Turkish Pre-Service History Teachers' Self-Efficacy Beliefs and Motivations on the Teaching Profession

ERIC Educational Resources Information Center

Akçali, Asli Avci

2017-01-01

This study aims to identify the self-efficacy beliefs and motivations of Turkish pre-service history teachers, with respect to "the teaching profession in general", as well as "the history teaching profession specifically". With a descriptive aim, the study will be based on survey research. The research uses an explanatory…

Virtual school teacher's science efficacy beliefs: The effects of community of practice on science-teaching efficacy beliefs

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Uzoff, Phuong Pham

The purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument. The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.

Teaching in Inclusive Classrooms: Efficacy and Beliefs of Canadian Preservice Teachers

ERIC Educational Resources Information Center

Specht, Jacqueline; McGhie-Richmond, Donna; Loreman, Tim; Mirenda, Pat; Bennett, Sheila; Gallagher, Tiffany; Young, Gabrielle; Metsala, Jamie; Aylward, Lynn; Katz, Jennifer; Lyons, Wanda; Thompson, Scott; Cloutier, Sarah

2016-01-01

This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher…

Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors' Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Bautista, Nazan Uludag; Boone, William J.

2015-01-01

The purpose of this study was to investigate the impact of a mixed-reality teaching environment, called TeachME™ Lab (TML), on early childhood education majors' science teaching self-efficacy beliefs. Sixty-two preservice early childhood teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (journal entries)…

Investigation of the Self-Efficacy Beliefs in Teaching Science and Attitudes towards Teaching Profession of the Candidate Teachers

ERIC Educational Resources Information Center

Uyanik, Gökhan

2016-01-01

The aim of this study is to investigate the attitudes of the primary school teacher candidates towards teaching profession and self-efficacy beliefs in teaching science. The research was conducted with a survey model. The sample of the study consisted of 182 teacher candidates who were studying at the 2015-2016 spring term from Kastamonu…

Science and Mathematics Teaching Efficacy Beliefs of Pre-School Teachers

ERIC Educational Resources Information Center

Aydogdu, Bülent; Peker, Murat

2016-01-01

The aim of this research was to examine science and mathematics teaching efficacy beliefs of pre-school teachers in terms of some variables. The sample of the study was comprised of 191 pre-school teachers working in a city in Aegean Region of Turkey. Since it attempted to define self-efficacy beliefs of pre-school teachers toward science and…

Development of an Instrument to Assess Prospective Elementary Teacher Self-Efficacy Beliefs about Equitable Science Teaching and Learning (SEBEST)

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Ritter, Jennifer M.; Boone, William J.; Rubba, Peter A.

2001-06-01

This paper presents an overview of the procedures used to develop and validate an instrument to measure the self-efficacy beliefs of prospective elementary teachers about equitable science teaching and learning. The instrument, titled the SEBEST, was based on the work of Ashton and Webb (1986a, 1986b) and Bandura (1977, 1986). It was modeled after the Science Teaching Efficacy Belief Instrument (STEBI) (Riggs, 1988) and the Science Teaching Efficacy Belief Instrument for Prospective Teachers (STEBI-B) (Enochs & Riggs, 1990). Based on the standardized development procedures used and associated evidence, the SEBEST appears to be a content and construct valid instrument, with high internal reliability qualities. "Most probable response" plots are introduced and used to bring meaning to SEBEST raw scores.

The Effect of Student Teaching Experience on Preservice Elementary Teachers' Self-Efficacy Beliefs for Technology Integration in the UAE

ERIC Educational Resources Information Center

Al-Awidi, Hamed Mubarak; Alghazo, Iman Mohammad

2012-01-01

This study examines the effect of the student teaching experience on preservice elementary teachers' self-efficacy beliefs and the sources of their beliefs about technology integration in teaching in the UAE. The participants were 62 pre-service elementary teachers at the United Arab Emirates University. Pre- and post-survey was administered to…

The development and validation of the Self-Efficacy Beliefs about Equitable Science Teaching and learning instrument for prospective elementary teachers

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Ritter, Jennifer M.

1999-12-01

The purpose of this study was to develop, validate and establish the reliability of an instrument to assess the self-efficacy beliefs of prospective elementary teachers with regards to science teaching and learning for diverse learners. The study used Bandura's theoretical framework, in that the instrument would use the self-efficacy construct to explore the beliefs of prospective elementary science teachers with regards to science teaching and learning to diverse learners: specifically the two dimensions of self-efficacy beliefs defined by Bandura (1977): personal self-efficacy and outcome expectancy. A seven step plan was designed and followed in the process of developing the instrument, which was titled the Self-Efficacy Beliefs about Equitable Science Teaching or SEBEST. Diverse learners as recognized by Science for All Americans (1989) are "those who in the past who have largely been bypassed in science and mathematics education: ethnic and language minorities and girls" (p. xviii). That definition was extended by this researcher to include children from low socioeconomic backgrounds based on the research by Gomez and Tabachnick (1992). The SEBEST was administered to 226 prospective elementary teachers at The Pennsylvania State University. Using the results from factor analyses, Coefficient Alpha, and Chi-Square a 34 item instrument was found to achieve the greatest balance across the construct validity, reliability and item balance with the content matrix. The 34 item SEBEST was found to load purely on four factors across the content matrix thus providing evidence construct validity. The Coefficient Alpha reliability for the 34 item SEBEST was .90 and .82 for the PSE sub-scale and .78 for the OE sub-scale. A Chi-Square test (X2 = 2.7 1, df = 7, p > .05) was used to confirm that the 34 items were balanced across the Personal Self-Efficacy/Outcome Expectancy and Ethnicity/LanguageMinority/Gender Socioeconomic Status/dimensions of the content matrix. Based on

Teacher Candidates' Self-Efficacy Beliefs and Possible Selves throughout the Teaching Practice Period in Turkey

ERIC Educational Resources Information Center

Dalioglu, Seray Tatli; Adiguzel, Oktay Cem

2016-01-01

This research aims to study the change observed in self-efficacy beliefs and possible selves of teacher candidates regarding their first year in the profession after the completion of teaching practice. The research has a mix design method utilizing both qualitative and quantitative data collection tools. The quantitative part of the research has…

Development of preservice elementary teachers' science self- efficacy beliefs and its relation to science conceptual understanding

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Menon, Deepika

Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. This study used a mixed-methods approach to investigate the changes in preservice elementary teachers' science self-efficacy beliefs and the factors associated in a specialized elementary physics content course. In addition, the study is one of few to investigate the relationship between the changes in science self-efficacy beliefs and changes in physical science conceptual understanding. Participants included fifty-one preservice elementary teachers enrolled in two term of the physical science content course. Data collection and analysis procedures included both qualitative and quantitative measures. Data collection included implementation of Science Teaching Efficacy Belief Instrument-B (STEBI-B) (Bleicher, 2004) and Physical Science Concept Test as pre- and post-test, two semi-structured interviews with 18 participants (nine each semester), classroom observations and artifacts. A pre-post, repeated measures multivariate analysis of variance (MANOVA) design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs on both scales of STEBI-B - personal science teaching beliefs and outcome expectancy beliefs. Additionally, a positive moderate relationship between science conceptual understandings and personal science teaching efficacy beliefs was found. Post-hoc analysis of the STEBI-B data was used to select 18 participants for interviews. The participants belonged to each group representing the low, medium and high initial levels of self-efficacy beliefs. Participants' responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Four categories that represented the course-related factors contributing towards science self-efficacy

Pre-Service Teachers' Science Teaching Self-Efficacy Beliefs: The Influence of a Collaborative Peer Microteaching Program

ERIC Educational Resources Information Center

Cinici, Ayhan

2016-01-01

The aim of my study was to explore the nature of changes in pre-service science teachers' (PSTs') self-efficacy beliefs toward science teaching through a mixed-methods approach. Thirty-six participants enrolled in a science methods course that included a collaborative peer microteaching ("Cope-M"). Participants' science teaching…

Teacher Training and Pre-Service Primary Teachers' Self-Efficacy for Science Teaching

ERIC Educational Resources Information Center

Velthuis, Chantal; Fisser, Petra; Pieters, Jules

2014-01-01

This study focuses on the improvement of pre-service teachers' self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for…

Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants Teaching Self-Efficacy

ERIC Educational Resources Information Center

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…

Primary Education Teachers' Self-Efficacy Beliefs for Teaching Geography Lessons

ERIC Educational Resources Information Center

Bent, Gert Jan; Bakx, Anouke; den Brok, Perry

2017-01-01

This study was carried out to investigate the primary education teachers' self-efficacy regarding geography education, their beliefs regarding the classroom learning environment, and how these beliefs were related to each other and to teachers' background characteristics. Questionnaire data were collected from 489 Dutch primary school teachers.…

Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses

ERIC Educational Resources Information Center

Menon, Deepika; Sadler, Troy D.

2018-01-01

Self-efficacy beliefs play a major role in determining teachers' science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers' science teaching self-efficacy beliefs in a physical science content…

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

PubMed

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.

Strengthening the Teaching Self-Efficacy of Early Career Academics

ERIC Educational Resources Information Center

Hemmings, Brian Colin

2015-01-01

This article reports on a qualitative study exploring teaching self-efficacy (defined as a belief in capability to execute teaching-related tasks) in a higher education context. It is based on the views of 12 early career academics (ECAs) employed at Charles Sturt University who were interviewed to learn more about how their teaching self-efficacy…

Are Prospective Elementary School Teachers' Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?

ERIC Educational Resources Information Center

Dündar, Sahin

2015-01-01

This study aimed to contribute to the growing literature on learning approaches and teacher self-efficacy beliefs by examining associations between prospective elementary school teachers' learning approaches in a social studies teaching methods course and their social studies teaching efficacy beliefs. One hundred ninety-two prospective elementary…

The Effect of Metacognitive Strategies on Prospective Teachers' Metacognitive Awareness and Self Efficacy Belief

ERIC Educational Resources Information Center

Yildiz, Hatice; Akdag, Mustafa

2017-01-01

The purpose of the research study was to investigate the effects of the metacognitive strategies used in the course Science and Technology Instruction-II on prospective teachers' metacognitive awareness, science teaching self efficacy belief and teacher self efficacy belief. The research group was composed of 87 third grade students from the…

Influence of Web-Aided Cooperative Learning Environment on Motivation and on Self-Efficacy Belief in Biology Teaching

ERIC Educational Resources Information Center

Hevedanli, Murat

2015-01-01

The purpose of this study is to investigate the influence of the web-aided cooperative learning environment on biology preservice teachers' motivation and on their self-efficacy beliefs in biology teaching. The study was carried out with 30 biology preservice teachers attending a state university in Turkey. In the study, the pretest-posttest…

Development and Application of an Instrument to Measure Greek Primary Education Teachers' Biology Teaching Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Mavrikaki, Evangelia; Athanasiou, Kyriacos

2011-01-01

The self-efficacy beliefs of in-service elementary school teachers in Greece were examined in an attempt to evaluate their biology teaching skills. For this purpose, we constructed a valid and reliable instrument consisting of a Likert-type questionnaire that was distributed to the target population and to which 202 teachers responded. Results…

Sources of Self-Efficacy: Four Professional Development Formats and Their Relationship to Self-Efficacy and Implementation of a New Teaching Strategy

ERIC Educational Resources Information Center

Tschannen-Moran, Megan; McMaster, Peggy

2009-01-01

This quasi-experimental study tested the potency of different sources of self-efficacy beliefs. Respondents were primary teachers (N = 93) in 9 schools who completed surveys of their self-efficacy beliefs and level of implementation of a new teaching strategy for beginning readers before and after participating in 1 of 4 formats of professional…

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

ERIC Educational Resources Information Center

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…

Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants

PubMed Central

DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry

2015-01-01

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. PMID:26250562

The effect of site-based preservice experiences on elementary science teaching self-efficacy beliefs

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Wingfield, Mary E.

Current reform in science education has focused on the need for improvement of preservice teacher training (National Science Education Standards, 1996). As a situation specific construct (Bandura, 1977), self-efficacy studies have been conducted to investigate factors that impact preservice teachers' sense of confidence as it relates to their ability to become successful science teachers. This descriptive study identified factors in the site based experiences that affected preservice elementary teachers' self-efficacy as measured by the Science Teaching Efficacy Belief Instrument (STEBL-B) (Enochs and Riggs, 1990). The sample consisted of the entire population of undergraduate elementary preservice teachers in the site based teacher education program during the fall semester of 1997 at a large south central urban university. The 131 paired, pretest posttests of the entire STEBL-B and the two constructs were analyzed for significance in mean score gains. Results of the paired t test yielded a t value of 11.52 which was significant at p <.001. An analysis of covariance using the pretest as the covariate yielded an F value of 6.41 which was statistically significant at p <.001. These quantitative results were supported by interviews and by written comments on questionnaires that determined ratings for the extent of impact on self-efficacy from site based experiences. Results of this study indicate that the experiences of the site based program has a significant positive impact on the preservice teachers' self-efficacy. The implication for teacher educators is that this specific affective dimension can be significantly enhanced. The site based program can provide the four factors Bandura identified as sources of information used to determine self-efficacy. These include performance accomplishments through authentic teaching experiences, vicarious experiences through observation of the site based teachers, and verbal persuasion and physiological states from feedback

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

PubMed Central

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. PMID:28769839

The Effects of Project Based Learning on Undergraduate Students' Achievement and Self-Efficacy Beliefs towards Science Teaching

ERIC Educational Resources Information Center

Bilgin, Ibrahim; Karakuyu, Yunus; Ay, Yusuf

2015-01-01

The purpose of this study is to investigate the effects of the Project-Based Learning (PBL) method on undergraduate students' achievement and its association with these students' self-efficacy beliefs about science teaching and pinions about PBL. The sample of the study consisted of two randomly chosen classes from a set of seven classes enrolled…

Reading and Teaching in an Urban Middle School: Preservice Teachers' Self-Efficacy Beliefs and Field-Based Experiences

ERIC Educational Resources Information Center

Rogers-Haverback, Heather; Mee, Molly

2015-01-01

The purpose of this study was to investigate middle level preservice teacher self-efficacy beliefs in general, as well as in the domain of reading. The participants were 8 middle school preservice teachers enrolled in a state-mandated reading methods course and student teaching over the course of a year. As part of the yearlong internship, the…

Turkish Preservice Science Teachers' Efficacy Beliefs Regarding Science Teaching and Their Beliefs about Classroom Management

ERIC Educational Resources Information Center

Gencer, Ayse Savran; Cakiroglu, Jale

2007-01-01

The purpose of this study was to explore Turkish preservice science teachers' science teaching efficacy and classroom management beliefs. Data in this study were collected from a total number of 584 preservice science teachers utilizing the Science Teaching Efficacy Belief Instrument and the attitudes and beliefs on classroom control (ABCC)…

A Comparative Study of Pre-Service Teachers' Teaching Efficacy Beliefs before and after Work-Integrated Learning: Part Two

ERIC Educational Resources Information Center

Junqueira, K. E.; Matoti, S. N.

2013-01-01

The study, which is grounded in Bandura's concept of self-efficacy, assessed the teaching efficacy beliefs of student teachers before and after completing six months of work-integrated learning. This was necessitated by research which shows that self-efficacy is an important aspect which influences a teacher's ability to teach as well as the…

Science teaching self-efficacy in a primary school: A case study

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de Laat, Jenny; Watters, James J.

1995-12-01

Bandura's theory of self-efficacy predicts that teachers with high, self-efficacy should persist longer, provide a greater academic focus in child-centred classrooms and exhibit different types of feedback than teachers who have lower self-efficacy. This paper reports on the science teaching self-efficacy in a group of teachers at a state primary school. The research was conducted in two stages using firstly the Science Teaching Efficacy Beliefs Instrument (STEBI-A) to identify cases, and secondly, a semistructured interview coupled with classroom observations. Thirty seven teaching staff were surveyed with the STEBI-A instrument. The five highest and five lowest scoring teachers on the personal science teaching self-efficacy subscale of the STEBI-A were interviewed. The analysis of interviews and observations indicated that teachers with high personal science teaching self-efficacy have had a long interest in science and a relatively strong background of formal science studies with opportunities for exploring out of school activities. Although they may have experienced negative science experiences in their own schooling other ameliorating factors existed which maintained their interest. Their instructional strategies in science lessons were more child-centred than those reported by teachers with lower personal science teaching self-efficacy. The implications of the results for the inservice training of teachers are discussed.

Investigating the Relationships among PSTs' Teaching Beliefs: Are Epistemological Beliefs Central?

ERIC Educational Resources Information Center

Bahçivan, Eralp

2016-01-01

The present case study explored the teaching belief systems of pre-service science teachers (PSTs), including epistemological beliefs, self-efficacy beliefs, conceptions of science learning and teaching and pedagogical content knowledge. Based on their epistemological scores, three PSTs who were categorised as exhibiting naïve, moderately…

Pre- and In-Service Preschool Teachers' Science Teaching Efficacy Beliefs

ERIC Educational Resources Information Center

Aslan, Durmus; Tas, Isil; Ogul, Irem Gürgah

2016-01-01

In this study, pre- and in-service preschool teachers' science teaching efficacy beliefs were investigated. The sample included 100 pre-service (50 first grades and 50 last grades) and 73 in-service preschool teachers. As a data collection tool "Science Teaching Efficacy Belief Instrument" was used. Findings indicated that in-service…

An Investigation into Prospective Science Teachers' Attitudes towards Laboratory Course and Self-Efficacy Beliefs in Laboratory Use

ERIC Educational Resources Information Center

Aka, Elvan Ince

2016-01-01

The aim of the current study is to identify the attitudes towards the laboratory course and self-efficacy beliefs in the laboratory use of prospective teachers who are attending Gazi University Gazi Education Faculty Primary Education Science Teaching program, and to investigate the relationship between the attitudes and self-efficacy beliefs.…

Prosociality: the contribution of traits, values, and self-efficacy beliefs.

PubMed

Caprara, Gian Vittorio; Alessandri, Guido; Eisenberg, Nancy

2012-06-01

The present study examined how agreeableness, self-transcendence values, and empathic self-efficacy beliefs predict individuals' tendencies to engage in prosocial behavior (i.e., prosociality) across time. Participants were 340 young adults, 190 women and 150 men, age approximately 21 years at Time 1 and 25 years at Time 2. Measures of agreeableness, self-transcendence, empathic self-efficacy beliefs, and prosociality were collected at 2 time points. The findings corroborated the posited paths of relations, with agreeableness directly predicting self-transcendence and indirectly predicting empathic self-efficacy beliefs and prosociality. Self-transcendence mediated the relation between agreeableness and empathic self-efficacy beliefs. Empathic self-efficacy beliefs mediated the relation of agreeableness and self-transcendence to prosociality. Finally, earlier prosociality predicted agreeableness and empathic self-efficacy beliefs assessed at Time 2. The posited conceptual model accounted for a significant portion of variance in prosociality and provides guidance to interventions aimed at promoting prosociality. 2012 APA, all rights reserved

A Mixed-Methods Investigation of Preservice Music Teaching Efficacy Beliefs and Commitment to Music Teaching

ERIC Educational Resources Information Center

Prichard, Stephanie

2017-01-01

The purpose of this study was to investigate the music teaching efficacy beliefs and commitment to teaching of preservice music teachers enrolled in an introductory music education course. Also explored was the impact of introductory music education course experiences on preservice music teachers' music teaching efficacy beliefs and commitment to…

Validity-Supporting Evidence of the Self-Efficacy for Teaching Mathematics Instrument

ERIC Educational Resources Information Center

McGee, Jennifer R.; Wang, Chuang

2014-01-01

The purpose of this study is to provide evidence of reliability and validity of the Self-Efficacy for Teaching Mathematics Instrument (SETMI). Self-efficacy, as defined by Bandura, was the theoretical framework for the development of the instrument. The complex belief systems of mathematics teachers, as touted by Ernest provided insights into the…

Pre-Service Physical Education Teachers' Preference for Class Management Profiles and Teacher's Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Yilmaz, Idris

2013-01-01

The present study aims to identify pre-service physical education teachers' class management profiles, teachers' self-efficacy and the relationship between their class management profiles and teacher self-efficacy beliefs. The universe comprised junior and senior students studying physical education teaching at six different universities (Ahi…

Called to Teach: A Mixed Methods Exploration of Community College Adjunct Faculty's Teaching Self-Efficacy

ERIC Educational Resources Information Center

Tyndall, Christy L.

2017-01-01

Adjunct faculty teach over 50% of courses in U.S. higher education but little is known about them as educators. Strong evidence has been found in the K-12 literature demonstrating the link between teachers' beliefs, instructional practices, and subsequent student outcomes. Teaching self-efficacy, beliefs in one's capabilities to perform specific…

An Investigation of Elementary Preservice Teachers' Self-Efficacy for Teaching Mathematics

ERIC Educational Resources Information Center

Giles, Rebecca McMahon; Byrd, Kelly O.; Bendolph, Angelia

2016-01-01

Research has consistently shown that teacher efficacy is related to a variety of desirable student outcomes, thus, making teacher efficacy an important factor in high quality mathematics instruction. The purpose of this study was to determine elementary preservice teachers' self-efficacy beliefs related to teaching mathematics. Forty-one…

Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors' Self-Efficacy Beliefs

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Bautista, Nazan Uludag

2011-06-01

This study investigated the effectiveness of an Early Childhood Education science methods course that focused exclusively on providing various mastery (i.e., enactive, cognitive content, and cognitive pedagogical) and vicarious experiences (i.e., cognitive self-modeling, symbolic modeling, and simulated modeling) in increasing preservice elementary teachers' self-efficacy beliefs. Forty-four preservice elementary teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (informal surveys) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased significantly over the semester. Enactive mastery, cognitive pedagogical mastery, symbolic modeling, and cognitive self-modeling were the major sources of self-efficacy. This list was followed by cognitive content mastery and simulated modeling. This study has implications for science teacher educators.

Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants.

