A total of 419 students responded to a survey questionnaire that was comprised of 3 parts: demographic information, the Jefferson Scale of Lifelong Learning (JeffSLL-HPS, and an information self-efficacy scale. Results – Findings of the study show a significant correlation between students’ lifelong learning orientation and information self-efficacy. Average JeffSLL-HPS total scores for undergraduate nursing students (M = 41.84 were significantly lower than the scores for graduate nursing students (M = 46.20. Average information self-efficacy total scores were significantly lower for undergraduate nursing students (M = 63.34 than the scores for graduate nursing students (M = 65.97. There were no significant differences among cohorts of medical students for JeffSLL-HPS total scores. However, for information self-efficacy, first year medical students (M = 55.62 and second year medical students (M = 58.00 had significantly lower scores than third/fourth year students (M = 64.42. Conclusion – Findings from the study suggest implications for librarians seeking ways to advance the value and utility of information literacy instruction in educational curricula. As such instruction has the potential to lead to high levels of information self-efficacy associated with lifelong learning; various strategies could be developed and incorporated into the instruction to cultivate students’ information self-efficacy.

  11. When functional capacity and real-world functioning converge: the role of self-efficacy.

    Science.gov (United States)

    Cardenas, Veronica; Abel, Stephanie; Bowie, Christopher R; Tiznado, Denisse; Depp, Colin A; Patterson, Thomas L; Jeste, Dilip V; Mausbach, Brent T

    2013-07-01

    Although functional capacity is typically diminished, there is substantial heterogeneity in functional outcomes in schizophrenia. Motivational factors likely play a significant role in bridging the capacity-to-functioning gap. Self-efficacy theory suggests that although some individuals may have the capacity to perform functional behaviors, they may or may not have confidence they can successfully perform these behaviors in real-world settings. We hypothesized that the relationship between functional capacity and real-world functioning would be moderated by the individual's self-efficacy in a sample of 97 middle-aged and older adults with schizophrenia (mean age = 50.9 ± 6.5 years). Functional capacity was measured using the Brief UCSD Performance-based Skills Assessment (UPSA-B), self-efficacy with the Revised Self-Efficacy Scale, and Daily Functioning via the Specific Level of Functioning (SLOF) scale and self-report measures. Results indicated that when self-efficacy was low, the relationship between UPSA-B and SLOF scores was not significant (P = .727). However, when self efficacy was high, UPSA-B scores were significantly related to SLOF scores (P = .020). Similar results were observed for self-reported social and work functioning. These results suggest that motivational processes (ie, self-efficacy) may aid in understanding why some individuals have the capacity to function well but do not translate this capacity into real-world functioning. Furthermore, while improvement in capacity may be necessary for improved functioning in this population, it may not be sufficient when motivation is absent.

  12. Life satisfaction and self-efficacy in patients affected by a first stroke living in Kuwait: a two-phase study.

    Science.gov (United States)

    Omu, Onutobor; Reynolds, Frances

    2013-08-01

    Life satisfaction and self-efficacy are important aspects of stroke rehabilitation. Previous research focuses on Western stroke survivors, neglecting the stroke experience in the Middle East. This research was conducted in Kuwait and entailed both quantitative and qualitative phases to obtain a more comprehensive, clinically relevant understanding of self-efficacy and life satisfaction during stroke rehabilitation in this culture. The aims were to: 1) investigate the relationships between self-efficacy and life satisfaction in female patients affected by stroke (Phase 1); and 2) explore health professionals' views regarding the importance of self-efficacy and possible strategies for enhancing self-efficacy during rehabilitation, through semi-structured interviews (Phase 2). Significant correlations were found between patients' general self-efficacy, and psychosocial adaptation self-efficacy following stroke. Self-efficacy (both general and psychosocial adaptation) showed significant correlations with life satisfaction post-stroke. Health professionals (more than half of whom were physiotherapists) recognised the importance of self-efficacy within stroke rehabilitation and identified five main ways to increase self-efficacy during stroke rehabilitation. These were to: 1) motivate and encourage patients; 2) provide more education about stroke and rehabilitation; 3) identify change; 4) offer a high-quality environment and therapy; and 5) set goals. In conclusion, psychosocial self-efficacy was identified as having a stronger relationship to life satisfaction compared with general self-efficacy within this sample of Kuwaiti female patients. Health professionals suggested various strategies for enhancing self-efficacy and thereby life satisfaction post-stroke during the rehabilitation process in Kuwait. Despite the collectivist culture of Kuwait, the findings indicate that the patient's own confidence and sense of responsibility for progress may be relevant to

  13. A theoretical lens on a biology intensive orientation program: A study of self-efficacy and self-regulation of freshman biology majors

    Science.gov (United States)

    Wheeler, Erin R.

    There is a national effort to increase the number of undergraduate students graduating in science, math, engineering, and technology (STEM) (National Science Foundation, 2007). The majority of students initially populating these STEM majors ultimately switch to and graduate from non-STEM majors (Seymour & Hewitt, 2000; Seymour, 2002). The source of attrition from STEM fields lies within the difficulty of concepts presented in freshman STEM introductory courses (Jensen & Moore, 2007, 2008, 2009; Seymour & Hewitt, 2000). These gateway courses are considered high-risk because nearly half of students enrolled in these courses receive either a "D" or "F" or completely withdraw from the course (Labov, 2004). Research shows that students who have uncalibrated self-efficacy and an attenuated self-regulated learning are unsuccessful in high-risk courses (Kitsantas et al., 2008; Ross, Green, Salisbury-Glennon, & Tollefson, 2006; Zimmerman, 2002). Traditional academic assistance, such as tutoring, learning to learn courses, and supplemental instruction, does not explicitly develop an undergraduate's self-efficacy and self-regulated learning as it specifically relates to the STEM domains (Cao & Nietfeld, 2007; Dembo & Seli, 2006; Ross et al., 2006; Simpson, Hind, Nist, Burrell, 1997). Some STEM departments have created academic interventions, such as one-credit seminars, orientation programs, and bridge programs, to directly address the needs of STEM majors (Belzer, 2003; Bonner, 2009; Chevalier, Chrisman, & Kelsey, 2001; Hutchison-Green, Follman, & Bodner, 2008; D. J. Minchella, Yazvac, C. W., Fodrea, R. A., Ball G., 2007; Reyes, Anderson-Rowland, & McCartney, 1998). This study focused on the effect of a biology-intensive orientation program on biology majors' self-efficacy and self-regulated learning. The study utilized approximately 300 undergraduate biology majors participating in a biology-intensive orientation that occurred on August 7-12, 2011, at a public state

  14. Emotional intelligence and social skills on self-efficacy in Secondary Education students. Are there gender differences?

    Science.gov (United States)

    Salavera, Carlos; Usán, Pablo; Jarie, Laurane

    2017-10-01

    Self-efficacy affects our students' academic results, which may be related to people's social skills and emotional intelligence. This study included 1402 (50.71% males) Secondary Education Spanish students (12-17 years), and analysed the relation of self-efficacy with emotional intelligence and social skills. It showed how these constructs were related, and how the self-efficacy perceived by students varied according to their social skills and emotional intelligence. Gender did not influence self-efficacy, social skills and emotional intelligence. These variables showed similar correlation indices in females and males. Self-efficacy was related with social skills and emotional intelligence in Secondary Education students, but this relation was not gender-sensitive. More studies and research are needed to study and describe these variables according to gender from other perspectives. One proposal is to investigate the association between gender identity and self-efficacy and social skills and emotional intelligence to better understand how these constructs participate in adolescent development. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  15. Path analysis of self-efficacy and diving performance revisited.

    Science.gov (United States)

    Feltz, Deborah L; Chow, Graig M; Hepler, Teri J

    2008-06-01

    The Feltz (1982) path analysis of the relationship between diving efficacy and performance showed that, over trials, past performance was a stronger predictor than self-efficacy of performance. Bandura (1997) criticized the study as statistically "overcontrolling" for past performance by using raw past performance scores along with self-efficacy as predictors of performance. He suggests residualizing past performance by regressing the raw scores on self-efficacy and entering them into the model to remove prior contributions of self-efficacy imbedded in past performance scores. To resolve this controversy, we reanalyzed the Feltz data using three statistical models: raw past performance, residual past performance, and a method that residualizes past performance and self-efficacy. Results revealed that self-efficacy was a stronger predictor of performance in both residualized models than in the raw past performance model. Furthermore, the influence of past performance on future performance was weaker when the residualized methods were conducted.