PubMed

DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry

2015-01-01

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor's belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K-12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. © 2015 S. E. DeChenne et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

A mathematics content course and teaching efficacy beliefs of undergraduate majors in education.

PubMed

Alkhateeb, Haitham M; Abed, Adnan S

2003-10-01

This study was designed to assess the mathematics teaching efficacy beliefs of undergraduates in elementary education through a manipulative-based course in mathematics. Responses of 106 university undergraduates to the 21-item Mathematics Teaching Efficacy Beliefs administered as pre- and posttest without a control group showed a significant immediate postcourse change in their efficacy beliefs using dependent t test.

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

ERIC Educational Resources Information Center

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,"…

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

ERIC Educational Resources Information Center

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…

Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

ERIC Educational Resources Information Center

Mohar, Tunku Mohani Tunku; Singh, Charajit Kaur Swaran; Kepol, Napisah; Ahmad, Ahmad Zainuri Loap; Moneyam, Sasigaran

2017-01-01

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three…

Self-efficacy beliefs of medical students: a critical review.

PubMed

Klassen, Robert M; Klassen, Joel R L

2018-04-01

Self-efficacy is a theoretically and empirically robust motivation belief that has been shown to play an important role in the learning and development of new skills and knowledge. In this article, we critically review research on the self-efficacy beliefs of medical students, with a goal to evaluate the existing research and to strengthen future work. In particular, we sought to describe the state of research on medical student self-efficacy and to critically examine the conceptualization and measurement of the construct. Finally, we aimed to provide directions for future self-efficacy research. We critically reviewed 74 published articles that included measures of self-efficacy beliefs of medical students. Our review showed that (a) research on the self-efficacy beliefs of medical students is growing and is becoming increasingly international, and (b) that nearly half (46%) of self-efficacy measures showed conceptual and operational flaws. Our critical review of 74 research studies on self-efficacy of medical students found that although research in the field is increasing, nearly half of measures labelled as self-efficacy were incongruent with the conceptual guidelines set by self-efficacy experts. We provide five suggestions for future research on the self-efficacy of medical students.

FAMILY DEVELOPMENT CREDENTIAL TRAINING IMPACT ON SELF-EFFICACY BELIEFS OF HUMAN SERVICE WORKERS.

PubMed

Smith, Deborah B; Day, Nancy E

2015-01-01

The Family Development Credential (FDC) Training offers an innovative interagency training for human service workers within a community. We use a mixed-methods approach to evaluate the impact of FDC on work-related self-efficacy beliefs. Quantitative data found FDC participants increased their levels of positive self-efficacy beliefs and had no change in negative self-efficacy beliefs; a comparison group saw no change in positive self-efficacy beliefs but increased their levels of negative self-efficacy beliefs. Qualitative data indicated training increased work-related self-efficacy beliefs. Overall, findings suggest that FDC training improved self-efficacy in human service workers and that no training allowed negative self-efficacy beliefs to grow.

A Reanalysis of Engineering Majors' Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Concannon, James P.; Barrow, Lloyd H.

2012-01-01

This study examines differences in women's engineering self-efficacy beliefs across grade levels in comparison to men's engineering self-efficacy (ESE) beliefs across grade levels. Data for this study was collected from 746 (635 men, 111 women) engineering students enrolled in a large research extensive university. Four major conclusions resulted…

Changes in teacher efficacy and beliefs during a one-year teacher preparation program

NASA Astrophysics Data System (ADS)

Lockman, Alison Schirmer

This study attempted to further understanding of factors affecting the teacher efficacy beliefs of secondary science preservice teachers, and to develop a model relating teacher efficacy to beliefs about teaching and students. A mixed quantitative and qualitative methodology was utilized in order to track participants' beliefs both broadly and in depth throughout a one-year teacher preparation program. Results from this analysis revealed that preservice teachers at the end of the program had significantly higher personal science teaching efficacy beliefs than at the beginning of the program. No significant difference in science teaching outcome expectancy beliefs was found, although individual preservice teachers did develop alternate beliefs. Teacher efficacy beliefs were directly affected by three of Bandura's four sources of self-efficacy beliefs---Mastery experiences, vicarious experiences, and verbal persuasion---with the influence of each source of self-efficacy information appearing to change during the course of the teacher preparation program. No evidence was found that affective states by themselves had resulted in belief changes, although many of the other experiences were more powerful because they were accompanied by an emotional incident. Connections between teacher efficacy beliefs, beliefs about students, and beliefs about teaching were uncovered, as was the importance of content knowledge and pedagogical content knowledge on a teacher's sense of efficacy.

Preservice Teachers' Teacher Efficacy Beliefs and Constructivist-Based Teaching Practice

ERIC Educational Resources Information Center

Temiz, Tugba; Topcu, Mustafa Sami

2013-01-01

The purpose of this paper is to explore the relationship between preservice teachers' (PTs) teacher efficacy beliefs and their constructivist-based teaching practices. Data were gathered through the questionnaire (Teachers' Sense of Efficacy Scale) and the observation protocol (Reformed Teaching Observation Protocol) administered to the…

The Relationship between Principals' and Teachers' Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Nikolas, Julie Marie

2013-01-01

The purpose of this research was to investigate the relationship between principals' and teachers' self-efficacy beliefs. The study focused on the efficacy beliefs in instructional leadership, instructional strategies, school management, classroom management, and the effect of specific demographics on efficacy beliefs. The study, conducted during…

Effect of Micro-Teaching Practices with Concrete Models on Pre-Service Mathematics Teachers' Self-Efficacy Beliefs about Using Concrete Models

ERIC Educational Resources Information Center

Ünlü, Melihan

2018-01-01

The purpose of the current study was to investigate the effect of micro-teaching practices with concrete models on the pre-service teachers' self-efficacy beliefs about using concrete models and to determine the opinions of the pre-service teachers about this issue. In the current study, one of the mixed methods, the convergent design (embedded)…

It's the Quality Not the Quantity of Ties That Matters: Social Networks and Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Siciliano, Michael D.

2016-01-01

This study explores the role of knowledge access and peer influence as mechanisms by which networks may shape teacher self-efficacy. The basic premise is twofold: (a) that peer interaction provides opportunities to access teaching relevant knowledge and thus may reduce uncertainty and (b) that self-efficacy beliefs may be shaped by the efficacy…

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

NASA Astrophysics Data System (ADS)

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

Teachers’ work ability: a study of relationships between collective efficacy and self-efficacy beliefs

PubMed Central

Guidetti, Gloria; Viotti, Sara; Bruno, Andreina; Converso, Daniela

2018-01-01

Introduction Work ability constitutes one of the most studied well-being indicators related to work. Past research highlighted the relationship with work-related resources and demands, and personal resources. However, no studies highlight the role of collective and self-efficacy beliefs in sustaining work ability. Purpose The purpose of this study was to examine whether and by which mechanism work ability is linked with individual and collective efficacies in a sample of primary and middle school teachers. Materials and methods Using a dataset consisting of 415 primary and middle school Italian teachers, the analysis tested for the mediating role of self-efficacy between collective efficacy and work ability. Results Mediational analysis highlights that teachers’ self-efficacy totally mediates the relationship between collective efficacy and perceived work ability. Conclusion Results of this study enhance the theoretical knowledge and empirical evidence regarding the link between teachers’ collective efficacy and self-efficacy, giving further emphasis to the concept of collective efficacy in school contexts. Moreover, the results contribute to the study of well-being in the teaching profession, highlighting a process that sustains and promotes levels of work ability through both collective and personal resources. PMID:29861646

Teachers' work ability: a study of relationships between collective efficacy and self-efficacy beliefs.

PubMed

Guidetti, Gloria; Viotti, Sara; Bruno, Andreina; Converso, Daniela

2018-01-01

Work ability constitutes one of the most studied well-being indicators related to work. Past research highlighted the relationship with work-related resources and demands, and personal resources. However, no studies highlight the role of collective and self-efficacy beliefs in sustaining work ability. The purpose of this study was to examine whether and by which mechanism work ability is linked with individual and collective efficacies in a sample of primary and middle school teachers. Using a dataset consisting of 415 primary and middle school Italian teachers, the analysis tested for the mediating role of self-efficacy between collective efficacy and work ability. Mediational analysis highlights that teachers' self-efficacy totally mediates the relationship between collective efficacy and perceived work ability. Results of this study enhance the theoretical knowledge and empirical evidence regarding the link between teachers' collective efficacy and self-efficacy, giving further emphasis to the concept of collective efficacy in school contexts. Moreover, the results contribute to the study of well-being in the teaching profession, highlighting a process that sustains and promotes levels of work ability through both collective and personal resources.

Predictive Power of the Sources of Primary School Students' Self-Efficacy Beliefs on Their Self-Efficacy Beliefs for Learning and Performance

ERIC Educational Resources Information Center

Arslan, Ali

2012-01-01

The purpose of this study is to reveal the extent to which the sources of 6th- 8th grade students' self-efficacy beliefs predict their self-efficacy beliefs for learning and performance. The study is correlational and was conducted on a total of 1049 students during the fall term of the educational year 2010-2011. The data of the study were…

Examining the Durability of Environmental Education Self-Efficacy Beliefs in Preservice Teaching

ERIC Educational Resources Information Center

Richardson, Greer M.; Liang, Ling L.; Wake, Donna G.

2014-01-01

This research examined the outcome of a year two intervention which aligned two instructional contexts, to impact preservice teachers' Environmental Education (EE) self-efficacy beliefs and their use of inquiry-based instruction. The intervention immersed candidates in inquiry-based pedagogies and EE content across a science content course and a…

Sources of self-efficacy belief: development and validation of two scales.

PubMed

Liu, Ou Lydia; Wilson, Mark

2010-01-01

Self-efficacy belief has been an instrumental affective factor in predicting student behavior and achievement in academic settings. Although there is abundant literature on efficacy belief per se, the sources of efficacy belief have not been fully researched. Very few instruments exist to quantify the sources of efficacy-beliefs. To fill this void, we developed two scales for the two main sources of self-efficacy belief: past performance and social persuasion. Pilot test data were collected from 255 middle school students. A self-efficacy measure was also administered to the students as a criterion measure. The Rasch rating scale model was used to analyze the data. Information on item fit, item design, content validity, external validity, internal consistency, and person separation reliability was examined. The two scales displayed satisfactory psychometric properties. Applications and limitations of these two scales are also discussed.

A professional development study of technology education in secondary science teaching in Benin: Issues of teacher change and self-efficacy beliefs

NASA Astrophysics Data System (ADS)

Kelani, Razacki Raphael E. D.

This study has two purposes. The practical purpose of the study was to provide Benin middle school science teachers with an effective technology education professional development (TEPD) program which granted teachers with content knowledge in technology education (TE), PCK in TE, design hands-on models in TE, and design rubrics assessing students' works. The research purpose of the study was to explore teachers' TE content knowledge and PCK, changes in teachers' self-efficacy beliefs in teaching the TE portion of the curriculum, and teachers' perceptions of their TEPD experience after participating in the program. Four sessions of the TEPD program were carried out with two groups of teachers (N = 23 & 28). A mixed methods research design was utilized to collect data. Pre-experimental one-group pretest-posttest research design was used to collect quantitative data. Two instruments, the technology education teacher self-efficacy beliefs instrument (TETEBI) and the TE Awareness instrument, were designed. The qualitative research design employed a case study with participating teachers' after-session journals and after-session evaluation, classroom observations, teachers' and students' interviews. Overall results of the study revealed that the TEPD program impacted positively participating teachers. Salient results indicated that (1) the TEPD program was effective; (2) although quantitative analysis was inconclusive, through documents analysis, teachers' self-efficacy beliefs were enhanced after participating in the program; (3) teachers did acquire TE content knowledge and PCK; (4) teachers were effectively teaching the TE lessons integrated in the science curriculum; and (5) teachers expressed positive perceptions about the program and acknowledged its soundness, relevancy and effectiveness. Other characteristics of effective PD have been founded such as trainers' expertise and consideration of cultural and contextual issues of the trainees. Interpretations of the

Modeling the Interrelationships among Pre-Service Science Teachers' Understanding and Acceptance of Evolution, Their Views on Nature of Science and Self-Efficacy Beliefs regarding Teaching Evolution

ERIC Educational Resources Information Center

Akyol, Gulsum; Tekkaya, Ceren; Sungur, Semra; Traynor, Anne

2012-01-01

This study proposed a path model of relationships among understanding and acceptance of evolution, views on nature of science, and self-efficacy beliefs regarding teaching evolution. A total of 415 pre-service science teachers completed a series of self-report instruments for the specified purpose. After the estimation of scale scores using…

The Science Teaching Self-Efficacy of Prospective Elementary Education Majors Enrolled in Introductory Geology Lab Sections

ERIC Educational Resources Information Center

Baldwin, Kathryn A.

2014-01-01

This study examined prospective elementary education majors' science teaching self-efficacy while they were enrolled in an introductory geology lab course for elementary education majors. The Science Teaching Efficacy Belief Instrument Form B (STEBI-B) was administered during the first and last lab class sessions. Additionally, students were…

Effects of Online Reciprocal Teaching on Reading Strategies, Comprehension, Self-Efficacy, and Motivation

ERIC Educational Resources Information Center

Huang, Ching-Ting; Yang, Shu Ching

2015-01-01

This study examines the effects of two types of online remedial reading interventions on the reading strategy and comprehension, motivational beliefs, and self-efficacy of 36 low-achieving students (explicit teaching before reciprocal teaching [ET-RT] vs. direct instruction [DI]). We designed a 10-unit online remedial English reading program based…

Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study

NASA Astrophysics Data System (ADS)

Sangueza, Cheryl Ramirez

This mixed-method, dual-phase, embedded-case study employed the Social Cognitive Theory and the construct of self-efficacy to examine the contributors to science teaching self-efficacy and science teaching practices across different levels of efficacy in six pre-service elementary teachers during their science methods course and student teaching experiences. Data sources included the Science Teaching Efficacy Belief Instrument (STEBI-B) for pre-service teachers, questionnaires, journals, reflections, student teaching lesson observations, and lesson debriefing notes. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. The ANOVA analysis of the STEBI-B revealed a statistically significant increase in level of efficacy during methods course, student teaching, and from the beginning of the study to the end. Of interest in this study was the examination of the participants' science teaching practices across different levels of efficacy. Results of this analysis revealed how the pre-service elementary teachers in this study contextualized their experiences in learning to teach science and its influences on their science teaching practices. Key implications involves the value in exploring how pre-service teachers interpret their learning to teach experiences and how their interpretations influence the development of their science teaching practices.

Self-Efficacy Beliefs, Classroom Management, and the Cradle-to-Prison Pipeline

ERIC Educational Resources Information Center

Delale-O'Connor, Lori Ann; Alvarez, Adam J.; Murray, Ira E.; Milner, H. Richard, IV

2017-01-01

In this article, we focus on connections between and among teachers' self-efficacy beliefs, classroom management practices, and the cradle to prison pipeline. Drawing from Bandura's (1986) theorization of self-efficacy, we discuss how teachers' beliefs shape their classroom management practices and how these beliefs and practices can be essential…

The Combined Effects of Classroom Teaching and Learning Strategy Use on Students' Chemistry Self-Efficacy

NASA Astrophysics Data System (ADS)

Cheung, Derek

2015-02-01

For students to be successful in school chemistry, a strong sense of self-efficacy is essential. Chemistry self-efficacy can be defined as students' beliefs about the extent to which they are capable of performing specific chemistry tasks. According to Bandura (Psychol. Rev. 84:191-215, 1977), students acquire information about their level of self-efficacy from four sources: performance accomplishments, vicarious experiences, verbal persuasion, and physiological states. No published studies have investigated how instructional strategies in chemistry lessons can provide students with positive experiences with these four sources of self-efficacy information and how the instructional strategies promote students' chemistry self-efficacy. In this study, questionnaire items were constructed to measure student perceptions about instructional strategies, termed efficacy-enhancing teaching, which can provide positive experiences with the four sources of self-efficacy information. Structural equation modeling was then applied to test a hypothesized mediation model, positing that efficacy-enhancing teaching positively affects students' chemistry self-efficacy through their use of deep learning strategies such as metacognitive control strategies. A total of 590 chemistry students at nine secondary schools in Hong Kong participated in the survey. The mediation model provided a good fit to the student data. Efficacy-enhancing teaching had a direct effect on students' chemistry self-efficacy. Efficacy-enhancing teaching also directly affected students' use of deep learning strategies, which in turn affected students' chemistry self-efficacy. The implications of these findings for developing secondary school students' chemistry self-efficacy are discussed.

Sources of Science Self-Efficacy Beliefs of Middle School Students

ERIC Educational Resources Information Center

Britner, Shari L.; Pajares, Frank

2006-01-01

The purpose of this study was to investigate the degree to which A. Bandura's ([1997]) hypothesized sources of self-efficacy predict the science self-efficacy beliefs of middle school students (N = 319), to replicate previous findings that science self-efficacy predicts science achievement, and to explore how science self-efficacy and its…

Personality and Attitude towards Teaching Profession: Mediating Role of Self Efficacy

ERIC Educational Resources Information Center

Üstüner, Mehmet

2017-01-01

The objective of the present study is to examine the correlation between the five factor personality traits of pre-service teachers and their attitudes towards the teaching profession and to test the mediating role of the pre-service teachers' self-efficacy beliefs. The study population included pre-service teachers that attended the…

Learning to teach effectively: Science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy

NASA Astrophysics Data System (ADS)

Dechenne, Sue Ellen

Graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) are important in the teaching of undergraduate students (Golde & Dore, 2001). However, they are often poorly prepared for teaching (Luft, Kurdziel, Roehrig, & Turner, 2004). This dissertation addresses teaching effectiveness in three related manuscripts: (1) A position paper that summarizes the current research on and develops a model of GTA teaching effectiveness. (2) An adaptation and validation of two instruments; GTA perception of teaching training and STEM GTA teaching self-efficacy. (3) A model test of factors that predict STEM GTA teaching self-efficacy. Together these three papers address key questions in the understanding of teaching effectiveness in STEM GTAs including: (a) What is our current knowledge of factors that affect the teaching effectiveness of GTAs? (b) Given that teaching self-efficacy is strongly linked to teaching performance, how can we measure STEM GTAs teaching self-efficacy? (c) Is there a better way to measure GTA teaching training than currently exists? (d) What factors predict STEM GTA teaching self-efficacy? An original model for GTA teaching effectiveness was developed from a thorough search of the GTA teaching literature. The two instruments---perception of training and teaching self-efficacy---were tested through self-report surveys using STEM GTAs from six different universities including Oregon State University (OSU). The data was analyzed using exploratory and confirmatory factor analysis. Using GTAs from the OSU colleges of science and engineering, the model of sources of STEM GTA teaching self-efficacy was tested by administering self-report surveys and analyzed by using OLS regression analysis. Language and cultural proficiency, departmental teaching climate, teaching self-efficacy, GTA training, and teaching experience affect GTA teaching effectiveness. GTA teaching self-efficacy is a second-order factor combined from self-efficacy

Astronomy Teaching Self-Efficacy Belief Scale: The Validity and Reliability Study

ERIC Educational Resources Information Center

Demirci, Filiz; Ozyurek, Cengiz

2018-01-01

The purpose of this study is to develop a reliable and safe scale for determining the self-efficacy levels of science teachers in the teaching of astronomy subjects. The study used a survey approach, which is a qualitative research method. The study was conducted with a total of 106 science teachers working in the secondary schools of Ordu city…

The role of nurse educators' self-perception and beliefs in the use of learner-centered teaching in the classroom.

PubMed

Ellis, D Michele

2016-01-01

This study was designed to investigate the role of nurse educators' beliefs and self-perception in their use of Learner-Centered Teaching in the nursing education classroom. A sample of 122 nurse educators completed an online questionnaire that explored self-perception, beliefs and the correlation with their use of behaviors indicative of Learner-Centered Teaching. Findings demonstrated that nurse educators who identify themselves as learner-centered are more likely to use Learner-Centered Teaching in their classrooms, and nurse educators who strongly believe learner-centered teaching is beneficial in understanding and applying nursing concepts are also somewhat more likely to use Learner-Centered Teaching in the classroom. The results of this study produced a picture of the role of self-perception and beliefs about Learner-Centered Teaching, and the influence this may have on actual utilization of Learner-Centered Teaching. It is clear that valuing Learner-Centered Teaching and believing in its efficacy are only part of the answer to convincing nurse educators to widely adopt this teaching framework. Copyright © 2015 Elsevier Ltd. All rights reserved.

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

NASA Astrophysics Data System (ADS)

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.

Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

ERIC Educational Resources Information Center

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…

Internal consistency reliability and validity of the Arabic translation of the Mathematics Teaching Efficacy Beliefs Instrument.

PubMed

Alkhateeb, Haitham M

2004-06-01

The Arabic translation of the Mathematics Teaching Efficacy Beliefs was completed by 144 undergraduate students (M age=20.6) in Jordan. The findings support the internal reliability of the Arabic translation of the Mathematics Teaching Efficacy Beliefs as well as its construct validity.

Pre-Service Early Childhood Teachers' Self-Efficacy Beliefs towards Parent Involvement

ERIC Educational Resources Information Center

Alaçam, Nur; Olgan, Refika

2017-01-01

This study aimed to investigate the parent involvement self-efficacy beliefs held by pre-service early childhood teachers and their self-reported skills in implementing parent involvement strategies. Another aim was to examine the impact made on parent involvement self-efficacy beliefs by taking a course on parent involvement and by self-reported…

Longitudinal Study of Middle Grades Chemistry Professional Development: Enhancement of Personal Science Teaching Self-Efficacy and Outcome Expectancy

ERIC Educational Resources Information Center

Khourey-Bowers, Claudia; Simonis, Doris G.