  16. Creating opportunities to influence self-efficacy through modeling instruction

    Science.gov (United States)

    Sawtelle, Vashti; Brewe, Eric; Goertzen, Renee Michelle; Kramer, Laird H.

    2012-02-01

    In this paper we present an initial analysis connecting key elements of Modeling Instruction (MI) to self-efficacy experience opportunities. Previously, we demonstrated that MI has positive effects on self-efficacy when compared with traditional Lecture instruction [1]. We also found a particularly strong positive effect on the social persuasion source of self-efficacy for women in the MI class. Our current study seeks to understand through what mechanisms MI influences self-efficacy. We demonstrate this connection through an in-depth analysis of video chosen to exemplify Modeling techniques used in a problem-solving episode by three female participants enrolled in a MI introductory physics class. We provide a rich and descriptive analysis of the self-efficacy experiences opportunities within this context and discuss how these opportunities provide a potential explanation of how MI influences self-efficacy.

  17. [Parental self-efficacy in family-centered early intervention].

    Science.gov (United States)

    Sarimski, Klaus; Hintermair, Manfred; Lang, Markus

    2012-01-01

    Parental self-efficacy is seen as an important concern in family-centered early intervention. This article reports the data from 125 parents of young children with intellectual disabilities, hearing impairment or visual impairment. The relationship between parental self-efficacy, parental stress and several parent and child variables is analyzed. The results support the relevance of parental self-efficacy for parental coping. Some recommendations for promoting their experience of participation and partnership in early intervention services are discussed.

  18. Self-efficacy at work : Social, emotional, and cognitive dimensions

    OpenAIRE

    Loeb, Carina

    2016-01-01

    Research has shown that self-efficacy is one of the most important personal resources in the work context. However, research on working life has mainly focused on a cognitive and task-oriented dimension of self-efficacy representing employees’ perceptions of their capacity to successfully complete work tasks. Thus, little is known about the influence that believing in one’s social and emotional competence could have. This thesis aims to expand previous theory regarding self-efficacy in the wo...

  19. Social Capital, Socioeconomic Status and Self-efficacy

    OpenAIRE

    Jing Han; Xiaoyuan Chu; Huicun Song; Yuan Li

    2015-01-01

    This study internalized social capital on the basis of traditional study of the influence of economic factors on self-efficacy, and studied the relationship among the family socio-economic status, social capital and self-efficacy. Based on the theoretical analysis, with first-hand data collection and using multiple regression models, the paper studied the intermediate effect of social capital in the relationship between the socioeconomic status and self-efficacy. We draw on the following conc...

  20. Self-efficacy in the context of organizational psychology

    OpenAIRE

    Maja Fesel Martinčevič

    2004-01-01

    The article outlines the concept of self-efficacy and its applications in context of work and organizational behavior. Self-efficacy stems from the social cognitive theory of A. Bandura and is believed to be an important determinant of behavior. Numerous studies have confirmed its connection to actual effectiveness. First, the article focuses on definition of self-efficacy in general and on its theoretical background. It continues by reviewing the concept's cases of use within organizatio...

  1. Metric characteristics of the Self-efficacy Scale: a preliminary study

    Directory of Open Access Journals (Sweden)

    Špela Frlec

    2001-03-01

    Full Text Available The concept of self-efficacy is presented in the paper, which has not been applied yet in empirical psychological research in Slovenia, and selected metric characteristics of the translated and adapted Schwarzer's generalised self-efficacy scale (LSU are analysed. The introduction focuses on self-efficacy within organisational context, the self-efficacy versus self-esteem issue and the Bandura's socio-cognitive paradigm. The psychometric analyses are based on a sample of 120 undergraduates, supplemented by comparisons with a sample of 15 employees. In addition to the LSU, a self-regulation scale was applied (another adaptation to Slovenian, a standard trait-anxiety scale and a self-confidence scale. The self-efficacy scale is analysed in detail – including the item level, while the other three instruments are only addressed on the scale level. LSU's reliability in terms of internal consistency proved to be sufficient (Cronbach α 0,77 for the students and 0,87 for the employees. Concurrent validity was verified through indicator convergence (a high positive correlation with the two related scales and a high negative correlation with the anxiety scale. Another piece of evidence in favour of construct validity of the LSU is provided by lack of significant differences between distinct groups of students on any of the scales, as well as by significant differences between the students and the employees on all the four scales.

  2. Perceived sources and levels of stress, general self-efficacy and coping strategies in clinical dental students.

    Science.gov (United States)

    Ersan, Nilüfer; Fişekçioğlu, Erdoğan; Dölekoğlu, Semanur; Oktay, İnci; İlgüy, Dilhan

    2017-02-06

    The aims of this study were to identify sources of stress among clinical students and to evaluate the students' perceived levels of stress, general self-efficacy and effective coping strategies in a private dental school environment. The study group consisted of 130 undergraduate clinical dental students in a Turkish private dental school, during the academic year 2014-2015. The students were surveyed using modified version of the dental environment stress (DES) survey, the perceived stress scale, the general self-efficacy scale (G-SES) and the brief coping scale. Age, sex, year of study, history of psychiatric treatment and factors that affected the choice of dentistry were also recorded. Final year and female clinical dental students, who were found to be the most stressful students, had moderate to high perceived stress scores. Total and 'Faculty and administration' related DES scores increased with the year of study. Stressors related to 'Workload' and 'Clinical training' affected females more than males. G-SES scores were higher in male students and students, who had no history of psychiatric treatment. The most and the least common coping strategies were 'Planning' and 'Substance abuse', respectively. 'Religion' was found to be one of the main coping strategies. Stress factors affecting Turkish clinical dental students studying at private dental school differed from the previously reported stress factors affecting students studying at a governmental dental school. Advanced year and female students experienced more stress than the other students.

  3. The importance of self-efficacy by children

    OpenAIRE

    BRAUNOVÁ, Lenka

    2015-01-01

    The dessertation essay is aimed at the importance of self-efficacy by children.It is specifically aimed at personality factors, psychical progression of a child and prosocial faktors and especially for school children. It is aimed at elementary school duties and source of self-efficacy. The practical part of this essay is based on questionnaire research, that is concerned with the children of 5th class and their self-efficacy. The questionnaire investigates the self-efficacy, belief in their ...

  4. Influence of Self-Efficacy on Compliance to Workplace Exercise

    DEFF Research Database (Denmark)

    Pedersen, Mette Merete; Zebis, Mette Kreutzfeldt; Langberg, Henning

    2012-01-01

    the influence of exercise-specific self-efficacy on compliance to workplace physical exercise. PURPOSE: To determine the influence of exercise-specific self-efficacy on compliance to specific strength exercises during working hours for laboratory technicians. METHODS: We performed a cluster......). The participants answered baseline and follow-up questions regarding self-efficacy and registered all exercises in a diary. RESULTS: Overall compliance to exercises was 45 %. Compliance in company A (private sector) differed significantly between the three self-efficacy groups after 20 weeks. The odds ratio...

  5. Adolescents own perceptions of self-evaluation: Self esteem, self efficacy and life satisfaction

    Directory of Open Access Journals (Sweden)

    Águeda Parra

    2010-05-01

    Full Text Available In this study we analyse the relationships between three variablesof self-evaluations, being self esteem, self efficacy and life satisfaction. Moreover, we study the evolution of these three aspects during adolescence paying attention to gender differences. The sample was made up of 2400 teenagers aged between 12 and 17 years old taken from 20 high schools in Western Andalusia. In this study we also analyse the relationship between teenager self evaluation and parenting style. Our results show, on one hand, high correlation between self esteem, self efficacy and life satisfaction, and on the other hand, between teenager self evaluationand parenting style. In fact, parental warmth and communication and sense of humor show high correlation with adolescent self evaluation. We also found increasing differences between boys and girls as regards their self esteem, self efficacy and life satisfaction as adolescence progressed. Specifically, little changedwas observed in boys, whereas girls’ self-evaluation decreased with age.

  6. The SCI Exercise Self-Efficacy Scale (ESES: development and psychometric properties

    Directory of Open Access Journals (Sweden)