2004-01-01

The purpose of this research was to enhance self-efficacy beliefs, chemistry content, and pedagogical content knowledge of middle grades teachers by incorporating specific design elements into professional development. This study analyzed the influence of program design on achieving gains in personal science teaching self-efficacy, outcome…

Sources of science self-efficacy beliefs of middle school students

NASA Astrophysics Data System (ADS)

Britner, Shari L.; Pajares, Frank

2006-05-01

The purpose of this study was to investigate the degree to which A. Bandura's ([1997]) hypothesized sources of self-efficacy predict the science self-efficacy beliefs of middle school students (N = 319), to replicate previous findings that science self-efficacy predicts science achievement, and to explore how science self-efficacy and its antecedents differ by gender. Significant correlations were found between mastery experiences, vicarious experiences, social persuasions, physiological arousal, and self-efficacy. Only mastery experiences significantly predicted science self-efficacy. Girls reported stronger science self-efficacy than did boys. Findings support and extend the theoretical tenets of Bandura's social cognitive theory.

The development and validation of an instrument to measure preservice teachers' self-efficacy in regard to the teaching of science as inquiry

NASA Astrophysics Data System (ADS)

Dira-Smolleck, Lori

The purpose of this study was to develop, validate and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument (TSI) is based upon the work of Bandura, Riggs, and Enochs & Riggs (1990). The study used Bandura's theoretical framework in that the instrument uses the self-efficacy construct to explore the beliefs of prospective elementary science teachers with regards to the teaching of science through inquiry: specifically, the two dimensions of self-efficacy beliefs defined by Bandura: personal self-efficacy and outcome expectancy. Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert scale instrument designed by the author of the study. A 13-step plan was designed and followed in the process of developing the instrument. Using the results from Chronbach Alpha and Analysis of Variance, a 69-item instrument was found to achieve the greatest balance across the construct validity, reliability and item balance with the Essential Elements of Classroom Inquiry content matrix. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument, with high internal reliability for use with prospective elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry. Implications for research, policy and practice are also discussed.

Health Literacy Teaching Beliefs, Attitudes, Efficacy, and Intentions of Middle School Health and Physical Education Teachers.

PubMed

Lai, Hsiang-Ru; Wu, Der-Min; Lee, Pi-Hsia; Jhang, Yu-Siang

2018-05-01

Health education (HE) courses in schools are vital paths for improving teenagers' health literacy. HE and physical education (PE) teachers lead HE courses, and their teaching intentions and competency influence the effectiveness of the courses and the ability to promote students' health literacy. This study attempted to understand HE and PE teachers' health literacy teaching intentions and professional competency and to investigate their relationships. This study adopted a cross-sectional design. A questionnaire survey was administered to 906 middle school HE and PE teachers in Taiwan by mail, and 545 provided valid data with consent. Participants had a favorable health literacy (47.78/50), positive health literacy teaching beliefs and attitudes, and acceptable efficacy. They intended to implement health literacy instruction within the subsequent year. Teaching beliefs, attitudes, and efficacy were all positively correlated with intentions (all p < .001). Demographic variables, health literacy, and teaching beliefs, attitudes, and efficacy explained 33.5% of the variance of teaching intentions. Teaching beliefs, attitudes, and efficacy were crucial predictors of health literacy teaching intentions. To improve students' health literacy, educational authorities and schools should pay attention to HE and PE teachers' intentions and vital factors, thereby enhancing teachers' willingness to perform health literacy instruction. © 2018, American School Health Association.

Science Teaching Efficacy Beliefs and the Lived Experience of Preservice Elementary Teachers

NASA Astrophysics Data System (ADS)

Kettler, Karen A.

The current study utilized a mixed methods approach to examine the science teaching efficacy beliefs (STEB) of preservice elementary teachers as they participated in a Science Methods course. The following questions were addressed using quantitative survey data and qualitative interviews: What are the STEB of preservice elementary teachers as they progress through a Science Methods course?; How do the STEB of preservice elementary teachers with higher and lower personal science teaching efficacy (PSTE) beliefs change as they progress through a Science Methods course?; What is the nature of the lived experiences of preservice elementary teachers with higher and lower PSTE beliefs as they progress through a Science Methods course?; and How does the meaning developed during the lived experience of preservice elementary teachers with higher and lower PSTE beliefs influence their STEB? The participants (n = 21) included preservice elementary teachers registered for a Science Methods course as part of the "Block" semester, during their final year of teacher preparation prior to the student teaching experience. Quantitative data was obtained via Science Teaching Efficacy Belief Instrument- form B (STEBI-B) surveys taken at the beginning and end of the Science Methods course. This data was utilized to categorize participants into low, medium, and high efficacy groups, depending on how they scored in relation to one another. Qualitative data was obtained concurrently, through in-depth interviews with four "lower" efficacy participants and four "higher" efficacy participants, and was conducted after the "pre" survey and before the "post" survey, utilizing transcendental phenomenological methodology. Results showed a significant difference between pre- and post- survey data, indicating that the participants, as a whole, experienced an increase in PSTE during the Science Methods course (p<0.001). An examination of the specific subgroups (low, medium, and high efficacy) show a

From Belief to Action: Omani EFL Teachers' Self-Efficacy in Relation to Their Teaching of English as a Foreign Language

ERIC Educational Resources Information Center

Al-Shukri, Abdullah Khamis

2016-01-01

Research has documented that teacher self-efficacy has positive impacts on different aspects of teaching and learning. Yet, research on teacher self-efficacy in the field of teaching English as a Foreign Language (EFL) is relatively limited. Considering the powerful impacts of teacher self-efficacy on teaching and learning, it is crucial to pursue…

The Accuracy of Self-Efficacy Beliefs in Outdoor Education

ERIC Educational Resources Information Center

Schumann, Scott

2013-01-01

In the present era of outcome assessment and accountability, self-efficacy is a popular outcome measure in outdoor and adventure education. Self-efficacy beliefs are context specific perceptions an individual possesses about a likelihood of success in future tasks and are related to well-being confidence, and persistence. However, recent research…

Influencing Greek Pre-Service Teachers' Efficacy Beliefs and Self-Confidence to Implement the New "Studies for the Environment" Curricula

ERIC Educational Resources Information Center

Malandrakis, George

2018-01-01

This study explores the effect of an innovative course examining Greek elementary student teachers' (STs') efficacy beliefs and self-confidence for curriculum-based teaching on "Studies for the Environment" topics. These two variables are influencing teachers' ability to teach environmental issues for young children. Five new factors…

Development of the Environmental Education Teaching Efficacy Belief Instrument

ERIC Educational Resources Information Center

Moseley, Christine; Utley, Juliana; Angle, Julie; Mwavita, Mwarumba

2016-01-01

The increasing popularity of including environmental topics and issues in school curricula has created a need for effective environmental education teachers. One way to evaluate teacher effectiveness is through teacher efficacy, a belief measure that evaluates a teacher's perception that he/she can teach effectively. Research suggests that…

Teaching Efficacy: Exploring Relationships between Mathematics and Science Self-Efficacy Beliefs, PCK and Domain Knowledge among Preservice Teachers from the United States

ERIC Educational Resources Information Center

Thomson, Margareta Maria; DiFrancesca, Daniell; Carrier, Sarah; Lee, Carrie

2017-01-01

This mixed-methods study investigated the relationships among preservice teachers' efficacy beliefs, pedagogical content knowledge (PCK) and their domain knowledge (DK) as related to mathematics and science teaching. Quantitative results revealed that participants' PCK was significantly correlated with their mathematics and science efficacy…

Turkish Prospective Middle School Mathematics Teachers' Beliefs and Perceived Self-Efficacy Beliefs Regarding the Use of Origami in Mathematics Education

ERIC Educational Resources Information Center

Arslan, Okan; Isiksal-Bostan, Mine

2016-01-01

The purpose of this study was to investigate beliefs and perceived self-efficacy beliefs of Turkish prospective elementary mathematics teachers in using origami in mathematics education. Furthermore, gender differences in their beliefs and perceived self-efficacy beliefs were investigated. Data for the current study was collected via Origami in…

The Impact of a Practice-Teaching Professional Development Model on Teachers' Inquiry Instruction and Inquiry Efficacy Beliefs

ERIC Educational Resources Information Center

Lotter, Christine R.; Thompson, Stephen; Dickenson, Tammiee S.; Smiley, Whitney F.; Blue, Genine; Rea, Mary

2018-01-01

This study examined changes in middle school teachers' beliefs about inquiry, implementation of inquiry practices, and self-efficacy to teach science through inquiry after participating in a year-long professional development program. The professional development model design was based on Bandura's (1986) social cognitive theory of learning and…

Pre-Service Teachers' Self-Efficacy Beliefs towards Educational Technologies Integration in Tanzania

ERIC Educational Resources Information Center

Raphael, Christina; Mtebe, Joel S.

2017-01-01

This study examines pre-service teachers' (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards…

The Contribution of Agreeableness and Self-efficacy Beliefs to Prosociality

PubMed Central

CAPRARA, GIAN VITTORIO; ALESSANDRI, GUIDO; DI GIUNTA, LAURA; PANERAI, LAURA; EISENBERG, NANCY

2010-01-01

The present study examined how agreeableness and self-efficacy beliefs about responding empathically to others’ needs predict individuals’ prosociality across time. Participants were 377 adolescents (66% males) aged 16 at Time 1 and 18 at Time 2 who took part at this study. Measures of agreeableness, empathic self-efficacy and prosociality were collected at two time points. The findings corroborated the posited paths of relations to assigning agreeableness a major role in predicting the level of individuals’ prosociality. Empathic self-efficacy beliefs partially mediated the relation of agreeableness to prosociality. The posited conceptual model accounted for a significant portion of variance in prosociality and provides guidance with respect to interventions aimed at promoting prosociality. PMID:20592954

Science Teaching Efficacy of Preservice Elementary Teachers: Examination of the Multiple Factors Reported as Influential

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Taştan Kırık, Özgecan

2013-12-01

This study explores the science teaching efficacy beliefs of pr-service elementary teachers and the relationship between efficacy beliefs and multiple factors such as antecedent factors (participation in extracurricular activities and number of science and science teaching methods courses taken), conceptual understanding, classroom management beliefs and science teaching attitudes. Science education majors ( n = 71) and elementary education majors ( n = 262) were compared with respect to these variables. Finally, the predictors of two constructs of science teaching efficacy beliefs, personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE), were examined by multiple linear regression analysis. According to the results, participation in extracurricular activities has a significant but low correlation with science concept knowledge, science teaching attitudes, PSTE and STOE. In addition, there is a small but significant correlation between science concept knowledge and outcome expectancy, which leads the idea that preservice elementary teachers' conceptual understanding in science contributes to their science teaching self-efficacy. This study reveals a moderate correlation between science teaching attitudes and STOE and a high correlation between science teaching attitudes and PSTE. Additionally, although the correlation coefficient is low, the number of methodology courses was found to be one of the correlates of science teaching attitudes. Furthermore, students of both majors generally had positive self-efficacy beliefs on both the STOE and PSTE. Specifically, science education majors had higher science teaching self-efficacy than elementary education majors. Regression results showed that science teaching attitude is the major factor in predicting both PSTE and STOE for both groups.

The impact of science methods courses on preservice elementary teachers' science teaching self-efficacy beliefs: Case studies from Turkey and the United States

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Bursal, Murat

Four case studies in two American and two Turkish science methods classrooms were conducted to investigate the changes in preservice elementary teachers' personal science teaching efficacy (PSTE) beliefs during their course periods. The findings indicated that while Turkish preservice elementary teachers (TR sample) started the science methods course semester with higher PSTE than their American peers (US sample), due to a significant increase in the US sample's and an insignificant decline in the TR sample's PSTE scores, both groups completed the science methods course with similar PSTE levels. Consistent with Bandura's social cognitive theory, describing four major sources of self-efficacy, the inclusion of mastery experiences (inquiry activities and elementary school micro-teaching experiences) and vicarious experiences (observation of course instructor and supervisor elementary teacher) into the science methods course, providing positive social persuasion (positive appraisal from the instructor and classmates), and improving physiological states (reduced science anxiety and positive attitudes toward becoming elementary school teachers), were found to contribute to the significant enhancement of the US sample's PSTE beliefs. For the TR sample, although some of the above sources were present, the lack of student teaching experiences and inservice teacher observations, as well as the TR samples' negative attitudes toward becoming elementary school teachers and a lack of positive classroom support were found to make Turkish preservice teachers rely mostly on their mastery in science concepts, and therefore resulted in not benefiting from their science methods course, in terms of enhancing their PSTE beliefs. Calls for reforms in the Turkish education system that will include more mastery experiences in the science methods courses and provide more flexibility for students to choose their high school majors and college programs, and switch between them are made. In

Determination of Self-Efficacy Beliefs of High School Students towards Math Literacy

ERIC Educational Resources Information Center

Ozgen, Kemal; Bindaka, Recep

2011-01-01

The purpose of this study is to determine the high school students' self-efficacy beliefs about math literacy, and examine this beliefs in terms of some variables. The research was conducted on 712 high school students. A questionnaire and Math Literacy Self-Efficacy Scale were used for data collection. The data were analyzed in terms of t-test,…

A Study on Epistemological Beliefs of Community College Students and Their Self-Efficacy Beliefs Regarding Educational Use of the Internet

ERIC Educational Resources Information Center

Aktürk, Ahmet Oguz

2014-01-01

This study investigated the relationships between the self-efficacy beliefs of students at community colleges regarding the educational use of the Internet and their epistemological beliefs. Moreover, it is also examined whether the self-efficacy beliefs of the students regarding the educational use of the Internet and their epistemological…

Academic Self-Efficacy Beliefs and Quality of Experience in Learning

ERIC Educational Resources Information Center

Bassi, Marta; Steca, Patrizia; Delle Fave, Antonella; Caprara, Gian Vittorio

2007-01-01

This study investigated learning activities and associated quality of experience of students with different levels of perceived academic self-efficacy. Two groups were formed out of 130 Italian adolescents (age 15-19), one with high and one with low academic self-efficacy beliefs (31 and 32 participants, respectively). Students provided valuation…

Exploring Prospective EFL Teachers' Perceived Self-Efficacy and Beliefs on English Language Learning

ERIC Educational Resources Information Center

Genç, Gülten; Kulusakli, Emine; Aydin, Savas

2016-01-01

Learners' perceived self-efficacy and beliefs on English language learning are important in education. Taking into consideration the important impact of individual variables on language learning, this study seeks to highlight the relationship between Turkish EFL learners' beliefs about language learning and their sense of self-efficacy. The…

Establishing Validity of the Thai Mathematics Teaching Efficacy Beliefs Instrument

ERIC Educational Resources Information Center

Matney, Gabriel; Jackson, Jack L., II.; Panarach, Yupadee

2016-01-01

This article presents our work in translating the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) from English to Thai and our resulting investigation of validity with Thai preservice teachers. The translation process occurred over several meetings between two U.S. mathematics educators and one Thai mathematics educator. To check for…

Preservice Science Teachers' Efficacy Regarding a Socioscientific Issue: A Belief System Approach

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Kılınç, Ahmet; Kartal, Tezcan; Eroğlu, Barış; Demiral, Ümit; Afacan, Özlem; Polat, Dilber; Demirci Guler, Mutlu P.; Görgülü, Özkan

2013-12-01

The aim of the present study was to understand the nature of teaching efficacy beliefs related to a socioscientific issue (SSI). We investigated Turkish preservice science teachers' teaching efficacy beliefs about genetically modified (GM) foods using a belief system approach. We assumed that preservice teachers' beliefs about GM foods (content knowledge, risk perceptions, moral beliefs, and religious beliefs) and their teaching efficacy beliefs about this topic constitute a belief system, and these beliefs are interrelated due to core educational beliefs. We used an exploratory mixed design to test this model. We developed and administered specific questionnaires to probe the belief system model. The sample for the quantitative part of this study included 441 preservice science teachers from eight universities. We randomly selected eight participants in this group for follow-up interviews. The results showed that preservice science teachers held moderately high teaching efficacy beliefs. Learning and teaching experiences, communication skills, vicarious experiences, emotional states, and interest in the topic were sources of this efficacy. In addition, content knowledge and risk perceptions were predictors of teaching efficacy. We believe that epistemologies based on traditional teaching and the values attached to science teaching are the core beliefs that affect the relationship between predictor variables and teaching efficacy.

Effects of physical science courses which emphasize content or process on efficacy beliefs of preservice elementary teachers

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Aldrich, Lynn Karter

1997-09-01

Concerns about the teaching of science in elementary grades have led in recent years to studies of teacher efficacy beliefs, their relation to teaching behaviors, and mechanisms which promote positive changes in those beliefs. The purpose of this study was to determine if science teaching efficacy beliefs of preservice elementary teachers are changed by a process emphasis physical science course and by a content emphasis physical science course and to compare these two effects. The STEBI-B instrument was given as a pretest at the beginning and a posttest at the conclusion of semester physical science courses to 94 subjects in a small liberal arts-based college. The STEBI-B instrument was also given as a pretest at the beginning and a posttest at the conclusion of semester science teaching methods courses to 61 subjects at the same college. No significant change occurred in the outcome expectancy subscale for the content emphasis course, the process emphasis course, or the science methods course. No significant change occurred in the self-efficacy subscale for the content emphasis course. A significant increase occurred in the self-efficacy subscale for the process emphasis course and the science methods course. When the process emphasis subjects were broken down into subgroups based on when the methods course was taken, a significant increase was found only for the subgroups who had previously taken or were concurrently taking a methods course with the physical science course. No significant difference was found in either outcome expectancy or self-efficacy between the content emphasis and process emphasis with ANCOVA using the pretest STEBI-B subscale as a covariate. The results suggest that a physical science course which emphasizes science process by using an integrated approach of lecture, hands-on activities and discussion may result in increased science teaching self-efficacy beliefs for preservice elementary teachers. The results also suggest that these

Impact of peer teaching on nursing students: perceptions of learning environment, self-efficacy, and knowledge.

PubMed

Brannagan, Kim B; Dellinger, Amy; Thomas, Jan; Mitchell, Denise; Lewis-Trabeaux, Shirleen; Dupre, Susan

2013-11-01

Peer teaching has been shown to enhance student learning and levels of self efficacy. The purpose of the current study was to examine the impact of peer-teaching learning experiences on nursing students in roles of tutee and tutor in a clinical lab environment. This study was conducted over a three-semester period at a South Central University that provides baccalaureate nursing education. Over three semesters, 179 first year nursing students and 51 third year nursing students participated in the study. This mixed methods study, through concurrent use of a quantitative intervention design and qualitative survey data, examined differences during three semesters in perceptions of a clinical lab experience, self-efficacy beliefs, and clinical knowledge for two groups: those who received peer teaching-learning in addition to faculty instruction (intervention group) and those who received faculty instruction only (control group). Additionally, peer teachers' perceptions of the peer teaching learning experience were examined. Results indicated positive response from the peer tutors with no statistically significant differences for knowledge acquisition and self-efficacy beliefs between the tutee intervention and control groups. In contrast to previous research, students receiving peer tutoring in conjunction with faculty instruction were statistically more anxious about performing lab skills with their peer tutor than with their instructors. Additionally, some students found instructors' feedback moderately more helpful than their peers and increased gains in knowledge and responsibility for preparation and practice with instructors than with peer tutors. The findings in this study differ from previous research in that the use of peer tutors did not decrease anxiety in first year students, and no differences were found between the intervention and control groups related to self efficacy or cognitive improvement. These findings may indicate the need to better prepare peer

Measuring and Supporting Pre-Service Teachers' Self-Efficacy towards Computers, Teaching, and Technology Integration

ERIC Educational Resources Information Center

Killi, Carita; Kauppinen, Merja; Coiro, Julie; Utriainen, Jukka

2016-01-01

This paper reports on two studies designed to examine pre-service teachers' self-efficacy beliefs. Study I investigated the measurement properties of a self-efficacy beliefs questionnaire comprising scales for computer self-efficacy, teacher self-efficacy, and self-efficacy towards technology integration. In Study I, 200 pre-service teachers…

Reading instruction in science: Teachers' practices, beliefs, & self-efficacy

NASA Astrophysics Data System (ADS)

Morales, Christina M.

The Common Core State Standards (CCSS, 2010) and the Next Generation Science Standards (NGSS, 2013) call on science teachers to play a stronger role in helping students learn from informational science texts. Curriculum implementation efforts aimed at addressing these new standards should build on what teachers are already doing to help students with reading in their classrooms and the pedagogical issues that they feel are important to science learning. However, few current studies have gathered these important insights from science teachers. Aiming to fill this gap in the literature, this study attempted to describe middle school science teachers' current practices, beliefs, and self-efficacy regarding reading and reading instruction in their classrooms. A conceptual model hypothesizing that self-efficacy mediates the relationship between teachers' beliefs about how important reading instruction is to science learning and how often they provide reading instruction in their science classes was also tested. Participants (N = 247) reported that students regularly engaged in reading-related tasks in science class. Somer's D correlation analyses highlighted positive associations between the frequency with which teachers reported that students engaged in various reading-related tasks and the frequency with which they reported providing reading instruction for those tasks, suggesting that students tended to receive explicit instruction or coaching for the reading-related tasks they engaged in most often. Middle school science teachers also expressed positive beliefs about the importance of reading-related tasks and explicit instruction or coaching for reading in science and tended to take on responsibility for helping students become better readers of science texts. Last, a path analysis confirmed that the association between teachers' beliefs and practices was mediated through teachers' self-efficacy (beta = .07, p < .001). This suggests that self-efficacy can influence

The Effect of Teachers' Beliefs and Sense of Self-Efficacy on Iranian EFL Learners' Satisfaction and Academic Achievement

ERIC Educational Resources Information Center

Rashidi, Nasser; Moghadam, Meisam

2014-01-01

The purpose of this study was to investigate the relationship between teachers' beliefs about their teaching methods and their sense of self-efficacy. The study also examined the effects of these characteristics on students' satisfaction and academic achievement. Participants included 16 instructors and 255 intermediate students (121 males and 127…

An Investigation Regarding the Preservice Teachers' Emotional Literacy Levels and Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Küçüktepe, Seval Eminoglu; Akbag, Müge; Özmercan, Esra Eminoglu

2017-01-01

Self-efficacy beliefs and emotional literacy skills are considered as one of the most fundamental characteristics of teachers to create positive effects on students. The aim of this study is to investigate the relationship between preservice teachers' self-efficacy beliefs and their emotional literacy levels. This study is designed as a relational…

The Relationship between Sources of Self-Efficacy in Classroom Environments and the Strength of Computer Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Srisupawong, Yuwarat; Koul, Ravinder; Neanchaleay, Jariya; Murphy, Elizabeth; Francois, Emmanuel Jean

2018-01-01

Motivation and success in computer-science courses are influenced by the strength of students' self-efficacy (SE) beliefs in their learning abilities. Students with weak SE may struggle to be successful in a computer-science course. This study investigated the factors that enhance or impede the computer self-efficacy (CSE) of computer-science…

An English Teacher's Developing Self-Efficacy Beliefs in Using Groupwork

ERIC Educational Resources Information Center

Wyatt, Mark

2010-01-01

In this article, I explore how an English teacher's self-efficacy beliefs in using groupwork developed, specifically with regard to his work with young learners, while he was engaged part-time on an in-service BA TESOL programme in the Middle East. Using qualitative case study methodology, I uncover various aspects of his self-efficacy growth,…

Development and evaluation of a new occupational medicine teaching module to advance self-efficacy and knowledge among medical students.