    Ho Pei-Shu

    2007-08-01

    Full Text Available Abstract Background Rising prevalence of secondary conditions among persons with spinal cord injury (SCI has focused recent attention to potential health promotion programs designed to reduce such adverse health conditions. A healthy lifestyle for people with SCI, including and specifically, the adoption of a vigorous exercise routine, has been shown to produce an array of health benefits, prompting many providers to recommend the implementation of such activity to those with SCI. Successfully adopting such an exercise regimen however, requires confidence in one's ability to engage in exercise or exercise self-efficacy. Exercise self-efficacy has not been assessed adequately for people with SCI due to a lack of validated and reliable scales, despite self efficacy's status as one of the most widely researched concepts and despite its broad application in health promotion studies. Exercise self efficacy supporting interventions for people with SCI are only meaningful if appropriate measurement tools exist. The objective of our study was to develop a psychometrically sound exercise self-efficacy self-report measure for people with SCI. Methods Based on literature reviews, expert comments and cognitive testing, 10 items were included and made up the 4-point Likert SCI Exercise Self-Efficacy Scale (ESES in its current form. The ESES was administered as part of the first wave of a nationwide survey (n = 368 on exercise behavior and was also tested separately for validity in four groups of individuals with SCI. Reliability and validity testing was performed using SPSS 12.0. Results Cronbach's alpha was .9269 for the ESES. High internal consistency was confirmed in split-half (EQ Length Spearman Brown = .8836. Construct validity was determined using principal component factor analysis by correlating the aggregated ESES items with the Generalised Self Efficacy Scale (GSE. We found that all items loaded on one factor only and that there was a

  7. Factors that contribute to Hispanic English Language Learners' high academic performance in high school science in the Rio Grande Valley of Texas: A multicase study

    Science.gov (United States)

    Elizondo, Antonio

    The purpose of this multicase study was to discover factors that contribute to Hispanic English language learners' (ELL) high academic performance in high school science in the Rio Grande Valley of Texas. Participants were high school seniors enrolled in college-level classes who had scored commended on the science exit-level Texas Assessment of Knowledge and Skills and ranked toward the top of their class. One student from each of four different high schools in south Texas were selected to participate. Schools identified students meeting the participant criteria and provided consent documents. In this qualitative research study, students were interviewed on three different dates. Administrators and science teachers were also interviewed for triangulation. Significant findings showed that intrinsic qualities were mainly responsible for factors contributing to high academic performance. Hispanic ELL students need meaningful responsibilities to internalize self-esteem and self-efficacy to realize high academic performance. Self-motivation, a contributing factor, provides students with a positive outlook on high academic performance and the ability to defer more immediate undermining rewards. Students expect to contribute to society by helping others. This helps their self-esteem as well as their self-worth and supports high academic performance. Parental and teacher support are critical for high academic performance. Low socioeconomic status alone is not a causal factor for poor academic performance. School administrations should assign willing and enthusiastic teachers as mentors to target students and provide skills to parents that promote, inspire, and motivate students' intrinsic qualities. Future studies should examine different leadership styles that maximize teachers' ability to influence students' high academic performance. Finally, students should be given guidance in setting career goals and demonstrating that high academic achievement is attainable and

  8. Genetic Counseling Supervisors' Self-Efficacy for Select Clinical Supervision Competencies.

    Science.gov (United States)

    Finley, Sabra Ledare; Veach, Pat McCarthy; MacFarlane, Ian M; LeRoy, Bonnie S; Callanan, Nancy

    2016-04-01

    Supervision is a primary instructional vehicle for genetic counseling student clinical training. Approximately two-thirds of genetic counselors report teaching and education roles, which include supervisory roles. Recently, Eubanks Higgins and colleagues published the first comprehensive list of empirically-derived genetic counseling supervisor competencies. Studies have yet to evaluate whether supervisors possess these competencies and whether their competencies differ as a function of experience. This study investigated three research questions: (1) What are genetic counselor supervisors' perceptions of their capabilities (self-efficacy) for a select group of supervisor competencies?, (2) Are there differences in self-efficacy as a function of their supervision experience or their genetic counseling experience, and 3) What training methods do they use and prefer to develop supervision skills? One-hundred thirty-one genetic counselor supervisors completed an anonymous online survey assessing demographics, self-efficacy (self-perceived capability) for 12 goal setting and 16 feedback competencies (Scale: 0-100), competencies that are personally challenging, and supervision training experiences and preferences (open-ended). A MANOVA revealed significant positive effects of supervision experience but not genetic counseling experience on participants' self-efficacy. Although mean self-efficacy ratings were high (>83.7), participant comments revealed several challenging competencies (e.g., incorporating student's report of feedback from previous supervisors into goal setting, and providing feedback about student behavior rather than personal traits). Commonly preferred supervision training methods included consultation with colleagues, peer discussion, and workshops/seminars.