PubMed

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.

Teenage goals and self-efficacy beliefs as precursors of adult career and family outcomes.

PubMed

Lee, Bora; Vondracek, Fred W

2014-10-01

The present study identified and examined patterns of goal importance and self-efficacy beliefs in mid- and late adolescence as predictors of work and family outcomes in adulthood. A pattern approach was applied to appropriately identify relationships among work- and family-related goal importance and self-efficacy beliefs. Using a sample of 995 individuals, five distinct patterns of work-family goal importance and self-efficacy beliefs emerged. Individuals who assigned comparable importance to work and family goals and expressed corresponding self-efficacy beliefs in adolescence were more likely to achieve career and family outcomes in adulthood than individuals who expressed a strong preference for one domain over the other. The results supported the idea that work and family can be coordinated for mutual benefit. Furthermore, findings from the pattern approach provided an integrative view of work-family motivation and goal achievement complementing findings from traditional methods such as regression analysis.

Teenage goals and self-efficacy beliefs as precursors of adult career and family outcomes

PubMed Central

Lee, Bora; Vondracek, Fred W.

2014-01-01

The present study identified and examined patterns of goal importance and self-efficacy beliefs in mid- and late adolescence as predictors of work and family outcomes in adulthood. A pattern approach was applied to appropriately identify relationships among work- and family-related goal importance and self-efficacy beliefs. Using a sample of 995 individuals, five distinct patterns of work-family goal importance and self-efficacy beliefs emerged. Individuals who assigned comparable importance to work and family goals and expressed corresponding self-efficacy beliefs in adolescence were more likely to achieve career and family outcomes in adulthood than individuals who expressed a strong preference for one domain over the other. The results supported the idea that work and family can be coordinated for mutual benefit. Furthermore, findings from the pattern approach provided an integrative view of work-family motivation and goal achievement complementing findings from traditional methods such as regression analysis. PMID:25242815

Self-efficacy and postpartum depression teaching behaviors of hospital-based perinatal nurses.

PubMed

Logsdon, M Cynthia; Foltz, Melissa Pinto; Scheetz, James; Myers, John A

2010-01-01

Based upon the Self-Efficacy Theory, this study examined the relationship between self-efficacy, self-efficacy-related variables, and postpartum depression teaching behaviors of hospital-based perinatal nurses. Findings revealed that teaching new mothers about postpartum depression is related to a perinatal nurse's self-efficacy in postpartum-depression teaching, self-esteem, and the following self-efficacy-related variables: social persuasion (supervisor's expectations for teaching); mastery (postpartum depression continuing education and teaching experience); and vicarious experience (observing other nurses teach new mothers about postpartum depression). Teaching new mothers about postpartum depression can assist mothers in overcoming barriers to depression treatment. Nurse educators and managers play an important role in encouraging postpartum depression education for perinatal nurses.

Linking Preservice Teachers' Mathematics Self-Efficacy and Mathematics Teaching Efficacy to Their Mathematical Performance

ERIC Educational Resources Information Center

Bates, Alan B.; Latham, Nancy; Kim, Jin-ah

2011-01-01

This study examined preservice teachers' mathematics self-efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self-Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs…

Impact of SCALE-UP on science teaching self-efficacy of students in general education science courses

NASA Astrophysics Data System (ADS)

Cassani, Mary Kay Kuhr

The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the

Turkish Preservice Primary School Teachers' Science Teaching Efficacy Beliefs and Attitudes toward Science: The Effect of a Primary Teacher Education Program

ERIC Educational Resources Information Center

Bayraktar, Sule

2011-01-01

The main purpose of this study was to investigate the effectiveness of a primary teacher education program in improving science teaching efficacy beliefs (personal science teaching efficacy beliefs and outcome expectancy beliefs) of preservice primary school teachers. The study also investigated whether the program has an effect on student…

Science Teacher Self-Efficacy and Student Achievement: A Quantitative Correlational Study

ERIC Educational Resources Information Center

Thompson, Benika J.

2015-01-01

A teacher's sense of self-efficacy may have significant influence on the pedagogical decisions in the classroom. An elementary school teacher's sense of self-efficacy in teaching science may negatively influence student achievement in science. Negative beliefs concerning science or the ability to teach and promote student learning in science may…

The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching

NASA Astrophysics Data System (ADS)

Mathew, Nishi Mary

Preservice elementary teachers' science teaching efficacy and attitude towards science teaching are important determinants of whether and how they will teach science in their classrooms. Preservice teachers' understanding of science and science teaching experiences have an impact on their beliefs about their ability to teach science. This study had a quasi-experimental pretest-posttest control group design (N = 60). Preservice elementary teachers in this study were networked through the Internet (using e-mail, newsgroups, listserv, world wide web access and electronic mentoring) during their science methods class and student practicum. Electronic networking provides a social context in which to learn collaboratively, share and reflect upon science teaching experiences and practices, conduct tele-research effectively, and to meet the demands of student teaching through peer support. It was hoped that the activities over the electronic networks would provide them with positive and helpful science learning and teaching experiences. Self-efficacy was measured using a 23-item Likert scale instrument, the Science Teaching Efficacy Belief Instrument, Form-B (STEBI-B). Attitude towards science teaching was measured using the Revised Science Attitude Scale (RSAS). Analysis of covariance was used to analyze the data, with pretest scores as the covariate. Findings of this study revealed that prospective elementary teachers in the electronically networked group had better science teaching efficacy and personal science teaching efficacy as compared to the non-networked group of preservice elementary teachers. The science teaching outcome expectancy of prospective elementary teachers in the networked group was not greater than that of the prospective teachers in the non-networked group (at p < 0.05). Attitude towards science teaching was not significantly affected by networking. However, this is surmised to be related to the duration of the study. Information about the

Making Learning Visible: Developing Preservice Teachers' Pedagogical Content Knowledge and Teaching Efficacy Beliefs in Environmental Education

ERIC Educational Resources Information Center

Richardson, Greer M.; Byrne, Laurel L.; Liang, Ling L.

2018-01-01

Recognizing that teaching efficacy beliefs influence pedagogical content knowledge, this study assesses the impact of a general methods course on preservice teachers' efficacy beliefs and instructional planning of environmental education content. The course used explicit and visible strategies to support pedagogical and content knowledge…

Science self-efficacy of African American middle school students: Relationship to motivation self-beliefs, achievement, gender, and gender orientation

NASA Astrophysics Data System (ADS)

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.

The relationship between school environment, preservice science teachers' science teaching self-efficacy, and their use of instructional strategies at teachers' colleges in Saudi Arabia

NASA Astrophysics Data System (ADS)

Alshalaan, Nasser A.

Studies indicate that many teachers have negative beliefs about science, which translates into low teacher efficacy, resulting in avoidance of science teaching or in ineffective science teaching behaviors. Highly efficacious teachers have been found to be more likely to use inquiry and student-centered teaching strategies, while teachers with a low sense of science-teaching efficacy are more likely to use teacher-directed strategies, such as didactic lectures and reading from the textbook (Czemiak, 1990). The purpose of this study was to investigate preservice science teachers' science-teaching self-efficacy changes and their correlation to teaching environment factors during the student teaching semester. Moreover, it explains how teaching environment factors and preservice teachers' science-teaching self-efficacy beliefs may relate to their use of teaching strategies in the science classroom during their student teacher training at teachers' colleges in Saudi Arabia. The population of this study is consisted of 184 middle and elementary preservice science teachers who were doing their student teaching at nine teachers' colleges (i.e., teachers' colleges of Riyadh, Dammam, Alrras, Almadinah, Alihsa, Jeddah, Makah, Altaief, and Abha) in Saudi Arabia during the spring semester of 2005. Three instruments were used to collect data for this study: (1) to measure science teaching self-efficacy, the researcher adapted the Science Teaching Efficacy Belief Instrument form B designed specifically for preservice teachers (STEBI-B); (2) to measure the school environment, the researcher adapted the Organizational Health Inventory (OHI), developed by Hoy, Tarter & Kottkamp (1991); and (3) to measure the type and frequency of instructional strategies that preservice science teachers use in the classroom, the researcher adapted the teaching practice subscale from The Local Systemic Change through Teacher Enhancement Science K-8 Teacher Questionnaire (Horizon Research, Inc., 2000

Effect of structure in problem based learning on science teaching efficacy beliefs and science content knowledge of elementary preservice teachers

NASA Astrophysics Data System (ADS)

Sasser, Selena Kay

This study examined the effects of differing amounts of structure within the problem based learning instructional model on elementary preservice teachers' science teaching efficacy beliefs, including personal science teaching efficacy and science teaching outcome expectancy, and content knowledge acquisition. This study involved sixty (60) undergraduate elementary preservice teachers enrolled in three sections of elementary science methods classes at a large Midwestern research university. This study used a quasi-experimental nonequivalent design to collect and analyze both quantitative and qualitative data. Participants completed instruments designed to assess science teaching efficacy beliefs, science background, and demographic data. Quantitative data from pre and posttests was obtained using the science teaching efficacy belief instrument-preservice (STEBI-B) developed by Enochs and Riggs (1990) and modified by Bleicher (2004). Data collection instruments also included a demographic questionnaire, an analytic rubric, and a structured interview; both created by the researcher. Quantitative data was analyzed by conducting ANCOVA, paired samples t-test, and independent samples t-test. Qualitative data was analyzed using coding and themes. Each of the treatment groups received the same problem scenario, one group experienced a more structured PBL setting, and one group experienced a limited structure PBL setting. Research personnel administered pre and posttests to determine the elementary preservice teachers' science teaching efficacy beliefs. The results show elementary preservice teachers'science teaching efficacy beliefs can be influence by the problem based learning instructional model. This study did not find that the amount of structure in the form of core ideas to consider and resources for further research increased science teaching efficacy beliefs in this sample. Results from the science content knowledge rubric indicated that structure can increase

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

ERIC Educational Resources Information Center

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…

Relationships Between Craving Beliefs and Abstinence Self-Efficacy are Mediated by Smoking Motives and Moderated by Nicotine Dependence.

PubMed

Reese, Elizabeth D; Veilleux, Jennifer C

2016-01-01

Decreased abstinence self-efficacy is linked to increased craving and negative affect, as well as poorer smoking outcomes, such as lapse, relapse, and withdrawal symptom severity. Research suggests that beliefs and cognitions concerning ourselves and the world orient us toward specific goals and thus impact our judgments and behavior. This study serves to investigate whether motives for smoking mediate the relationship between beliefs about craving and abstinence self-efficacy judgments and whether this may differ by nicotine dependence. In a sample of 198 smokers (M age = 34.96, 51.8% female, 81.8% Caucasian), self-report measures of craving beliefs, situational abstinence self-efficacy, and smoking motives were measured. We examined the effect of beliefs on abstinence self-efficacy in both craving and negative affect situations, with craving and negative reinforcement smoking motives as mediators, and nicotine dependence as a moderator. Results indicate that craving beliefs predict lower abstinence self-efficacy judgments in craving situations indirectly through increased craving motives. However, this relationship was only significant for less dependent smokers. Additionally, regardless of nicotine dependence, craving beliefs predicted lower abstinence self-efficacy in negative affect situations via increased negative reinforcement smoking motives. These findings suggest that beliefs concerning the specific nature of craving correlate with smoking motives (ie, smoking goals) and thus abstinence self-efficacy judgments. Furthermore, these associations are stronger for less dependent smokers. Such findings suggest the importance of addressing craving beliefs during smoking cessation treatment, especially for less dependent smokers whose craving beliefs are associated with abstinence self-efficacy across multiple situations. © The Author 2015. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved

From Students to Teachers: Investigating the Science Teaching Efficacy Beliefs and Experiences of Graduate Primary Teachers

NASA Astrophysics Data System (ADS)

Deehan, James; Danaia, Lena; McKinnon, David H.

2018-03-01

The science achievement of primary students, both in Australia and abroad, has been the subject of intensive research in recent decades. Consequently, much research has been conducted to investigate primary science education. Within this literature, there is a striking juxtaposition between tertiary science teaching preparation programs and the experiences and outcomes of both teachers and students alike. Whilst many tertiary science teaching programs covary with positive outcomes for preservice teachers, reports of science at the primary school level continue to be problematic. This paper begins to explore this apparent contradiction by investigating the science teaching efficacy beliefs and experiences of a cohort of graduate primary teachers who had recently transitioned from preservice to inservice status. An opportunity sample of 82 primary teachers responded to the science teaching efficacy belief instrument A (STEBI-A), and 10 graduate teachers provided semi-structured interview data. The results showed that participants' prior science teaching efficacy belief growth, which occurred during their tertiary science education, had remained durable after they had completed their teaching degrees and began their careers. Qualitative data showed that their undergraduate science education had had a positive influence on their science teaching experiences. The participants' school science culture, however, had mixed influences on their science teaching. The findings presented within this paper have implications for the direction of research in primary science education, the design and assessment of preservice primary science curriculum subjects and the role of school contexts in the development of primary science teachers.

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

ERIC Educational Resources Information Center

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…

Mastery of Negative Affect: A Hierarchical Model of Emotional Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Caprara, Gian Vittorio; Di Giunta, Laura; Pastorelli, Concetta; Eisenberg, Nancy

2013-01-01

Building on previous studies that formulated measures for assessing self-efficacy beliefs regarding the management of anger/irritation and despondency/sadness, we developed 3 new scales to assess perceived self-efficacy in managing fear, shame/embarrassment, and guilt. In Study 1, the internal and construct validity of the 5 aforementioned…

The Development and Validation of an Instrument to Measure Preservice Teachers' Self-Efficacy in Regard to The Teaching of Science as Inquiry

NASA Astrophysics Data System (ADS)

Dira Smolleck, Lori; Zembal-Saul, Carla; Yoder, Edgar P.

2006-06-01

The purpose of this study was to develop, validate, and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument, Teaching Science as Inquiry (TSI), is based upon the work of Bandura (1977, 1981, 1982, 1986, 1989, 1995, 1997), Riggs (1988), and Enochs and Riggs (1990). Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert-type scale instrument designed by the author of the study. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument with high internal reliability for use with preservice elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry.

The Development and Validation of an Instrument to Measure Preservice Teachers' Self-Efficacy in Regard to The Teaching of Science as Inquiry

NASA Astrophysics Data System (ADS)

Smolleck, Lori Dira; Zembal-Saul, Carla; Yoder, Edgar P.

2006-06-01

The purpose of this study was to develop, validate, and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument, Teaching Science as Inquiry (TSI), is based upon the work of Bandura (1977, 1981, 1982, 1986, 1989, 1995, 1997), Riggs (1988), and Enochs and Riggs (1990). Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert-type scale instrument designed by the author of the study. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument with high internal reliability for use with preservice elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry.

Reciprocal Relations Between Emotional Self-Efficacy Beliefs and Ego-Resiliency across Time

PubMed Central

Milioni, Michela; Alessandri, Guido; Eisenberg, Nancy; Castellani, Valeria; Zuffianò, Antonio; Vecchione, Michele; Caprara, Gian Vittorio

2015-01-01

Objective The present study examined the longitudinal relations of adolescents’ self-reported ego-resiliency to their emotional self-efficacy beliefs in expressing positive emotions and in managing negative emotions as they moved into early adulthood. Method Participants were 239 females and 211 males with a mean age of 17 years (SD = .80) at T1, 19 years (SD = .80) at T2, 21 years (SD = .82) at T3, and 25 years (SD = .80) at T4. A four-wave cross-lagged regression model and mediational analyses were used. Results In a panel structural equation model controlling for the stability of the constructs, reciprocal relationships across time were found between ego-resiliency and emotional self-efficacy beliefs related to the expression of positive emotions and to the management of negative emotions. Moreover, the relation between ego-resiliency assessed at T1 and T3, and ego-resiliency assessed at T2 and T4 was mediated through emotional self-efficacy beliefs (at T2 and T3, respectively), and vice versa. Conclusions The posited conceptual model accounted for a significant portion of variance in ego-resiliency and has implications for understanding the development of ego-resiliency. PMID:25204666

Leadership, self-efficacy, and student achievement

NASA Astrophysics Data System (ADS)

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.

The Self-Efficacy Beliefs of Black Women Leaders in Fortune 500 Companies

ERIC Educational Resources Information Center

Jackson, LaTonya R.

2012-01-01

Black women are underrepresented in leadership positions within organizations. The extent to which self-efficacy influences the advancement potential of Black females is unknown. The purpose of this study was to examine the self-efficacy beliefs of black women in leadership positions and to determine how Black women leaders' careers are…

Impact of an interprofessional communication course on nursing, medical, and pharmacy students' communication skill self-efficacy beliefs.

PubMed

Hagemeier, Nicholas E; Hess, Rick; Hagen, Kyle S; Sorah, Emily L

2014-12-15

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. First-year nursing (n=36), first-year medical (n=73), and second-year pharmacy students (n=83) enrolled in an interprofessional communication skills development course voluntarily completed a 33-item survey instrument based on Interprofessional Education Collaborative (IPEC) core competencies prior to and upon completion of the course during the fall semester of 2012. Nursing students entered the course with higher interpersonal and interprofessional communication self-efficacy beliefs compared to medical and pharmacy students. Pharmacy students, in particular, noted significant improvements in communication self-efficacy beliefs across multiple domains postcourse. Completion of an interprofessional communications course was associated with a positive impact on health professions students' interpersonal and interprofessional communication self-efficacy beliefs.

The effect of alternative clinical teaching experience on preservice science teachers' self-efficacy

NASA Astrophysics Data System (ADS)

Klett, Mitchell Dean

The purpose of this study was to compare different methods of alternative clinical experience; family science nights and Saturday science (authentic teaching) against micro-teaching (peer teaching) in terms of self-efficacy in science teaching and teaching self-efficacy. The independent variable, or cause, is teaching experiences (clinical vs. peer teaching); the dependent variable, or effect, is two levels of self-efficacy. This study was conducted at the University of Idaho's main campus in Moscow and extension campus in Coeur d'Alene. Four sections of science methods were exposed to the same science methods curriculum and will have opportunities to teach. However, each of the four sections were exposed to different levels or types of clinical experience. One section of preservice teachers worked with students in a Saturday science program. Another section worked with students during family science nights. The third worked with children at both the Saturday science program and family science nights. The last section did not have a clinical experience with children, instead they taught in their peer groups and acted as a control group. A pre-test was given at the beginning of the semester to measure their content knowledge, teaching self-efficacy and self-efficacy in science teaching. A post-test was given at the end of the semester to see if there was any change in self-efficacy or science teaching self-efficacy. Throughout the semester participants kept journals about their experiences and were interviewed after their alternative clinical teaching experiences. These responses were categorized into three groups; gains in efficacy, no change in efficacy, and drop in efficacy. There was a rise in teaching efficacy for all groups. The mean scores for personal teaching efficacy dropped for the Monday-Wednesday and Tuesday-Thursday group while the both Coeur D'Alene groups remained nearly unchanged. There was no significant change in the overall means for science

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

PubMed

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.

Cognitive Vulnerability to Depressive Symptoms in Children: The Protective Role of Self-efficacy Beliefs in a Multi-Wave Longitudinal Study

PubMed Central

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

2015-01-01

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. PMID:23740171

Finding Fulfillment: Women's Self-Efficacy Beliefs and Career Choices in Chemistry

ERIC Educational Resources Information Center

Grunert, Megan L.; Bodner, George M.

2011-01-01

Research has shown that self-efficacy beliefs are effective predictors of academic major and career choices in middle school, high school, and early college populations. There is little understanding, however, of how these beliefs develop and what influence they have on academic and career choices in women at the advanced undergraduate and…

Self-Efficacy Beliefs and Mental Time Travel Ability: Uncovering a Hidden Relationship in Educational Settings

ERIC Educational Resources Information Center

Eren, Altay

2009-01-01

The aim of this study was threefold: first, it was to explore the profiles of student teachers' mental time travel ability; second, it was to examine the relationship between student teachers' mental time travel ability and self-efficacy beliefs; and third, it was to investigate the role of self-efficacy beliefs in relationship between the past…

The Differential Antecedents of Self-Efficacy Beliefs of Novice and Experienced Teachers

ERIC Educational Resources Information Center

Tschannen-Moran, Megan; Hoy, Anita Woolfolk

2007-01-01

Among the sources of teachers' self-efficacy beliefs, mastery experiences are postulated to be the most potent. Thus it seems likely that other sources of self-efficacy would play a larger role early in learning when fewer mastery experiences are available. Among the 255 novice and careers teachers who participated in this study, contextual…

Effects of Experience Abroad and Language Proficiency on Self-Efficacy Beliefs in Language Learning.

PubMed

Kim, Hyang-Il; Cha, Kyung-Ae

2017-01-01

Experience abroad has been recognized as one of the best investments for second or foreign language learning. A lot of research has examined its impact on language learning from linguistic as well as non-linguistic perspectives. Nonetheless, literature on the relationships between and among experience abroad, language proficiency, and self-efficacy beliefs in language learning seems to still be cursory and thus the present study chose to focus on these aspects in more detail. To do so, 259 Korean English as a foreign language students answered the Questionnaire of English Self-Efficacy as well as completed a background questionnaire. Statistical analyses identified two underlying factors of self-efficacy beliefs-production and comprehension-that helped analyze the data from a new perspective. Using this two-factor structure of self-efficacy, it was found that the combination of experience abroad and English proficiency were indeed related to these self-efficacy factors. In addition, the results indicate that students may have benefitted most in self-efficacy formation in production and comprehension aspects when they have four to six months of experience abroad.

Academic Self-Efficacy Beliefs of Undergraduate Mathematics Education Students

ERIC Educational Resources Information Center

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…

Influence of an Intensive, Field-Based Life Science Course on Preservice Teachers' Self-Efficacy for Environmental Science Teaching

NASA Astrophysics Data System (ADS)

Trauth-Nare, Amy

2015-08-01

Personal and professional experiences influence teachers' perceptions of their ability to implement environmental science curricula and to positively impact students' learning. The purpose of this study was twofold: to determine what influence, if any, an intensive field-based life science course and service learning had on preservice teachers' self-efficacy for teaching about the environment and to determine which aspects of the combined field-based course/service learning preservice teachers perceived as effective for enhancing their self-efficacy. Data were collected from class documents and written teaching reflections of 38 middle-level preservice teachers. Some participants ( n = 18) also completed the Environmental Education Efficacy Belief Instrument at the beginning and end of the semester. Both qualitative and quantitative data analyses indicated a significant increase in PSTs' personal efficacies for environmental teaching, t(17) = 4.50, p = .000, d = 1.30, 95 % CI (.33, .90), but not outcome expectancy, t(17) = 1.15, p = .268, d = .220, 95 % CI (-.06, .20). Preservice teachers reported three aspects of the course as important for enhancing their self-efficacies: learning about ecological concepts through place-based issues, service learning with K-5 students and EE curriculum development. Data from this study extend prior work by indicating that practical experiences with students were not the sole factor in shaping PSTs' self-efficacy; learning ecological concepts and theories in field-based activities grounded in the local landscape also influenced PSTs' self-efficacy.

The relationship between nature of science understandings and science self-efficacy beliefs of sixth grade students

NASA Astrophysics Data System (ADS)

Parker, Elisabeth Allyn

Bandura (1986) posited that self-efficacy beliefs help determine what individuals do with the knowledge and skills they have and are critical determinants of how well skill and knowledge are acquired. Research has correlated self-efficacy beliefs with academic success and subject interest (Pajares, Britner, & Valiante, 2000). Similar studies report a decreasing interest by students in school science beginning in middle school claiming that they don't enjoy science because the classes are boring and irrelevant to their lives (Basu & Barton, 2007). The hypothesis put forth by researchers is that students need to observe models of how science is done, the nature of science (NOS), so that they connect with the human enterprise of science and thereby raise their self-efficacy (Britner, 2008). This study examined NOS understandings and science self-efficacy of students enrolled in a sixth grade earth science class taught with explicit NOS instruction. The research questions that guided this study were (a) how do students' self-efficacy beliefs change as compared with changes in their nature of science understandings?; and (b) how do changes in students' science self-efficacy beliefs vary with gender and ethnicity segregation? A mixed method design was employed following an embedded experimental model (Creswell & Plano Clark, 2007). As the treatment, five NOS aspects were first taught by the teachers using nonintegrated activities followed by integrated instructional approach (Khishfe, 2008). Students' views of NOS using the Views on Nature of Science (VNOS) (Lederman, Abd-El-Khalick, & Schwartz, 2002) along with their self-efficacy beliefs using three Likert-type science self-efficacy scales (Britner, 2002) were gathered. Changes in NOS understandings were determined by categorizing student responses and then comparing pre- and post-instructional understandings. To determine changes in participants' self-efficacy beliefs as measured by the three subscales, a multivariate

Illness perception, treatment beliefs, self-esteem, and self-efficacy as correlates of self-management in multiple sclerosis.

PubMed

Wilski, M; Tasiemski, T

2016-05-01

Self-management of a disease is considered one of the most important factors affecting the treatment outcome. The research on the correlates of self-management in multiple sclerosis (MS) is limited. The aim of this study was to determine if personal factors, such as illness perception, treatment beliefs, self-esteem and self-efficacy, are correlates of self-management in MS. This cross-sectional study included 210 patients with MS who completed Multiple Sclerosis Self-Management Scale - Revised, Brief Illness Perception Questionnaire, Treatment Beliefs Scale, Rosenberg Self-Esteem Scale, and Generalized Self-Efficacy Scale. The patients were recruited from a MS rehabilitation clinic. Demographic data and illness-related problems of the study participants were collected with a self-report survey. Correlation and regression analyses were performed to determine associations between variables. Four factors: age at the time of the study (β = 0.14, P = 0.032), timeline (β = 0.16, P = 0.018), treatment control (β = 0.17, P = 0.022), and general self-efficacy (β = 0.19, P = 0.014) turned out to be the significant correlates of self-management in MS. The model including these variables explained 25% of variance in self-management in MS. Personal factors, such as general self-efficacy, perception of treatment control and realistic MS timeline perspective, are more salient correlates of self-management in MS than the objective clinical variables, such as the severity, type, and duration of MS. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Changes in Preservice Elementary Teachers' Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context

ERIC Educational Resources Information Center

Hechter, Richard P.

2011-01-01

This study investigated contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B) among preservice elementary teachers when exposed to a science teaching methods course. Findings revealed that the number of postsecondary…

Turkish Preservice Elementary Science Teachers' Conceptions of Learning Science and Science Teaching Efficacy Beliefs: Is There a Relationship?

ERIC Educational Resources Information Center

Bahcivan, Eralp; Kapucu, Serkan

2014-01-01

This study has been conducted to investigate conceptions of learning science (COLS) and personal science teaching efficacy belief (PSTE) of Turkish preservice elementary science teachers (PSTs) and to explore the relationship between these variables. Two instruments COLS questionnaire and PSTE subscale of Science Teaching Efficacy Beliefs…

Reciprocal Relations Between Emotional Self-Efficacy Beliefs and Ego-Resiliency Across Time.

PubMed

Milioni, Michela; Alessandri, Guido; Eisenberg, Nancy; Castellani, Valeria; Zuffianò, Antonio; Vecchione, Michele; Caprara, Gian Vittorio

2015-10-01

The present study examined the longitudinal relations of adolescents' self-reported ego-resiliency to their emotional self-efficacy beliefs in expressing positive emotions and in managing negative emotions as they moved into early adulthood. Participants were 239 females and 211 males with a mean age of 17 years (SD = .80) at T1, 19 years (SD = .80) at T2, 21 years (SD = .82) at T3, and 25 years (SD = .80) at T4. A four-wave cross-lagged regression model and mediational analyses were used. In a panel structural equation model controlling for the stability of the constructs, reciprocal relationships across time were found between ego-resiliency and emotional self-efficacy beliefs related to the expression of positive emotions and to the management of negative emotions. Moreover, the relation between ego-resiliency assessed at T1 and T3, and ego-resiliency assessed at T2 and T4, was mediated through emotional self-efficacy beliefs (at T2 and T3, respectively), and vice versa. The posited conceptual model accounted for a significant portion of variance in ego-resiliency and has implications for understanding the development of ego-resiliency. © 2014 Wiley Periodicals, Inc.

Teachers' Beliefs Concerning Teaching about Testicular Cancer and Testicular Self-Examination.

ERIC Educational Resources Information Center

Wohl, Royal E.; Kane, William M.

1997-01-01

This study compared secondary health teachers' beliefs concerning teaching about testicular cancer (TC) and self-examination (TSE) to actual instruction. TC and TSE education levels were low. Perceived barriers to teaching about TSE was the main predictor of TSE instruction. Teachers with previous preparation in TC and TSE provided the most…

Developing resident learning profiles: Do scientific evidence epistemology beliefs, EBM self-efficacy beliefs and EBM skills matter?

NASA Astrophysics Data System (ADS)

Robert, Nancy J.

This study investigated resident scientific evidence epistemology beliefs, evidence based medicine (EBM) self-efficacy beliefs, and EBM skills. A convenience sample of fifty-one residents located in six U.S. based residency programs completed an online instrument. Hofer's epistemology survey questionnaire was modified to test responses based on four types of scientific evidence encountered in medical practice (Clinical Trial Phase 1, Clinical Trial Phase 3, Meta-analysis and Qualitative). It was hypothesized that epistemology beliefs would differ based on the type of scientific evidence considered. A principal components analysis produced a two factor solution that was significant across type of scientific evidence suggesting that when evaluating epistemology beliefs context does matter. Factor 1 is related to the certainty of research methods and the certainty of medical conclusions and factor 2 denotes medical justification. For each type of scientific evidence, both factors differed on questions comprising the factor structure with significant differences found for the factor 1 and 2 questions. A justification belief case problem using checklist format was triangulated with the survey results, and as predicted the survey and checklist justification z scores indicated no significant differences, and two new justification themes emerged. Modified versions of Finney and Schraw's statistical self-efficacy and skill instruments produced expected significant EBM score correlations with unexpected results indicating that the number of EBM and statistics courses are not significant for EBM self-efficacy and skill scores. The study results were applied to the construction of a learning profile that provided residents belief and skill feedback specific to individual learning needs. The learning profile design incorporated core values related to 'Believer' populations that focus on art, harmony, tact and diplomacy. Future research recommendations include testing context

Preservice Science Teachers' Efficacy Regarding a Socioscientific Issue: A Belief System Approach

ERIC Educational Resources Information Center

Kilinç, Ahmet; Kartal, Tezcan; Eroglu, Baris; Demiral, Ümit; Afacan, Özlem; Polat, Dilber; Demirci Guler, Mutlu P.; Görgülü, Özkan

2013-01-01

The aim of the present study was to understand the nature of teaching efficacy beliefs related to a socioscientific issue (SSI). We investigated Turkish preservice science teachers' teaching efficacy beliefs about genetically modified (GM) foods using a belief system approach. We assumed that preservice teachers' beliefs about GM foods (content…

The Development of the Mathematics Teaching Self Efficacy Scales for Korean Elementary and Secondary Preservice Teachers

ERIC Educational Resources Information Center

Ryang, Dohyoung

2010-01-01

The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), developed in the United States, is one of the most popular scales used in the study of mathematics teaching efficacy. However, the MTEBI might not be trustworthy in other cultures. This study described the development of a new instrument measuring mathematics teaching efficacy beliefs…

The Relationship between General Self-Efficacy Belief and Burnout Level among Turkish Academicians

ERIC Educational Resources Information Center

Sevindi, Tarik

2013-01-01

The aim of this study is to examine the relation between burnout level and general self-efficacy beliefs of academicians working in School of Physical Education and Sport. 178 Academicians working at various universities in Turkey participated in this study. The General Self-Efficacy Scale developed by Schwarzer and Jerusalem (1995), adapted to…

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

NASA Astrophysics Data System (ADS)

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

Health beliefs of blue collar workers. Increasing self efficacy and removing barriers.

PubMed

Wilson, S; Sisk, R J; Baldwin, K A

1997-05-01

The study compared the health beliefs of participants and non-participants in a blood pressure and cholesterol screening held at the worksite. A cross sectional, ex-post facto design was used. Questionnaires measuring health beliefs related to cardiac screening and prevention of cardiac problems were distributed to a convenience sample of 200 blue-collar workers in a large manufacturing plant in the Midwest. One hundred fifty-one (75.5%) completed questionnaires were returned, of which 45 had participated in cardiac worksite screening in the past month. A multivariate analysis of variance was used to analyze data. Participants perceived significantly fewer barriers to cardiac screening and scored significantly higher on self efficacy than non-participants. These findings concur with other studies identifying barriers and self efficacy as important predictors of health behavior. Occupational health nurses' efforts are warranted to reduce barriers and improve self efficacy by advertising screenings, scheduling them at convenient times and locations, assuring privacy, and keeping time inconvenience to a minimum.

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

NASA Astrophysics Data System (ADS)

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

Preservice elementary teachers' personal science teaching efficacy and science teaching outcome expectancies: The influence of student teaching

NASA Astrophysics Data System (ADS)

Plourde, Lee Alton

This study was unique in garnering an early view at how the deterioration of science teacher education begins. This investigation examined the impact of the student teaching semester on preservice elementary teachers' personal efficacy beliefs and outcome expectancy beliefs in science teaching. Participants in the study included the student teachers of three separate cohort groups commencing and completing their student teaching semester at the same time. Qualitative data were gathered from interviews and observations from selected individuals of these cohort groups. Quantitative and qualitative research methods were employed in the study. Utilizing a pretest and posttest one group research design, quantitative data were obtained from the administration of a psychometric test, Science Teaching Efficacy Belief Instrument for preservice teachers (STEBI-B). The pretest was administered at the beginning of the student teaching semester, before the student teachers began their "soloing" teaching, and the posttest was administered at the completion of the student teaching semester and "soloing" period. Qualitative data were derived from interviews and observations which were audio recorded and transcribed. The results of this study revealed that the student teaching semester did not have a statistically significant impact on the subjects' sense of personal self-efficacy, but the influence was statistically significant in regards to the student teachers' beliefs about children's ability to learn science. Data gathered through interviews and observations suggested that beliefs appear to originate from one or more of the following: a lack of practical work, personal involvement, and hands-on manipulation in science related activities in elementary, secondary, and tertiary education; a dependence of science courses on textbooks and lectures; the dispassionate association with science teachers/instructors; a focus on formalized tests with no performance assessments; the

Social Support Reciprocity and Occupational Self-Efficacy Beliefs during Mothers' Organizational Re-Entry

ERIC Educational Resources Information Center

Jaeckel, Dalit; Seiger, Christine P.; Orth, Ulrich; Wiese, Bettina S.

2012-01-01

The present study assesses the effects of a lack of social support reciprocity at work on employees' occupational self-efficacy beliefs. We assume that the self-efficacy effects of received support and support reciprocity depend on the specific work context (e.g., phase in the process of organizational socialization). 297 women who returned to…

Competitive Comparison in Music: Influences upon Self-Efficacy Beliefs by Gender

ERIC Educational Resources Information Center

Hendricks, Karin S.; Smith, Tawnya D.; Legutki, Allen R.

2016-01-01

This study profiles gender differences in instrumental performance self-efficacy perceptions of high school students (N = 87) over the course of a three-day orchestra festival in which students competed against one another for rank-based seating and then rehearsed and performed as a group. Reported self-beliefs rose significantly for the sample…

The impact of simulation education on self-efficacy towards teaching for nurse educators.

PubMed

Garner, S L; Killingsworth, E; Bradshaw, M; Raj, L; Johnson, S R; Abijah, S P; Parimala, S; Victor, S

2018-03-23

The objective of this study was to assess the impact of a simulation workshop on self-efficacy towards teaching for nurse educators in India. Additionally, we sought to revise and validate a tool to measure self-efficacy in teaching for use with a global audience. Simulation is an evidence-based teaching and learning method and is increasingly used in nursing education globally. As new technology and teaching methods such as simulation continue to evolve, it is important for new as well as experienced nurse educators globally to have confidence in their teaching skills and abilities. The study included (1) instrument revision, and measures of reliability and validation, (2) an 8-h faculty development workshop intervention on simulation, (3) pre- and post-survey of self-efficacy among nurse educators, and (4) investigation of relationship between faculty socio-demographics and degree of self-efficacy. The modified tool showed internal consistency (r = 0.98) and was validated by international faculty experts. There were significant improvements in total self-efficacy (P < 0.001) and subscale scores among nurse educators after the simulation workshop intervention when compared to pre-survey results. No significant relationships were found between socio-demographic variables and degree of self-efficacy. Strong self-efficacy in teaching among nurse educators is crucial for effective learning to occur. Results indicated the simulation workshop was effective in significantly improving self-efficacy towards teaching for nurse educators using an internationally validated tool. The Minister of Health in India recently called for improvements in nursing education. Introducing nursing education on simulation as a teaching method in India and globally to improve self-efficacy among teachers is an example of a strategy towards meeting this call. © 2018 The Authors International Nursing Review published by John Wiley & Sons Ltd on behalf of International Council of Nurses.

Self-Efficacy and Music Teaching: Five Narratives

ERIC Educational Resources Information Center

de Vries, Peter

2017-01-01

This article examines generalist primary (elementary) school teachers' self-efficacy in teaching music. Five teachers, each with five years teaching experience, were interviewed for the study. Using this interview data narratives were constructed for each of the five teachers. These narratives focused on what factors contributed to the level of…

Self-Efficacy of Teacher Candidates for Teaching First Reading and Writing

ERIC Educational Resources Information Center

Gündogmus, Hatice Degirmenci

2018-01-01

The purpose of this study is to determine by different variables the self-efficacy of a teacher candidate for teaching first reading and writing in their 3rd and 4th year in the department of primary school teaching. In line with the purpose of the study, the self-efficacy levels of teacher candidates for teaching first reading and writing were…

A Comparative Examination of Canadian and American Pre-Service Teachers' Self-Efficacy Beliefs for Literacy Instruction

ERIC Educational Resources Information Center

Ciampa, Katia; Gallagher, Tiffany L.

2018-01-01

This study explored Canadian and American pre-service elementary teachers' self-efficacy beliefs for literacy instruction, as well as the contextual factors (i.e., course and field experiences) that contribute to these self-efficacy beliefs. Survey data were collected over a two-year period at the beginning and end of a required elementary…

A Naturalistic Inquiry into the Attitudes toward Mathematics and Mathematics Self-Efficacy Beliefs of Middle School Students

ERIC Educational Resources Information Center

Stramel, Janet K.

2010-01-01

While there has been much quantitative research done in the area of attitudes and self-efficacy beliefs, this study sought hear the voices of the middle school child. Therefore, this qualitative study investigated the attitudes toward mathematics and mathematics self-efficacy beliefs of middle school students in one middle school in western…

Genetic causal beliefs about obesity, self-efficacy for weight control, and obesity-related behaviours in a middle-aged female cohort.

PubMed

Knerr, Sarah; Bowen, Deborah J; Beresford, Shirley A A; Wang, Catharine

2016-01-01

Obesity is a heritable condition with well-established risk-reducing behaviours. Studies have shown that beliefs about the causes of obesity are associated with diet and exercise behaviour. Identifying mechanisms linking causal beliefs and behaviours is important for obesity prevention and control. Cross-sectional multi-level regression analyses of self-efficacy for weight control as a possible mediator of obesity attributions (diet, physical activity, genetic) and preventive behaviours in 487 non-Hispanic White women from South King County, Washington. Self-reported daily fruit and vegetable intake and weekly leisure-time physical activity. Diet causal beliefs were positively associated with fruit and vegetable intake, with self-efficacy for weight control partially accounting for this association. Self-efficacy for weight control also indirectly linked physical activity attributions and physical activity behaviour. Relationships between genetic causal beliefs, self-efficacy for weight control, and obesity-related behaviours differed by obesity status. Self-efficacy for weight control contributed to negative associations between genetic causal attributions and obesity-related behaviours in non-obese, but not obese, women. Self-efficacy is an important construct to include in studies of genetic causal beliefs and behavioural self-regulation. Theoretical and longitudinal work is needed to clarify the causal nature of these relationships and other mediating and moderating factors.

Breaking the Negative Cycle: The Formation of Self-Efficacy Beliefs in the Arts. A Focus on Professional Experience in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Garvis, Susanne; Twigg, Danielle; Pendergast, Donna

2011-01-01

According to the National Education and the Arts Statement (Ministerial Council on Education, Employment, Training and Youth Affairs, 2007), all children and young people should have a high-quality arts education. To achieve this teachers require a high level of skill and training, and the belief that they are self-efficacious in the teaching of…

Beginning Generalist Teacher Self-Efficacy for Music Compared with Maths and English

ERIC Educational Resources Information Center

Garvis, Susanne

2013-01-01

In 2008, 201 beginning generalist teachers throughout Queensland, Australia, responded to a questionnaire intended to create a snapshot of current self-efficacy beliefs towards teaching music. Beginning teachers were asked to rank their perceived level of teacher self-efficacy for music, English and maths. Results were analysed through a series of…

Predictive Utility and Causal Influence of the Writing Self-Efficacy Beliefs of Elementary Students.

ERIC Educational Resources Information Center

Pajares, Frank; Valiante, Gio

According to self-efficacy theorists, people's judgments of what they can accomplish are influential arbiters in human agency and, as such, powerful determinants of their behavior. In large part, this is because these self-efficacy beliefs are said to act as mediators between other acknowledged influences on behavior, such as skill, ability,…

Structured Communication: Effects on Teaching Efficacy of Student Teachers

ERIC Educational Resources Information Center

Edgar, Don W.; Roberts, T. Grady; Murphy, Tim H.