  9. The effect of clinical nursing instructors on student self-efficacy.

    Science.gov (United States)

    Rowbotham, Melodie; Owen, Rachel M

    2015-11-01

    Clinical practicum experiences for nursing students provides the students an opportunity to apply concepts learned in class, practice skills learned in lab, and interact with patients, families, and other nurses. Although students look forward to these experiences, they often feel intimated and anxious about them. Clinical instructors play an important role in this experience and can either help or hinder student learning and self-efficacy. Using Bandura's Social Learning Theory as foundation, this descriptive study examined the relationship between perceived instructor effectiveness and student self-efficacy. Data were collected from a BSN school of nursing at a Midwestern USA comprehensive masters university. The instruments used were the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) and the student self-efficacy (SSE) questionnaire. Participants (n = 236) were from a traditional nursing program with 86% female and 14% male. Data was analyzed using Pearson's correlation and MANCOVA. Results indicated: Out of the five areas of attributes, one area showed significant (p teacher behaviors within the Evaluation category. Students with high self-efficacy reported faculty who suggested ways to improve, identified strengths and weaknesses, observed frequently, communicated expectations, gives positive reinforcement ad corrects without belittling. This can help faculty develop behaviors that increases student learning and student self-efficacy.

  10. Science self-efficacy of African American middle school students: Relationship to motivation self-beliefs, achievement, gender, and gender orientation

    Science.gov (United States)

    Britner, Shari Lynn

    Motivation researchers have established that students' self-efficacy beliefs, the confidence they have in their academic capabilities, are related to academic outcomes. Self-efficacy has been amply researched in mathematics and language arts and nearly exclusively with White students. African American students and the area of science have each received scant attention. Typically, gender differences favor boys in mathematics and girls in language arts. Researchers have also found that these differences may be a function of gender orientation beliefs. The purpose of this study was to extend findings in science self-efficacy and to African American middle school students. I sought to determine whether self-efficacy assessed at differing levels of specificity (lab skills versus science grades) would each predict science achievement assessed at corresponding levels, to discover whether mean scores in academic motivation and achievement would differ by gender, and to determine whether these differences are a function of gender orientation (N = 268). Science grade self-efficacy was positively associated with the grades obtained by boys and by girls. For girls, grades were also associated positively with science self-concept and negatively with value of science. For reasons resulting from problematic instructional practices, lab skills self-efficacy was not associated with lab grades. Girls reported stronger science self-efficacy and received higher grades in science class. Gender orientation beliefs did not account for these differences, but masculinity and femininity were each associated with science grade self-efficacy, suggesting that androgyny is an adaptive orientation for the science self-efficacy beliefs of African American students. Findings are interpreted within the framework of A. Bandura's (1986) social cognitive theory.

  11. [Self-stigma, self-esteem and self-efficacy of mentally ill].

    Science.gov (United States)

    Pasmatzi, E; Koulierakis, G; Giaglis, G

    2016-01-01

    The way that the social stigma of mental illness is related with the self-stigma, which in turn affects self-esteem and self-efficacy of mental patients was investigated. A sample of 66 patients in the Adult Psychiatric Clinic of the Thessaloniki General Hospital "G. Papanikolaou" was participated in this descriptive association study, with cross-sectional comparisons. The sample comprised of patients who were hospitalized or visited the Clinic as out-patients during the period that the study was undertaken. A tool for measuring the basic demographic, social and clinical characteristics of the participants was designed and used. Additionally, the Self-Stigma of Mental Illness Scale, SSMIS, Rosenberg's Self-Esteem Scale, RSE and the General Self-Efficacy Sherer Scale, GSESH were used for measuring self-stigma, self-esteem and self-efficacy respectively. Results showed that self-esteem and self-efficacy were highly associated with each another. Self-esteem and self-efficacy co varied. Greater self-stigma was associated with lower self-esteem and selfefficacy confirming the power of this relationship which is connected with patients' psychological empowerment and acts as mediator between patients' self-categorization as "mentally ill" and their self-esteem and self-efficacy. Additionally, a mild negative association between self-esteem, self-efficacy and age was found while higher educational level was associated with greater selfefficacy. Greater self-stigma along with lower educational level were the most significant predictors of both self-esteem and self-efficacy of mental patients, as shown by regression analysis. Some of our results, such as the percentage of low self-esteem (30.3%), were different from previous relevant data (9.1-24%), probably due to differences in sample's cultural characteristics and composition, research tools used, and the degree of mentally ill patients' reaction to social stigma perception. Despite its methodological limitations, the