2009-01-01

Teaching efficacy beliefs of agricultural science student teachers during field experiences may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between cooperating teachers and student teachers would have on student teachers' self-perceived…

Genetic causal beliefs about obesity, self-efficacy for weight control, and obesity-related behaviours in a middle-aged female cohort

PubMed Central

Knerr, Sarah; Bowen, Deborah J.; Beresford, Shirley A.A.; Wang, Catharine

2015-01-01

Objective Obesity is a heritable condition with well-established risk-reducing behaviours. Studies have shown that beliefs about the causes of obesity are associated with diet and exercise behaviour. Identifying mechanisms linking causal beliefs and behaviours is important for obesity prevention and control. Design Cross-sectional multi-level regression analyses of self-efficacy for weight control as a possible mediator of obesity attributions (diet, physical activity, genetic) and preventive behaviours in 487 non-Hispanic White women from South King County, Washington. Main Outcome Measures Self-reported daily fruit and vegetable intake and weekly leisure-time physical activity. Results Diet causal beliefs were positively associated with fruit and vegetable intake, with self-efficacy for weight control partially accounting for this association. Self-efficacy for weight control also indirectly linked physical activity attributions and physical activity behaviour. Relationships between genetic causal beliefs, self-efficacy for weight control, and obesity-related behaviours differed by obesity status. Self-efficacy for weight control contributed to negative associations between genetic causal attributions and obesity-related behaviours in non-obese, but not obese, women. Conclusion Self-efficacy is an important construct to include in studies of genetic causal beliefs and behavioural self-regulation. Theoretical and longitudinal work is needed to clarify the causal nature of these relationships and other mediating and moderating factors. PMID:26542069

Generalist Teachers' Self-Efficacy in Primary School Music Teaching

ERIC Educational Resources Information Center

de Vries, Peter

2013-01-01

This qualitative study focuses on the music teaching experiences of five Australian generalist primary school teachers in their third year of teaching. The aim was to identify these teachers' current practices in teaching music, in particular their self-efficacy in relation to teaching music. A narrative inquiry methodology was employed, drawing…

Self-Efficacy for Science Teaching Scale Development: Construct Validation with Elementary School Teachers

ERIC Educational Resources Information Center

Yangin, Selami; Sidekli, Sabri

2016-01-01

The measurement of teacher self-efficacy has a history of more than 30 years. The purpose of this research is to evaluate the development and validation of a new scale to measure the science teaching self-efficacy of elementary school teachers. Therefore, a scale has been created to measure elementary teachers' science teaching self-efficacy and…

Primary School Teacher Perceived Self-Efficacy to Teach Fundamental Motor Skills

ERIC Educational Resources Information Center

Callea, Micarle B.; Spittle, Michael; O'Meara, James; Casey, Meghan

2008-01-01

Fundamental Movement Skills (FMS) are a part of the school curricula, yet many Australian primary-age children are not mastering FMS. One reason may be a lack of perceived self-efficacy of primary teachers to teach FMS. This study investigated the level of perceived self-efficacy of primary school teachers to teach FMS in Victoria, Australia. A…

Changes in Science Teaching Self-Efficacy among Primary Teacher Education Students

ERIC Educational Resources Information Center

Palmer, David; Dixon, Jeanette; Archer, Jennifer

2015-01-01

Many preservice primary teachers have low self-efficacy for science teaching. Although science methods courses have often been shown to enhance self-efficacy, science content courses have been relatively ineffective in this respect. This study investigated whether a tailored science content course would enhance self-efficacy. The participants were…

Testing phase-specific self-efficacy beliefs in the context of dietary behaviour change.

PubMed

Ochsner, Sibylle; Scholz, Urte; Hornung, Rainer

2013-03-01

Self-efficacy is an important predictor of health behaviour change. Within the health action process approach (HAPA; Schwarzer, 2008), motivational and volitional self-efficacy can be distinguished. Motivational self-efficacy is assumed to serve as predictor of intention formation whereas volitional self-efficacy should be relevant for behaviour change. This study examined these assumptions in a sample with overweight and obese individuals. Moreover, we tested whether behavioural intentions moderate the association between volitional self-efficacy and behaviour. Overall, 373 overweight and obese individuals completed a baseline and six months later a follow-up questionnaire on HAPA variables and dietary behaviour. A factor analysis confirmed the phase-specific separation of self-efficacy. Motivational self-efficacy emerged as predictor for behavioural intentions over and above other HAPA variables after six months, whereas volitional self-efficacy did not. Volitional self-efficacy interacted with intention in the prediction of behaviour, indicating that volitional self-efficacy is only beneficial for individuals with high levels of intentions. The results provide evidence for the phase-specific distinction of self-efficacy in the context of dietary change in an overweight or obese sample. Thus, differentiating between motivational and volitional self-efficacy beliefs should be considered when developing future interventions of dietary change. © 2012 The Authors. Applied Psychology: Health and Well-Being © 2012 The International Association of Applied Psychology.

Multifaceted Impact of Self-Efficacy Beliefs on Academic Functioning.

ERIC Educational Resources Information Center

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,…

The efficacy beliefs of preservice science teachers in professional development school and traditional school settings

NASA Astrophysics Data System (ADS)

Newsome, Demetria Lynn

Teachers' efficacy beliefs have been shown to correlate positively with to the successful implementation of science reform measures (National Research Council, 1996) and are context specific (Koul & Rubba, 1999). Studies on teacher efficacy in specific contexts have been conducted including the availability of resources and parent support (Tschannen-Moran & Hoy, 2002), classroom management (Emmer & Hickman, 1990; Raudenbush, Rowen, & Cheong, 1992); and institutional climate and behavior of the principal (Hoy & Woolfolk, 1993). The purpose of this study was to compare the science teaching efficacy beliefs of teacher interns prepared in professional development schools with those of student teachers prepared in traditional school settings. Other variables examined included academic level, academic major, and area of science concentration. Preservice science teacher efficacy beliefs were measured using the Science Teaching Efficacy Beliefs Instrument for Preservice Science Teachers, STEBI Form B (Enoch & Riggs, 1990) with demographic information being collected by an accompanying questionnaire. Analyses included scoring the surveys on two scales, Personal Science Teaching Efficacy Beliefs Scale and the Outcome Expectancy Scale, calculating descriptive statistics, as well as performing MANOVAS and correlations. Results indicate that preservice science teachers working in professional development schools exhibit higher personal science teaching efficacy beliefs. This finding corroborates previous studies on the efficacy beliefs of preservice teachers working in PDS schools (Long, 1996; Sandholtz & Dadlez, 2000). Results also show a strong correlation between the personal science teaching efficacy beliefs and the setting where student teaching takes place. In addition, significant differences were found in the personal science teaching efficacy beliefs between elementary education majors and science majors, science education majors, and secondary education majors

Teachers' Beliefs and Self-Reported Use of Inquiry in Science Education in Public Primary Schools

NASA Astrophysics Data System (ADS)

Lucero, Maria; Valcke, Martin; Schellens, Tammy

2013-06-01

This paper describes Ecuadorian in-service teachers and their science teaching practices in public primary schools. We wanted to find out to what extent teachers implement inquiry activities in science teaching, the level of support they provide, and what type of inquiry they implement. Four questionnaires applied to 173 teachers resulted in the identification of high context beliefs and moderately high self-efficacy beliefs. Teachers declared to implement activities mostly to develop understanding of the material, as contrast to actual manipulation of data and/or coming to conclusions. They adopt rather a strictly guided approach in contrast to giving autonomy to learners to work on their own. Finally, teachers keep control with regard to question formulation and choice in solution procedures, which constrains the development of real inquiry. When comparing teacher beliefs, we found that teachers' context beliefs make a difference in the level of support that teachers provide to their students. Teachers with lower context beliefs ask students to perform inquiry activities on their own to a lesser extent when compared with teachers with higher context beliefs. This implies that further research on the implementation of inquiry in science teaching should take into account teachers' differences in their context beliefs. We also found out that the use of high or low support in inquiry activities remained the same for teachers with either higher or lower self-efficacy beliefs.

High School Students' Critical Thinking Related to Their Metacognitive Self-Regulation and Physics Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Gurcay, Deniz; Ferah, Hatice Ozturk

2018-01-01

The purpose of this study is to examine the relationships between ninth grade students' metacognitive self-regulation skills and physics self-efficacy beliefs and their critical thinking. To this end, 162 students attending the ninth grade participated in the study. Critical thinking scale, metacognitive self-regulation scale and physics…

Investigation of the Self-Efficacy Beliefs of Pre-Service Science Teachers in Terms of Following and Using the Innovations in the Field of Education

ERIC Educational Resources Information Center

Dede, Hulya; Yilmaz, Zeynel Abidin; Ilhan, Nail

2017-01-01

One of the factors influencing teachers' and pre-service teachers' self-efficacy beliefs is the use of innovations and research in education (scientific articles, thesis, and new teaching materials). This study aims to examine to what extent pre-service science teachers follow the innovations in the field of education and use these innovations in…

Science and Mathematics Faculty Responses to a Policy-Based Initiative: Change Processes, Self-Efficacy Beliefs, and Department Culture

ERIC Educational Resources Information Center

Ellett, Chad D.; Demir, Kadir; Monsaas, Judith

2015-01-01

The purpose of this study was to examine change processes, self-efficacy beliefs, and department culture and the roles these elements play in faculty engagement in working in K-12 schools. The development of three new web-based measures of faculty perceptions of change processes, self-efficacy beliefs, and department culture are described. The…

Pre-Service Music Teachers' Piano Performance Self-Efficacy Belief Inversely Related to Musical Performance Anxiety Levels

ERIC Educational Resources Information Center

Egilmez, Hatice Onuray

2015-01-01

Many factors affect piano performance, including students' self-confidence and self-efficacy about playing an instrument. This study assessed piano performance self-efficacy beliefs in pre-service music teachers studying at the music education department of education faculty of Uludag University to a certain relationships between the strength of…

Preschool Teachers' Perceived Math Anxiety and Self-Efficacy for Teaching Mathematics

ERIC Educational Resources Information Center

Cook, Carolyn D.

2017-01-01

This study explored the relationship between math anxiety and perceived self-efficacy for teaching mathematics in preschool teachers. Perceptions of and attributions for the teachers' perceived math anxiety and perceived self-efficacy for teaching mathematics were also explored. The study employed a mixed-method design consisting of both…

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

ERIC Educational Resources Information Center

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…

Teachers' Perceptions of Their Self-Efficacy and Effects of Principal Leadership Practices on Self-Efficacy Beliefs in Low and High-Performing Elementary Schools in South Carolina

ERIC Educational Resources Information Center

Simmons, Monica L.

2013-01-01

Teachers' Perceptions of their Self-Efficacy and Effects of Principal Leadership Practices on Self-Efficacy Beliefs in Low and High-Performing Elementary Schools in South Carolina (Under the direction of Dr. Vivian Brackett) Across the United States, school districts are challenged with attracting and attaining high quality teachers. Efficacious…

The relationship between critical thinking skills and self-efficacy beliefs in mental health nurses.

PubMed

Gloudemans, Henk A; Schalk, René M J D; Reynaert, Wouter

2013-03-01

In the Netherlands, the distinction between Bachelor degree and diploma nursing educational levels remains unclear. The added value of Bachelor degree nurses and how they develop professionally after graduation are subject to debate. The aim of this study is to investigate whether Bachelor degree nurses have higher critical thinking skills than diploma nurses do and whether there is a positive relationship between higher critical thinking skills and self-efficacy beliefs. Outcomes might provide instruments that are helpful in positioning of nursing levels in education and practice. Questionnaire data were used of a sample of 95 registered mental health staff nurses (62 diploma nurses and 33 Bachelor degree nurses). First, ANOVA was performed to test whether the two groups were comparable with respect to elements of work experience. Second, t-tests were conducted to compare the two groups of nurses on self-efficacy, perceived performance and critical thinking outcomes. Third, relationships between the study variables were investigated. Finally, structural equation modelling using AMOS was applied to test the relationships. The hypothesis that Bachelor degree nurses are better critical thinkers than diploma nurses was supported (p<0.01). Years in function turned out to be positively related to self-efficacy beliefs (p<0.01). No significant relation was found between the level of education and self-efficacy beliefs. The results of this study support career development and facilitate more efficient positioning of nursing levels. Copyright © 2012 Elsevier Ltd. All rights reserved.

Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators.

PubMed

Dybowski, Christoph; Sehner, Susanne; Harendza, Sigrid

2017-05-08

Being exposed to good teachers has been shown to enhance students' knowledge and their clinical performance, but little is known about the underlying psychological mechanisms that provide the basis for being an excellent medical teacher. Self-Determination Theory (SDT) postulates that more self-regulated types of motivation are associated with higher performance. Social Cognitive Theory (SCT) focuses on self-efficacy that has been shown to be positively associated with performance. To investigate the influences of different types of teaching motivation, teaching self-efficacy, and teachers' perceptions of students' skills, competencies and motivation on teaching quality. Before the winter semester 2014, physicians involved in bedside teaching in internal medicine at the University Medical Center Hamburg-Eppendorf completed a questionnaire with sociodemographic items and instruments measuring different dimensions of teaching motivation as well as teaching self-efficacy. During the semester, physicians rated their perceptions of the participating students who rated the teaching quality after each lesson. We performed a random intercept mixed-effects linear regression with students' ratings of teaching quality as the dependent variable and students' general interest in a subject as covariate. We explored potential associations between teachers' dispositions and their perceptions of students' competencies in a mixed-effects random intercept logistic regression. 94 lessons given by 55 teachers with 500 student ratings were analyzed. Neither teaching motivation nor teaching self-efficacy were directly associated with students' rating of teaching quality. Teachers' perceptions of students' competencies and students' general interest in the lesson's subject were positively associated with students' rating of teaching quality. Physicians' perceptions of their students' competencies were significantly positively predicted by their teaching self-efficacy. Teaching quality

The Influence of PBL on Students' Self-Efficacy Beliefs in Chemistry

ERIC Educational Resources Information Center

Mataka, Lloyd M.; Grunert Kowalske, Megan

2015-01-01

A convergent mixed methods research study was used to investigate whether or not undergraduate students who participated in a problem-based learning (PBL) laboratory environment improved their self-efficacy beliefs in chemistry. The Chemistry Attitude and Experience Questionnaire (CAEQ) was used as a pre- and post-test to determine changes in…

How Setting Goals Enhances Learners' Self-Efficacy Beliefs in Listening Comprehension

ERIC Educational Resources Information Center

Ballesteros Muñoz, Liliana; Tutistar Jojoa, Silvana

2014-01-01

This article outlines a study that explores the relationship between SMART goal setting (Specific, Measurable, Attainable, Relevant, and Time-based) and learning English in Colombia concerning a foreign language learners' self-efficacy beliefs in listening. The participants were seventh and ninth grade students of two schools in Bogotá, Colombia.…

Self-Efficacy Beliefs amongst Parents of Young Children: Validation of a Self-Report Measure

ERIC Educational Resources Information Center

Meunier, Jean-Christophe; Roskam, Isabelle

2009-01-01

The self-efficacy belief (SEB) concept is discussed in the context of parenting. A questionnaire, the "Echelle Globale du Sentiment de Competence Parentale" (EGSCP), assessing several domain-specific SEBs and three related cognitive constructs, was developed with 705 French-speaking parents of 3- to 7-year-old children. The EGSCP displayed good…

Investigating Mathematics Self-Efficacy Beliefs of Elementary Pre-Service Teachers in a Reform-Based Mathematics Methods Course

ERIC Educational Resources Information Center

Setra, Abdelghani

2017-01-01

For the last thirty years research has unfailingly shown that teacher efficacy has a positive impact on student outcomes, making teacher efficacy an critical element in quality mathematics instruction. The purpose of this study is to examine the impact of a math methods course on the mathematics teaching efficacy beliefs of elementary pre-service…

The Influence of Self-Efficacy Beliefs for Student Parents Attending University

ERIC Educational Resources Information Center

van Rhijn, Tricia M.; Lero, Donna S.

2014-01-01

Student parents (i.e. students who have their own dependent children) are a specific subpopulation of adult learners. This study investigated the impact of self-efficacy beliefs on student parents' perceived capacity to manage multiple roles and their satisfaction with family, school and life. Survey data collected from 398 student parents enroled…

Nanotechnology and Secondary Science Teacher's Self-Efficacy

NASA Astrophysics Data System (ADS)

Cox, Elena K.

The recommendations of the United States President's Council of Advisors on Science and Technology and the multi-agency National Nanotechnology Initiative (NNI) identified the need to prepare the workforce and specialists in the field of nanotechnology in order for the United States to continue to compete in the global marketplace. There is a lack of research reported in recent literature on the readiness of secondary science teachers to introduce higher level sciences---specifically nanotechnology---in their classes. The central research question of this study examined secondary science teachers' beliefs about teaching nanotechnology comfortably, effectively, and successfully. Bandura's self-efficacy theory provided the conceptual framework for this phenomenological study. A data analysis rubric was used to identify themes and patterns that emerged from detailed descriptions during in-depth interviews with 15 secondary science teachers. The analysis revealed the shared, lived experiences of teachers and their beliefs about their effectiveness and comfort in teaching higher-level sciences, specifically nanotechnology. The results of the study indicated that, with rare exceptions, secondary science teachers do not feel comfortable or effective, nor do they believe they have adequate training to teach nanotechnology concepts to their students. These teachers believed they were not prepared or trained in incorporating these higher level science concepts in the curriculum. Secondary science teachers' self-efficacy and personal beliefs of effectiveness in teaching nanotechnology can be an important component in achieving a positive social change by helping to familiarize high school students with nanotechnology and how it can benefit society and the future of science.

Home Environment and Self-Efficacy Beliefs among Native American, African American, and Latino Adolescents.

PubMed

Bradley, Robert H

2018-05-07

Context helps determine what individuals experience in the settings they inhabit. Context also helps determine the likelihood that those experiences will promote adaptive development. Theory suggests likely interplay between various aspects of home context and development of ideas about self that influence patterns of development for children. This study addressed relations between two aspects of home life (companionship and investment, modeling and encouragement) and three types of self-efficacy beliefs (enlisting social resources, independent learning, self-regulatory behavior) considered important for long-term adaptive functioning. The study focused on three groups of minority adolescents (Native American, African American, Latino). Relations were examined using regression models that also included four aspects of household risk that often hinder the development of self-efficacy. Although findings varied somewhat across the three groups, significant relations emerged between the two domains of home life examined and self-efficacy beliefs in all three groups, even controlling for overall household risk. Companionship and investment appeared particularly relevant for African American adolescents, while modeling and encouragement appeared particularly relevant for Native American adolescents. Both were relevant for Latino adolescents. © 2018 Family Process Institute.

High School Students' Epistemological Beliefs, Conceptions of Learning, and Self-Efficacy for Learning Biology: A Study of Their Structural Models

ERIC Educational Resources Information Center

Sadi, Özlem; Dagyar, Miray

2015-01-01

The current work reveals the data of the study which examines the relationships among epistemological beliefs, conceptions of learning, and self-efficacy for biology learning with the help of the Structural Equation Modeling. Three questionnaires, the Epistemological Beliefs, the Conceptions of Learning Biology and the Self-efficacy for Learning…

Generalization effects of coping-skills training: influence of self-defense training on women's efficacy beliefs, assertiveness, and aggression.

PubMed

Weitlauf, J C; Smith, R E; Cervone, D

2000-08-01

Concern for personal safety is a pervasive stressor for many women. Developing competencies in physical self-defense may empower women to engage more freely in daily activities with less fear. This study assessed the effects of physical self-defense training on multiple aspects of women's perceived self-efficacy and other self-reported personality characteristics. Training powerfully increased task-specific (self-defense) efficacy beliefs as well as physical and global efficacy beliefs. Training increased self-reported assertiveness, and posttraining decreases in hostility and aggression were found on several of the subscales of The Aggression Questionnaire (A. H. Buss & M. Perry, 1992), indicating that training did not have an aggression-disinhibiting effect. In the experimental condition, most of the effects were maintained (and some delayed effects appeared at follow-up.

The Relationship between Reading Self-Efficacy Beliefs, Reading Strategy Use and Reading Comprehension Level of Iranian EFL Learners

ERIC Educational Resources Information Center

Naseri, Mahdieh; Zaferanieh, Elaheh

2012-01-01

This co-relational study explored the relationship between reading self-efficacy beliefs, reading strategies use and reading comprehension level of Iranian EFL learners. In this study, Michigan reading comprehension test, a self-reported Reading Strategy Use Questionnaire, and a Reading Self-efficacy Questionnaire were administered to eighty…

The enhancement of students' mathematical self-efficacy through teaching with metacognitive scaffolding approach

NASA Astrophysics Data System (ADS)

Prabawanto, S.

2018-05-01

This research aims to investigate the enhancement of students’ mathematical self- efficacy through teaching with metacognitive scaffolding approach. This research used a quasi- experimental design with pre-post respon control. The subjects were pre-service elementary school teachers in a state university in Bandung. In this study, there were two groups: experimental and control groups. The experimental group consists of 60 students who acquire teaching mathematics under metacognitive approach, while the control group consists of 58 students who acquire teaching mathematics under direct approach. Students were classified into three categories based on the mathematical prior ability, namely high, middle, and low. Data collection instruments consist of mathematical self-efficacy instruments. By using mean difference test, two conclusions of the research: (1) there is a significant difference in the enhancement of mathematical self-efficacy between the students who attended the course under metacognitive scaffolding approach and students who attended the course under direct approach, and (2) there is no significant interaction effect of teaching approaches and ability level based on the mathematical prior ability toward enhancement of students’ mathematical self-efficacy.

Teachers' Attitudes, Beliefs and Self-Efficacy about Multicultural Education: A Scale Development

ERIC Educational Resources Information Center

Yildirim, Soner; Tezci, Erdogan

2016-01-01

The purpose of this study is to develop a scale--acceptable to potential studies in the context of multicultural education--for determining teachers' attitudes, self-efficacy perceptions and beliefs regarding necessity of multicultural education. The items of the scale which were developed according to opinions of experts and literature were…

Measuring the Teaching Self-Efficacy of Science, Technology, Engineering, and Math Graduate Teaching Assistants

ERIC Educational Resources Information Center

DeChenne, Sue Ellen; Enochs, Larry

2010-01-01

An instrument to measure the teaching self-efficacy of science, technology, engineering, and mathematics (STEM) GTAs is adapted from a general college teaching instrument (Prieto Navarro, 2005) for the specific teaching environment of the STEM GTAs. The construct and content validity and reliability of the final instrument are indicated. The final…

The Sources of Science Teaching Self-Efficacy among Elementary School Teachers: A Mediational Model Approach

ERIC Educational Resources Information Center

Wang, Ya-Ling; Tsai, Chin-Chung; Wei, Shih-Hsuan

2015-01-01

This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers' science teaching self-efficacy, teaching and learning conceptions, technological--pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes)…

Teaching in the Yukon: Exploring Teachers' Efficacy Beliefs, Stress, and Job Satisfaction in a Remote Setting

ERIC Educational Resources Information Center

Klassen, Robert M.; Foster, Rosemary Y.; Rajani, Sukaina; Bowman, Carley

2009-01-01

This article presents a mixed methods examination of teachers' job beliefs in the Yukon Territory in northern Canada. In Study 1 we used questionnaires to examine job beliefs for 221 teachers from the Yukon and western Canada. Teachers' self- and collective efficacy and workload stress were lower for Yukon teachers, but levels of overall stress…

Lesson study: Professional development and its impact on science teacher self-efficacy

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Roberts, Megan Rae

This study focuses on an analysis of a professional development program known as lesson study via data obtained during an in-service professional development program for secondary school science teachers. The purpose of this study was to examine the self-efficacy beliefs of one group of science teachers related to their experiences in a lesson study. Another purpose for this research, aligned with the first, included a theoretical analysis of the lesson study construct to see if its design promoted positive self-efficacy beliefs of its participants. The research is framed within the context of social constructivism and self-efficacy and is qualitative in nature and utilized descriptive analysis as a means of research. Case studies were conducted detailing two of the six participants. Data sources included researcher field notes and transcriptions of all planning and debriefing sessions; individual interviews with each participant and the schools' principal; a participant questionnaire, and the Science Teaching Efficacy Belief Instrument. Themes that emerged included the positive perceptions of lesson study as a collaborative and teacher-centered experience; the understanding that lesson study can instill a sense of professionalism to those who participate in the process; the sense that discussing student learning using objective observations from classroom is a powerful way to assess learning and uncover personal teacher beliefs; and the insight that the time commitment that lesson study requires can inhibit teachers and schools from sustaining it as a form of on-going professional development. Although these themes are consistent with the research on lesson study in Japan and elsewhere in the United States, they also extend the research on self-efficacy and science teacher professional development. In the end, this study supported some of the conclusions of the self-efficacy research as it relates to professional development while also adding that interpersonal

An Investigation of Research Self-Efficacy Beliefs and Research Productivity among Faculty Members at an Emerging Research University in the USA

ERIC Educational Resources Information Center

Pasupathy, Rubini; Siwatu, Kamau Oginga

2014-01-01

The purposes of this study are to add to the existing knowledge base on research self-efficacy beliefs of faculty members and their influence on research productivity, and to inform higher education administrators about the relationship between research self-efficacy beliefs and research productivity. A theoretical framework of social cognitive…

The Sources of Science Teaching Self-efficacy among Elementary School Teachers: A mediational model approach

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Wang, Ya-Ling; Tsai, Chin-Chung; Wei, Shih-Hsuan

2015-09-01

This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers' science teaching self-efficacy, teaching and learning conceptions, technological-pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes) using a mediational model approach. A total of 233 science teachers from 41 elementary schools in Taiwan were invited to take part in the study. After ensuring the validity and reliability of each questionnaire, the results indicated that each measure had satisfactory validity and reliability. Furthermore, through mediational models, the results revealed that TPACK-I and Attitudes mediated the relationship between teaching and learning conceptions and science teaching self-efficacy, suggesting that (1) knowledge of and attitudes toward Internet-based instruction (KATII) mediated the positive relationship between constructivist conceptions of teaching and learning and outcome expectancy, and that (2) KATII mediated the negative correlations between traditional conceptions of teaching and learning and teaching efficacy.

Using Qualitative Research Methods to Assess the Degree of Fit between Teachers' Reported Self-Efficacy Beliefs and Their Practical Knowledge during Teacher Education

ERIC Educational Resources Information Center

Wyatt, Mark

2015-01-01

There is a need for qualitative research into teachers' self-efficacy beliefs so that the relationship between these beliefs and other cognitions possessed by teachers, including their practical knowledge, can be better understood by teacher educators. Teachers' self-efficacy beliefs may need supporting if they seem too low or challenging if they…

Teacher Beliefs toward Using Alternative Teaching Approaches in Science and Mathematics Classes Related to Experience in Teaching

ERIC Educational Resources Information Center

Isiksal-Bostan, Mine; Sahin, Elvan; Ertepinar, Hamide

2015-01-01

The purpose of this study was to examine the relationships among Turkish classroom, science and mathematics teachers' beliefs toward using inquiry-based approaches, traditional teaching approaches, and technology in their mathematics and science classrooms; their efficacy beliefs in teaching those subjects; and years of experience in teaching in…

Students' Entrepreneurial Self-Efficacy: Does the Teaching Method Matter?

ERIC Educational Resources Information Center

Abaho, Ernest; Olomi, Donath R.; Urassa, Goodluck Charles

2015-01-01

Purpose: The purpose of this paper is to examine the various entrepreneurship teaching methods in Uganda and how these methods relate to entrepreneurial self-efficacy (ESE). Design/methodology/approach: A sample of 522 final year students from selected universities and study programs was surveyed using self-reported questionnaires. Findings: There…

Do Pre-Service Teachers Feel Ready to Teach in Inclusive Classrooms? A Four Country Study of Teaching Self-Efficacy

ERIC Educational Resources Information Center

Loreman, Tim; Sharma, Umesh; Forlin, Chris

2013-01-01

This paper reports the results of an international study examining pre-service teacher reports of teaching self-efficacy for inclusive education; principally focusing on the explanatory relationship between a scale designed to measure teaching self-efficacy in this area and key demographic variables within Canada, Australia, Hong Kong, and…

Validation of an instrument for mathematics enhancement teaching efficacy of Pacific Northwest agricultural educators

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Jansen, Daniel J.

Teacher efficacy continues to be an important area of study in educational research. This study tested an instrument designed to assess the perceived efficacy of agricultural education teachers when engaged in lessons involving mathematics instruction. The study population of Oregon and Washington agricultural educators utilized in the validation of the instrument revealed important demographic findings and specific results related to teacher efficacy for the study population. An instrument was developed from the assimilation of three scales previously used and validated in efficacy research. Participants' mathematics teaching efficacy was assessed using a portion of the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), and personal mathematics efficacy was evaluated by the mathematics self-belief instrument which was derived from the Betz and Hackett's Mathematics Self-Efficacy Scale. The final scale, the Teachers' Sense of Efficacy Scale (TSES) created by Tschannen-Moran and Woolfolk Hoy, examined perceived personal teaching efficacy. Structural equation modeling was used as the statistical analyses tool to validate the instrument and examine correlations between efficacy constructs used to determine potential professional development needs of the survey population. As part of the data required for validation of the Mathematics Enhancement Teaching Efficacy instrument, demographic information defining the population of Oregon and Washington agricultural educators was obtained and reported. A hypothetical model derived from teacher efficacy literature was found to be an acceptable model to verify construct validity and determine strength of correlations between the scales that defined the instrument. The instrument produced an alpha coefficient of .905 for reliability. Both exploratory and confirmatory factor analyses were used to verify construct and discriminate validity. Specifics results related to the survey population of agricultural educators

Testing the Mediating Role of Teachers' Self-Efficacy Beliefs in the Relationship between Sources of Efficacy Information and Students Achievement

ERIC Educational Resources Information Center

Mohamadi, Fatemeh Shaterian; Asadzadeh, Hassan

2012-01-01

The purpose of this study is to test the mediating role of teachers' self-efficacy beliefs in the relationship between sources of efficacy information and students achievement. For achieving this aim, this study suggests two alternative models, tested by Structural equation modeling (SEM) technique. In the first model, sources of efficacy…

Elementary School Teachers' Motivation toward Web-Based Professional Development, and the Relationship with Internet Self-Efficacy and Belief about Web-Based Learning

ERIC Educational Resources Information Center

Kao, Chia-Pin; Wu, Ying-Tien; Tsai, Chin-Chung

2011-01-01

This study was conducted to explore the relationships between teachers' motivation toward web-based professional development, Internet self-efficacy, and beliefs about web-based learning. By gathering questionnaire data from 484 elementary school teachers, this study indicated that the teachers' Internet self-efficacy and behavioral beliefs about…

Exploring the Sources of Turkish Pre-Service Chemistry Teachers' Chemistry Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Uzuntiryaki, Esen

2008-01-01

This study aimed to examine the underlying sources in developing chemistry self-efficacy beliefs of Turkish pre-service chemistry teachers. For this purpose, the College Chemistry Selfefficacy Scale (CCSS) was administered to 20 pre-service chemistry teachers. Then, phenomenological approach was employed and semi-structured interviews were…

Therapist correlates of attitudes toward sexual minority individuals, affirmative counseling self-efficacy, and beliefs about affirmative practice.

PubMed

Alessi, Edward J; Dillon, Frank R; Kim, Hillary Mi-Sung

2016-07-01

The purpose of this study was to examine the influence of training in sexual minority issues, professional identification, and gender on attitudes toward lesbian, gay, and bisexual individuals, affirmative counseling self-efficacy, and beliefs about affirmative practice among mental health practitioners in the USA. We used the Internet to recruit a nationwide sample of 443 heterosexual psychologists (n = 270), clinical social workers (n = 110), and marriage and family therapists (n = 63) residing in the USA. When controlling for years of practice experience and age, results from structural equation modeling analysis showed that training was associated with more affirmative attitudes, higher levels of affirmative counseling self-efficacy, and more positive beliefs. Female therapists reported more affirmative attitudes and higher levels of affirmative counseling self-efficacy than male therapists. Professional identification did not predict any criterion variables, when controlling for years of practice experience and age. Findings suggest that it will be important for educational and training initiatives to consider the effect of gender role socialization on attitudes and affirmative counseling self-efficacy, especially among beginning male therapists.

Sources of self-efficacy for physical activity.

PubMed

Warner, Lisa M; Schüz, Benjamin; Wolff, Julia K; Parschau, Linda; Wurm, Susanne; Schwarzer, Ralf

2014-11-01

The effects of self-efficacy beliefs on physical activity are well documented, but much less is known about the origins of self-efficacy beliefs. This article proposes scales to assess the sources of self-efficacy for physical activity aims and to comparatively test their predictive power for physical activity via self-efficacy over time to detect the principal sources of self-efficacy beliefs for physical activity. A study of 1,406 German adults aged 16-90 years was conducted to construct scales to assess the sources of self-efficacy for physical activity (Study 1). In Study 2, the scales' predictive validity for self-efficacy and physical activity was tested in a sample of 310 older German adults. Short, reliable and valid instruments to measure six sources of self-efficacy for physical activity were developed that enable researchers to comparatively test the predictive value of the sources of self-efficacy. The results suggest that mastery experience, self-persuasion, and reduction in negative affective states are the most important predictors of self-efficacy for physical activity in community-dwelling older adults. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Pedagogical approaches, contextual variables, and the development of student self-efficacy in undergraduate physics courses

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Fencl, Heidi S.; Scheel, Karen R.

2004-09-01

Self-efficacy, or a person's situation-specific belief that s/he can succeed in a given task, has been successful in a variety of educational studies for predicting behaviors such as perseverance and success (grades), and for understanding which behaviors are attempted or avoided. The focus of this study was to examine if classroom factors such as teaching strategies and classroom climate contribute to students' physics self-efficacy. 121 undergraduates in first semester, calculus-based introductory physics courses completed surveys assessing course experiences, self-efficacy and other outcome variables, and demographic information. Students in sections including a mix of teaching strategies did significantly better than students in the traditional section on outcome variables including self-efficacy. When individual strategies were examined, the strongest relationships were found between cooperative learning strategies and all sources of self-efficacy, and between climate variables and all sources of efficacy.

Progress Feedback Effects on Students' Writing Mastery Goal, Self-Efficacy Beliefs, and Performance

ERIC Educational Resources Information Center

Duijnhouwer, Hendrien; Prins, Frans J.; Stokking, Karel M.

2010-01-01

The effects of progress feedback on university students' writing mastery goal, self-efficacy beliefs, and writing performance were examined in this experiment. Students in the experimental condition (n = 42) received progress feedback on their writing assignment, whereas students in the control condition (n = 44) received feedback without progress…

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

ERIC Educational Resources Information Center

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…

Examining Relationship between Teachers' Self-Efficacy and Job Satisfaction

ERIC Educational Resources Information Center

Türkoglu, Muhammet Emin; Cansoy, Ramazan; Parlar, Hanifi

2017-01-01

Teaching in the 21st century poses many challenges for teachers, and thus, they need to take on more roles in their schools to meet the expectations of students, parents and the school community. In this regard, this study examined the relationship between teachers' self-efficacy beliefs and their job satisfaction. Participants of the study were…

Teacher Learning in a School-University Partnership: Exploring the Role of Social Trust and Teaching Efficacy Beliefs

ERIC Educational Resources Information Center

Fisler, Jennifer L.; Firestone, William A.

2006-01-01

Teacher learning has been studied in numerous contexts using a variety of theoretical frameworks. Our research examines variation in teacher learning in a school-university partnership. We explore the personal characteristics of social trust and teaching efficacy beliefs in relation to teachers' levels of learning. We classify teachers in the…

Investigating the effects of cognitive apprenticeship-based instructional coaching on science teaching efficacy beliefs

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Cooper, Teo O. H.

The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretical models for improving STEB. This dissertation is comprised of two studies. STUDY #1 was a sequential explanatory mixed-methods study investigating the impact of a reformed CAIC elementary science methods course on the STEB of 26 preservice teachers. Data were collected using the Science Teaching Efficacy Belief Instrument (STEBI-B) and from six post-course interviews. A statistically significant increase in STEB was observed in the quantitative strand. The qualitative data suggested that the preservice teachers perceived all of the CAIC methods as influential, but the significance of each method depended on their unique needs and abilities. STUDY #2 was a participatory action research case study exploring the utility of a CAIC professional development program for improving the STEB of five Bahamian inservice teachers and their competency in implementing an inquiry-based curriculum. Data were collected from pre- and post-interviews and two focus group interviews. Overall, the inservice teachers perceived the intervention as highly effective. The scaffolding and coaching were the CAIC methods portrayed as most influential in developing their STEB, highlighting the importance of interpersonal relationship aspects in successful instructional coaching programs. The teachers also described the CAIC approach as integral in supporting their learning to implement the new inquiry

Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

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Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

2017-03-01

The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers' instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs' mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.

The relationship among mathematics anxiety, beliefs about mathematics, mathematics self-efficacy, and mathematics performance in associate degree nursing students.

PubMed

Walsh, Kathleen A

2008-01-01

This research explored nursing students' mathematics anxiety, beliefs about mathematics, and mathematics self-efficacy in relation to performance on a medication mathematics test. Results revealed that the participants experienced some mathematics anxiety and had positive beliefs about mathematics and mathematics self-efficacy. Qualitative responses indicated that participants worried about the consequences of failing the medication mathematics test and that practice helped reduce this anxiety. In addition, participants acknowledged the importance of correct dosage calculations for nursing practice. Implications for nursing education are discussed.

Negative self-efficacy and goal effects revisited.

PubMed

Bandura, Albert; Locke, Edwin A

2003-02-01

The authors address the verification of the functional properties of self-efficacy beliefs and document how self-efficacy beliefs operate in concert with goal systems within a sociocognitive theory of self-regulation in contrast to the focus of control theory on discrepancy reduction. Social cognitive theory posits proactive discrepancy production by adoption of goal challenges working in concert with reactive discrepancy reduction in realizing them. Converging evidence from diverse methodological and analytic strategies verifies that perceived self-efficacy and personal goals enhance motivation and performance attainments. The large body of evidence, as evaluated by 9 meta-analyses for the effect sizes of self-efficacy beliefs and by the vast body of research on goal setting, contradicts findings (J. B. Vancouver, C. M. Thompson, & A. A. Williams, 2001; J. B. Vancouver, C. M. Thompson, E. C. Tischner, & D. J. Putka 2002) that belief in one's capabilities and personal goals is self-debilitating.

The Effect of Student Teaching Experience and Teacher Beliefs on Pre-Service Teachers' Self-Efficacy and Intention to Use Technology in Teaching

ERIC Educational Resources Information Center

Han, Insook; Shin, Won Sug; Ko, Yujung

2017-01-01

The student teaching experience has been considered important in establishing pre-service teachers' beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration--especially pre-service teachers' pedagogical…

Predicting depression from illness severity in cardiovascular disease patients: self-efficacy beliefs, illness perception, and perceived social support as mediators.

PubMed

Greco, A; Steca, P; Pozzi, R; Monzani, D; D'Addario, M; Villani, A; Rella, V; Giglio, A; Malfatto, G; Parati, G

2014-04-01

Many studies have investigated the relationships between cardiovascular diseases and patients' depression; nevertheless, few is still known as regard the impact of illness severity on depression and whether psychosocial variables mediate this association. The aim of this study is to investigate the putative mediating role of illness representations, self-efficacy beliefs, and perceived social support on the relationship between illness severity and depression. A total of 75 consecutive patients with cardiovascular disease (80 % men; mean age = 65.44, SD = 10.20) were enrolled in an Italian hospital. Illness severity was measured in terms of left ventricular ejection fraction, whereas psychological factors were assessed using self-report questionnaires. The relationship between left ventricular ejection fraction and depression was mediated by identity illness perception, self-efficacy beliefs in managing cardiac risk factors, and perceived social support. The treatment of depression in cardiovascular disease patients may therefore benefit from a psychological intervention focused on patients' illness representations, self-efficacy beliefs, and their perceived social support.

Assessing Self-Efficacy Beliefs of Students Enrolled in Early Childhood Education Practicum Movement Courses

ERIC Educational Resources Information Center

Johnson, Lisa B.

2016-01-01

The purpose of this study was to assess self- efficacy beliefs of students in early childhood education movement practicum courses offered in Northeastern Ohio higher educational institutions. The sample population consisted of early childhood education students from four higher educational institutions (two community colleges and two…

The Combined Effects of Classroom Teaching and Learning Strategy Use on Students' Chemistry Self-Efficacy

ERIC Educational Resources Information Center

Cheung, Derek

2015-01-01

For students to be successful in school chemistry, a strong sense of self-efficacy is essential. Chemistry self-efficacy can be defined as students' beliefs about the extent to which they are capable of performing specific chemistry tasks. According to Bandura ("Psychol. Rev." 84:191-215, 1977), students acquire information about their…

Pre-service teachers' knowledge of phonemic awareness: relationship to perceived knowledge, self-efficacy beliefs, and exposure to a multimedia-enhanced lecture.

PubMed

Martinussen, Rhonda; Ferrari, Julia; Aitken, Madison; Willows, Dale

2015-10-01

This study examined the relations among perceived and actual knowledge of phonemic awareness (PA), exposure to PA instruction during practicum, and self-efficacy for teaching PA in a sample of 54 teacher candidates (TCs) enrolled in a 1-year Bachelor of Education program in a Canadian university. It also assessed the effects of a brief multimedia-enhanced lecture on TCs' actual knowledge of PA and efficacy ratings. Prior to the lecture, teacher candidates' scores on the PA assessment were relatively low with a mean percentage correct of 56.3%. Actual knowledge was not significantly correlated with perceived knowledge or self-efficacy ratings. Perceived knowledge was significantly and positively correlated with efficacy ratings and students' rating of their exposure to PA instruction during their practicum experience. A path analysis revealed that the relationship between exposure to PA instruction and self-efficacy beliefs was mediated by perceived knowledge controlling for actual knowledge and general prior experience working with young children. Analyses also revealed that TCs made significant gains in self-efficacy as well as actual knowledge when re-assessed after the lecture with a mean post-lecture score of 71.4%. Written feedback from the TCs indicated that the digital video clips included in the lecture provided clarity regarding the type of instructional practices that teachers could use to support phonemic awareness development in children. Implications for practice and future research on teacher preparation are discussed.

Early childhood teachers' self-efficacy toward teaching science: Outcomes of professional development

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Clark, Sarah

The teaching of science in the early childhood classrooms has slowly been decreasing. As the years have passed, the subject of science has been put on the backburner while mathematics and language arts have taken center stage in the educational system. Early childhood teachers need to find ways to integrate science with other subjects in order to ensure children are receiving a well-rounded and full education. The purpose of this study was to determine the effectiveness of professional development on teachers' efficacy in teaching science. Volunteer teachers completed the Weisgram and Bigler scale (TWBS) pre and post training, in order to determine their self-efficacy toward teaching science, they also completed pre- and post- concept maps about their knowledge of teaching science, and a demographic questionnaire. Findings indicate the training provided was effective in increasing teachers' knowledge of teaching science. Teachers who had an increase in science teaching knowledge were also found to feel more efficacious about teaching science after completing the training and an academic year of implementing science lessons in their classrooms. There was not a relationship between teacher demographics and their science-teaching efficacy. This means that the demographics of participants in this study were not influential on teachers' efficacy, but professional development workshops enabled teachers to gain more knowledge about teaching as well as increase their efficacy about teaching science.

Engineering Professional Development: Elementary Teachers' Self-efficacy and Sources of Self-efficacy

NASA Astrophysics Data System (ADS)

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.

Devising a Structural Equation Model of Relationships between Preservice Teachers' Time and Study Environment Management, Effort Regulation, Self-Efficacy, Control of Learning Beliefs, and Metacognitive Self-Regulation

ERIC Educational Resources Information Center

Sen, Senol; Yilmaz, Ayhan

2016-01-01

The objective of this study is to analyze the relationship between preservice teachers' time and study environment management, effort regulation, self-efficacy beliefs, control of learning beliefs and metacognitive self-regulation. This study also investigates the direct and indirect effects of metacognitive self-regulation on time and study…

Academic career intentions in the life sciences: Can research self-efficacy beliefs explain low numbers of aspiring physician and female scientists?