  12. AN INVESTIGATION OF PRIMARY TEACHERS’ MATH LITERACY SELF-EFFICACY BELIEFS IN TERMS OF CERTAIN VARIABLES

    Directory of Open Access Journals (Sweden)

    Kemal BAYPINAR

    2015-12-01

    Full Text Available In this study, math literacy self-efficacy beliefs of elementary teachers who work as primary mathematics teacher, science teacher and elementary teacher were examined in terms of gender, age, type of schools, branch, seniority, type of institution graduated and type of high school graduated. Participants of the research consist of 176 elementary teachers working in Adana. In this quantitative descriptive study, the data was collected through a Math Literacy Self-Efficacy Scale and a personal information form. Mann–Whitney U and Kruskal–Wallis H tests were used for analyzing the data. According to the result of the study: it was determined that there were significant differences in math literacy self-efficacy beliefs of elementary teachers in terms of branch and type of schools. However; there was no significant difference in terms of gender, age, seniority, the type of institution graduated and the type of high schoo lgraduated.

  13. Enhancing self-efficacy improves episodic future thinking and social-decision making in combat veterans with posttraumatic stress disorder.

    Science.gov (United States)

    Brown, Adam D; Kouri, Nicole A; Rahman, Nadia; Joscelyne, Amy; Bryant, Richard A; Marmar, Charles R

    2016-08-30

    Posttraumatic Stress Disorder (PTSD) is associated with maladaptive changes in self-identity, including impoverished perceived self-efficacy. This study examined if enhancing perceptions of self-efficacy in combat veterans with and without symptoms of PTSD promotes cognitive strategies associated with positive mental health outcomes. Prior to completing a future thinking and social problem-solving task, sixty-two OEF/OIF veterans with and without symptoms of PTSD were randomized to either a high self-efficacy (HSE) induction in which they were asked to recall three autobiographical memories demonstrating self-efficacy or a control condition in which they recalled any three autobiographical events. An interaction between HSE and PTSD revealed that individuals with symptoms of PTSD in the HSE condition generated future events with more self-efficacious statements than those with PTSD in the control condition, whereas those without PTSD did not differ in self-efficacy content across the conditions. In addition, individuals in the HSE condition exhibited better social problem solving than those in the control condition. Increasing perceptions of self-efficacy may promote future thinking and problem solving in ways that are relevant to overcoming trauma and adversity.

  14. The impact of Next Generation Science Standards (NGSS) professional development on the self-efficacy of science teachers

    Science.gov (United States)

    Akella, Somi Devi M.

    In 2012, the National Research Council introduced the Next Generation Science Standards (NGSS), which were created to improve the K-12 education in the U.S. and stress the importance of providing professional development (PD) to acquire the knowledge, skills, and self-efficacy to design lessons to meet high standards of teaching and learning. Bandura's (1977) theory of self-efficacy posits that people are motivated to perform an action if they are confident that they can perform the action successfully. The purpose of this survey research was to investigate the impact of professional development on the self-efficacy of science teachers with regard to the NGSS practice of Analyzing and Interpreting Data as well as to probe teachers' perceptions of barriers to their self-efficacy in applying this practice. The study found that focused and targeted PD helped improve participants' self-efficacy in incorporating the NGSS practices and addressed several barriers to teacher self-efficacy. In response to findings, Akella's Science Teaching Efficacy Professional Development (ASTEPD) model is proposed as a tool to guide PD practice and, thus, helps improve teacher self-efficacy.

  15. Influences of Two Types of Self-Efficacy on the Teaching Aspirations of Teachers-in-Training : Job-hunting self-efficacy and job self-efficacy

    OpenAIRE

    児玉, 真樹子; 平尾, 朋子

    2014-01-01

    The purpose of this study was to examine the influence of job-hunting self-efficacy and job self-efficacy on the teaching aspirations of students in teacher-education courses, using Social Cognitive Career Theory. A questionnaire was distributed to 129 university students (84 second-year students and 45 third-year students) enrolled in a teacher-training course. Analyses showed the following: 1) the influence of job-hunting self-efficacy on students’ teaching aspirations was greater than that...

  16. Examining the relationship of ethnicity, gender and social cognitive factors with the academic achievement of first-year engineering students

    Science.gov (United States)

    Carr, Bruce Henry

    social cognitive variables. The data analysis revealed three significant correlations which were as follows academic performance and occupational self-efficacy, academic performance and academic self-efficacy, and academic performance and encouragement. Finally, a Pearson correlation coefficient was used to examine the relationship between high school GPA and the nine identified social cognitive variables. The Pearson correlational coefficient indicated that there was one statistically significant correlation which was high school GPA and academic self-efficacy. Recommendations for further study included (a) future research involving investigations that compare a variety of institutions in different regions of the country; (b) further investigations utilizing open-ended responses from engineering students based on interviews; (c) a replicated study in 5 to 10 years to evaluate whether differences emerged relating to ethnicity and gender due to possible societal or cultural changes; and (d) a study involving a pretest and posttest of students' self-efficacy beliefs. Finally, the researcher recommends a qualitative study specifically involving interview questions aimed at students with moderate level grades and SAT scores who exhibited above average academic performance. (Abstract shortened by UMI.).

  17. Self esteem, dependency, self-efficacy and self-criticism in social anxiety disorder.

    Science.gov (United States)

    Iancu, Iulian; Bodner, Ehud; Ben-Zion, Itzhak Z

    2015-04-01

    Social anxiety disorder (SAD) is characterized by fear and avoidance in social situations where one perceives being in danger of scrutiny by others. Low self-esteem, low self-efficacy, high self-criticism and high dependency are additional potential features of SAD, and thus their examination is warranted, as is the elucidation of their inter-relationship. Thirty-two SAD subjects diagnosed with the Mini-International Neuropsychiatric Interview and 30 healthy controls, were administered the Liebowitz Social Anxiety Scale (LSAS), the Rosenberg Self Esteem Scale, the Depressive Experiences Questionnaire (DEQ) that assesses self-criticism, dependency and self-efficacy, and a socio-demographic questionnaire. We hypothesized that the SAD group would present higher scores of dependency and self-criticism and lower self-esteem and self-efficacy. We also hypothesized that low self-esteem, low self-efficacy, high self-criticism and high dependency will predict the severity of SAD. In line with the hypotheses, SAD patients had higher scores of self-criticism and dependency and lower scores of self-esteem. The social anxiety score correlated negatively with self-esteem and self-efficacy, and positively with dependency and self-criticism. Self-criticism, but not the other measures, predicted the total LSAS score. Self-esteem, self-criticism, dependency and self-efficacy are related to SAD and their relations should be examined in future studies that will employ larger samples. It is suggested to search for ways to affect these factors through cognitive-behavioral interventions and additional psychotherapeutic treatments. Research should also focus on the specific role of self-criticism in SAD. Copyright © 2014 Elsevier Inc. All rights reserved.

  18. Social Persuasions by Teachers as a Source of Student Self-Efficacy: The Moderating Role of Perceived Teacher Credibility

    Science.gov (United States)

    Won, Sungjun; Lee, Sun-Young; Bong, Mimi

    2017-01-01

    The primary purpose of this study was to ascertain whether the degree to which Korean middle school students perceived their teachers to be credible made a difference in the effectiveness of teachers' persuasion as a source of students' academic self-efficacy. In the contexts of both general school learning and a specific subject of Korean…

  19. The Relationship between Primary School Teacher Candidates' Tendency for Lifelong Learning and Their Perceptions of Computer Self-Efficacy

    Science.gov (United States)

    Isik, Ayse Derya

    2015-01-01

    This study determines the relationship between primary school teacher candidates' lifelong learning tendency and their perceptions of computer self-efficacy. The research was carried out with 92 undergraduate teachers studying at Bartin University of Teacher Education Faculty, in 2014-2015 academic year. In this study, personal information…

  20. Self-Efficacy and Preparation of Scholarly Writing: Online Doctoral Coursework to Comprehensive Examination--a Mixed Method Study

    Science.gov (United States)

    Thomas, Sonya C.

    2013-01-01

    Writing is seldom explicitly taught, most specifically, in academic and scholarly writing. Therefore, this mixed methods correlational phenomenology research study explored the correlation between self-efficacy perception and course room preparation for the comprehensive examination, APA standards in the course room, APA standards evaluation for…