PubMed Central

Epstein, Nurith; Fischer, Martin R.

2017-01-01

A lack of physician scientists as well as a high female dropout rate from academic medicine and basic life sciences is a concern in many countries. The current study analyzes academic career intentions within a sample of recent doctoral graduates from medicine and basic life sciences (N = 1109), focusing on research self-efficacy beliefs as explanatory variable of gender and disciplinary differences. To ensure that differences in research self-efficacy could not be attributed solely to objective scientific performance, we controlled for number of publications and dissertation grade. The results of multivariate analyses pointed to a strong and significant association between research self-efficacy and academic career intentions (ß = 0.49, p<0.001). The lower academic career intentions of medical doctoral graduates were no longer significant when controlling for research self-efficacy. Within the field of medicine, female doctoral graduates expressed lower research self-efficacy beliefs and academic career intentions. When controlling for research self-efficacy, the correlation between gender and academic career intention was no longer significant. In contrast, no gender differences were found within the basic life sciences with respect to neither academic career intentions nor research self-efficacy. PMID:28910334

Academic career intentions in the life sciences: Can research self-efficacy beliefs explain low numbers of aspiring physician and female scientists?

PubMed

Epstein, Nurith; Fischer, Martin R

2017-01-01

A lack of physician scientists as well as a high female dropout rate from academic medicine and basic life sciences is a concern in many countries. The current study analyzes academic career intentions within a sample of recent doctoral graduates from medicine and basic life sciences (N = 1109), focusing on research self-efficacy beliefs as explanatory variable of gender and disciplinary differences. To ensure that differences in research self-efficacy could not be attributed solely to objective scientific performance, we controlled for number of publications and dissertation grade. The results of multivariate analyses pointed to a strong and significant association between research self-efficacy and academic career intentions (ß = 0.49, p<0.001). The lower academic career intentions of medical doctoral graduates were no longer significant when controlling for research self-efficacy. Within the field of medicine, female doctoral graduates expressed lower research self-efficacy beliefs and academic career intentions. When controlling for research self-efficacy, the correlation between gender and academic career intention was no longer significant. In contrast, no gender differences were found within the basic life sciences with respect to neither academic career intentions nor research self-efficacy.

I Like Facebook: Exploring Israeli High School Chemistry Teachers' TPACK and Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Blonder, Ron; Rap, Shelley

2017-01-01

The goal of this research was to examine how Israeli chemistry teachers at high school level use Facebook groups to facilitate learning. Two perspectives were used: Teachers' TPACK (Technological Pedagogical Content Knowledge) and the self-efficacy beliefs of chemistry teachers for using CLFG (chemistry learning Facebook groups). Three different…

Applying Bandura's Model to Identifying Sources of Self-Efficacy of Teaching Artists

ERIC Educational Resources Information Center

Snyder, Scott; Fisk, Timarie

2016-01-01

Teaching artists have significant roles within K-12 schools. Although some research has been conducted to describe the characteristics, training, and employment experiences of teaching artists, no study has been conducted concerning the self-efficacy that such individuals have regarding teaching. The purpose of the study was to investigate the…

Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities

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Mintzes, Joel J.; Marcum, Bev; Messerschmidt-Yates, Christl; Mark, Andrew

2013-11-01

Emerging from Bandura's Social Learning Theory, this study of in-service elementary school teachers examined the effects of sustained Professional Learning Communities (PLCs) on self-efficacy in science teaching. Based on mixed research methods, and a non-equivalent control group experimental design, the investigation explored changes in personal self-efficacy and outcome expectancy among teachers engaged in PLCs that featured Demonstration Laboratories, Lesson Study, and annual Summer Institutes. Significant changes favoring the experimental group were found on all quantitative measures of self-efficacy. Structured clinical interviews revealed that observed changes were largely attributable to a wide range of direct (mastery) and vicarious experiences, as well as emotional reinforcement and social persuasion.

The Relationship between Sex Role Stereotypical Beliefs, Self Efficacy, Academic Engagement and Academic Achievement: In the Case of Tana Hiq Secondary School Students, Ethiopia

ERIC Educational Resources Information Center

Dagnew, Asrat

2017-01-01

The main objective of the study was to assess the relationship between sex role stereotypical beliefs, self-efficacy, academic engagement and academic achievement in Tana Hiq Secondary School. This research was also examining the predictive effects of sex role stereotypical beliefs, self-efficacy and academic engagement on academic achievement of…

Exploring LIS Students' Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

ERIC Educational Resources Information Center

Pinto, Maria; Pascual, Rosaura Fernandez

2016-01-01

Understanding perceptions of Library and Information Science (LIS) students on two dimensions--belief in the importance (BIM) of a set of core information competencies, and Self-Efficacy (SE)--is pursued. Factor analysis implementation raises a clear distinction between BIM and SE results. This analysis points to two sets of competencies:…

Beliefs and Perception About HIV/AIDS, Self-Efficacy, and HIV Sexual Risk Behaviors Among Young Thai Men Who Have Sex With Men.

PubMed

Khumsaen, Natawan; Stephenson, Rob

2017-04-01

This study examined the relationships of HIV/AIDS beliefs, self-efficacy for AIDS preventive behaviors, perception of HIV as a chronic disease, and HIV risk behaviors among young Thai men who have sex with men. Participants were recruited for a self-administered anonymous survey through Facebook. Logistic regression analysis was used to identify factors associated with each of four HIV risk behavior outcomes. Factors associated with sexual risk behaviors included age (18 and 21 years), having a current regular male partner, self-efficacy for AIDS preventive behaviors (self-efficacy in refusing sexual intercourse, self-efficacy in questioning potential sex partners, and self-efficacy in condom use), AIDS health belief (perceived susceptibility to HIV/AIDS, perceived severity of HIV/AIDS, perceived barriers to condom use, and cues to action for HIV/AIDS prevention), and perception of HIV/AIDS as a chronic disease (perceived HIV sero-status disclosure). Knowledge generated from this study has the potential to inform prevention messages for young Thai MSM.

"Are They Becoming More Reflective and/or Efficacious?" A Conceptual Model Mapping How Teachers' Self-Efficacy Beliefs Might Grow

ERIC Educational Resources Information Center

Wyatt, Mark

2016-01-01

Conceptual models can fulfil important educative roles, particularly in fields where there are few such models and where constructs are confused, as in research into teachers' self-efficacy beliefs. In this area, one model developed in the late twentieth century subsequently became dominant, but seems flawed. This article addresses criticisms of…

Developing Teaching Self-Efficacy in Research Institutions: A Study of Award-Winning Professors

ERIC Educational Resources Information Center

Morris, David B.; Usher, Ellen L.

2011-01-01

The purpose of this study was to assess the sources of award-wining research professors' (six women; six men) teaching self-efficacy through the framework of Bandura's (1986) social cognitive theory. Semi-structured interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that…

Preservice Elementary Teachers' Beliefs about Science Teaching

ERIC Educational Resources Information Center

Yilmaz-Tuzun, Ozgul

2008-01-01

In this study, a Beliefs About Teaching (BAT) scale was created to examine preservice elementary science teachers' self-reported comfort level with both traditional and reform-based teaching methods, assessment techniques, classroom management techniques, and science content. Participants included 166 preservice teachers from three different US…

Tertiary Students' ICT Self-Efficacy Beliefs and the Factors Affecting Their ICT-Use

ERIC Educational Resources Information Center

Turel, Vehbi; Calik, Sinan; Doganer, Adem

2015-01-01

This study looked at tertiary (i.e. undergraduate /a four-year degree) students' information and communication technology (ICT) self-efficacy beliefs and their level in use of certain common programmes at a newly established (i.e. 2007) university in Turkey in the spring of 2012. The study examined the tertiary students' (a) demographic…

Assessing the Teaching Efficacy Beliefs of Teacher Trainees: A Comparison of Two Institutions of Higher Learning in South Africa

ERIC Educational Resources Information Center

Matoti, Sheila N.; Junqueira, Karen E.; Odora, Ronald J.

2013-01-01

This study assessed the teaching efficacy beliefs of third-year teacher education students from two different institutions, in three categories: student engagement, instructional strategies and classroom management. The study used a descriptive survey design. The target population for the study was all third-year students enrolled in five…

Impacts of Professional Development in Integrated STEM Education on Teacher Self-Efficacy, Outcome Expectancy, and STEM Career Awareness

ERIC Educational Resources Information Center

Knowles, J. Geoff

2017-01-01

This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: (1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; (2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student…

Inviting Confidence in School: Invitations as a Critical Source of the Academic Self-Efficacy Beliefs of Entering Middle School Students

ERIC Educational Resources Information Center

Usher, Ellen L.; Pajares, Frank

2006-01-01

The purpose of this study was to examine whether constructs drawn from invitational theory serve as additional sources of self-efficacy beliefs of students in Grade 6 (N = 468). The hypothesized sources and the invitational constructs each correlated with academic self-efficacy. Invitations, mastery experience, and physiological state predicted…

Effective Teaching and Learning Environments and Principal Self-Efficacy in Oklahoma: Replication of a Previous Study

ERIC Educational Resources Information Center

Berry, Kathryn

2013-01-01

The purpose of this study was to replicate a previous study by Smith et al. (2006) that explored principal self-efficacy beliefs for facilitating effective instructional environments at their schools. There has been limited research conducted on principal's self-efficacy, and the studies that have been completed on the topic have not been…

The Adoption and Integration of Technology Within the Classroom: Teacher Self-Efficacy Beliefs

NASA Astrophysics Data System (ADS)

Haight, Kevin W.

Many teachers are failing to incorporate technology into their classroom instruction. Researchers have reported a general failure in this regard; however, minimal study is available on the role of teacher self-efficacy in incorporating technology into pedagogy. This sequential, mixed-method study sought to discover whether a significant correlation exists between teacher self-efficacy and technology adoption within an urban K--12 school district. The conceptual framework for the research is grounded in Bandura's theory of self-efficacy. A sample of K--12 faculty members completed a 38-item Likert-type survey designed to measure self-efficacy as it relates to the integration of technology within the classroom. Quantitative data were analyzed using a Pearson product-moment correlation to identify relationships between self-efficacy and technology adoption. In the qualitative phase of the study, 6 participants were interviewed. Constant comparison was performed to analyze the transcribed interview data. The findings indicated a positive correlation between teacher self-efficacy and the integration of technology. The results provide valuable information needed to address the concerns and fears of teachers as they integrate technology into their classroom instruction. Implications for social change include providing educators and administrators with the needed data to develop the skills required to teach technology to their students. Acquiring technical skills will prepare students to become more competitive in a technology based society and for further educational endeavors.

A Longitudinal Investigation of the Science Teaching Efficacy Beliefs and Science Experiences of a Cohort of Preservice Elementary Teachers

ERIC Educational Resources Information Center

Deehan, James; Danaia, Lena; McKinnon, David H.

2017-01-01

This paper assesses the relationship between participation in two tertiary science courses and the science teaching efficacy beliefs (STEBs) of one cohort of preservice elementary teachers over a four-year period. Two Type II case studies were conducted within the courses. Data were collected through 26 administrations of the Science Teaching…

A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?

ERIC Educational Resources Information Center

Isiksal-Bostan, Mine

2016-01-01

The aim of this longitudinal study was to examine prospective teachers' mathematics teaching efficacy belief during their enrollment in teacher education program and at the end of their first year of teaching. In addition, the factors that enhance or inhibit participants' efficacy belief and how these factors affect their mathematics teaching…

An Investigation into Pre-Service Special Education Teachers' Mathematical Skills, Self-Efficacy, and Teaching Methodology

ERIC Educational Resources Information Center

Hinton, Vanessa; Flores, Margaret; Burton, Megan; Curtis, Rebecca

2015-01-01

The purpose of this mixed method study was to investigate future special education teachers' preparation for effectively teaching mathematics. During the last semester of their program, pre-service special education teachers completed elementary level mathematics computation and problem solving assessments, a mathematics efficacy beliefs survey,…

The Self-Efficacy Scale: A Construct Validity Study.

ERIC Educational Resources Information Center

Sherer, Mark; Adams, Carol

Self-efficacy is defined as the belief that one can successfully perform a behavior. Self-efficacy theory asserts that self-efficacy expectancies exert powerful influence on behavior and behavior change. The Self-efficacy Scale, which was developed to assess generalized self-efficacy expectations, consists of two subscales: general self-efficacy…

The effectiveness of a long-term professional development program on teachers' self-efficacy, attitudes, skills, and knowledge using a thematic learning approach

NASA Astrophysics Data System (ADS)

Tinnin, Richard Kinna

The purpose of this research study was to determine the effectiveness of a long-term professional development program on self-efficacy beliefs, science attitudes, skills, and knowledge of elementary teachers. The target school was located in the Lower Rio Grande Valley of Texas. Major elements of the study included the use of thematic science strands, use of the 5E constructivist-oriented instructional model, a focus on the interdisciplinary nature of the science process skills, and guided, inquiry-based learning experiences. These elements mirror the principles identified as being essential components of effective professional development for mathematics, and science education (Fullan, 1985; Sparks & Loucks-Horsley, 1990; Loucks-Horsley, 1997). The research team was actively involved with the participants for a total of 30 days at their school over the 24 months of the study. During each training, the research team modeled the 5E constructivist-oriented instructional strategy, and the interdisciplinary nature of the science process skills, set up a wide variety of activity centers, and provided the teachers with opportunities to improve their attitudes, skills, and knowledge of the science content, and teaching strategies. The 15 participants completed pre-, post-, and post-post-Leadership Team Surreys. Quantitative data analyses of gain scores measuring level of confidence to teach Marine and Earth Science, content knowledge, and teaching strategies were significant, p < .001. The participants' efficacy-beliefs and outcome expectancy were assessed with a pre- and posttest Science Teacher Self-Efficacy Beliefs Instrument that measures both elements. Self-efficacy beliefs were significant at p < .001. Outcome expectancies were not significant, p > .05. Qualitative analysis of reflective journal comments, classroom observations, and the participants understanding, and use of science process skills across the curriculum supported the quantitative data results. The

Impacts of Professional Development in Integrated STEM Education on Teacher Self-Efficacy, Outcome Expectancy, and Stem Career Awareness

NASA Astrophysics Data System (ADS)

Knowles, J. Geoff

This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: 1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; 2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student learning; and 3.) Teacher awareness of STEM careers. High school science and technology education teachers participating in the Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS) project experimental group attended a ten-day summer professional development institute designed to educate teachers in using an integrated STEM education model to implement integrated STEM lessons. The research design utilized a quasi-experimental nonequivalent comparison group design that incorporated an experimental group and an untreated comparison group with both pretest, posttest, and delayed posttest assessments on non-randomized participants. Teacher self-efficacy has been identified as a key factor in effective teaching and student learning, and teacher awareness of STEM careers impacts students as they consider career choices. The T-STEM Survey for teachers was given for the pretest and posttest assessments to measure attitudes and beliefs toward the specific constructs of this study. Significant effects of the TRAILS professional development were found in the teacher group (experimental or comparison) and teacher subject (technology or science) in pretest and posttest scores using cumulative link models for the constructs of teacher self-efficacy and beliefs to teach STEM subjects, teacher outcome expectancy beliefs, and teacher awareness of STEM careers. Effect sizes ranged from small to large varying by construct and assessment time. Highly significant p-values and effect sizes revealed impacts on science teachers were greater when teacher subject groups were analyzed separately.

Turkish Mothers' Self-Efficacy Beliefs and Styles of Interactions with Their Children with Language Delays

ERIC Educational Resources Information Center

Diken, Ibrahim H.

2009-01-01

Turkish mothers' self-efficacy beliefs and their interactional behaviors with their children with language delays are described and explored. Participants included 19 mother-child dyads. Mothers' interaction with their children with language delays was videotaped for 30 minutes in a free-play context. Regarding mothers' interactional behaviors,…

Self-Efficacy as a Positive Youth Development Construct: A Conceptual Review

PubMed Central

Tsang, Sandra K. M.; Hui, Eadaoin K. P.; Law, Bella C. M.

2012-01-01

Self-efficacy denotes people's beliefs about their ability to perform in different situations. It functions as a multilevel and multifaceted set of beliefs that influence how people feel, think, motivate themselves, and behave during various tasks. Self-efficacy beliefs are informed by enactive attainment, vicarious experience, imaginal experiences, and social persuasion as well as physical and emotional states. These beliefs are mediated by cognitive, motivational, affective, and selection processes to generate actual performance. Self-efficacy development is closely intertwined with a person's experiences, competencies, and developmental tasks in different domains at different stages in life. This paper reviews the literature to outline the definition and theoretical conceptualizations of the construct originally devised by Bandura that have flourished since the 1990s. Drawing from the studies of the construct to assess self-efficacy, and to inform positive youth development, the paper will present the determinants of the development of self-efficacy beliefs and identify the connection between self-efficacy and adolescent developmental outcomes. The paper will conclude with strategies to enhance youth self-efficacy and proposals for future research directions. PMID:22645423

Psychometric properties of the Turkish adaptation of the Mathematics Teacher Efficacy Belief Instrument for in-service teachers.

PubMed

Cetinkaya, Bulent; Erbas, Ayhan Kursat

2011-11-01

Teaching efficacy beliefs have attracted researchers' attention in recent decades because of its close association with and potential impact on the implementation of new ideas and skills in education. In the present study, we have explored the psychometric properties and construct validity of the Turkish adaptation of the Mathematics Teacher Efficacy Belief Instrument developed by Enochs, Smith, & Huinker (2000) for in-service mathematics teachers. The instrument distinguishes between two dimensions of efficacy beliefs for mathematics teachers: personal mathematics teaching efficacy and mathematics teaching outcome expectancy. The sample consisted of 1355 in-service elementary school teachers and middle school mathematics teachers from 368 schools. Exploratory and confirmatory factor analysis revealed a two-factor structure similar to that found in other studies. Also, scores from the two subscales indicated acceptable internal consistency.

Ninth and Tenth Grade Students' Mathematics Self-Efficacy Beliefs: The Sources and Relationships to Teacher Classroom Interpersonal Behaviors

ERIC Educational Resources Information Center

White, Amanda Garrett

2009-01-01

The purpose of the mix-methods action research study was to seek how the changes in students' perceptions about teacher classroom interpersonal behaviors, the four efficacy sources and mathematics self-efficacy beliefs were related. The methods used to accomplish this were: descriptive statistics, t-test, Pearson correlation coefficient…

English Teachers' Self-Efficacy Beliefs and Students Learning Approaches: The Role of Classroom Structure Perception

ERIC Educational Resources Information Center

Mazlum, Farhad; Cheraghi, Fereshteh; Dasta, Mahdi

2015-01-01

This study aimed at investigating the direct and indirect effects that teachers' self-efficacy beliefs exert on students' learning approaches via affecting their perceptions of classroom structure. The sample included 40 English teachers and 240 first-grade female students from high schools in Iran. To collect data, three questionnaires were…

Preservice Agricultural Education Teachers' Sense of Teaching Self-Efficacy

ERIC Educational Resources Information Center

Stripling, Christopher; Ricketts, John C.; Roberts, T. Grady; Harlin, Julie F.

2008-01-01

The purpose of this study was to perform a longitudinal examination of the teaching self-efficacy of preservice agricultural education teachers. Data were collected for two years at The University of Georgia and Texas A&M University during the Fall 2004 and Spring 2005 and the Fall 2005 and Spring 2006 semesters (N = 102). Data were collected…

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

ERIC Educational Resources Information Center

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…

Science Teaching Efficacy of Preservice Elementary Teachers: Examination of the Multiple Factors Reported as Influential

ERIC Educational Resources Information Center

Tastan Kirik, Özgecan

2013-01-01

This study explores the science teaching efficacy beliefs of preservice elementary teachers and the relationship between efficacy beliefs and multiple factors such as antecedent factors (participation in extracurricular activities and number of science and science teaching methods courses taken), conceptual understanding, classroom management…

Self-Efficacy, an Oriental Twist

ERIC Educational Resources Information Center

Jack, Brady M.; Liu, Chia-Ju; Chiu, Hoan-Lin

2005-01-01

This paper presents the results of a case study involving Taiwanese elementary teachers who teach science at the elementary grade school level. It advocates the position that a teacher's personal science efficacy belief influences his or her science teaching outcome expectations. It also points to an important metamorphosis that is taking place…

Self-Efficacy and Collaborative Learning: An Intervention Study

ERIC Educational Resources Information Center

Robertson, Jane

2012-01-01

Findings from empirical research suggest that both self-efficacy beliefs and collaborative learning may have an influence upon student academic performance. However, the phenomena of self-efficacy beliefs, collaborative learning, and academic achievement have not been studied in concert with one another. Using quantitative research methods, I…

Self-efficacy beliefs of underrepresented minorities in science, technology, engineering, and math

NASA Astrophysics Data System (ADS)

Garibay, Guadalupe

The purpose of this study is to understand the self-perceptions, confidence, and self-efficacy of underrepresented minorities (URMs) as they undertake Science, Technology, Engineering and Math (STEM) courses during their K-12 years in urban-public schools. Through the lens of Bandura's self-efficacy theory, this study analyzed self-efficacious behaviors as they revealed themselves in K-12 classrooms. The participants were 11th- and 12th-grade students, their parents, their STEM teachers, and their mentor. The goal was to understand what has been inhibiting the growth of URM representation in STEM majors and in STEM fields. This qualitative study was designed to understand the participants' stories and uncover personal characteristics such as grit, perseverance, and determination in the face of obstacles. The instruments used in this study were interviews, observations, and self-efficacy surveys. The findings revealed that the participants' perceptions of the students' abilities to succeed in a STEM field were all tentatively positive. The participants focused on the many obstacles already overcome by the students and used it as precedent for future success. All the student-participants shared a similar set of adult types in their lives--adults who believed not only in their STEM abilities, but also in their abilities to face obstacles, who were willing to give their time and expertise when necessary, and who shared similar experiences in terms of the lack of educational resources or of economic struggles. It was these shared experiences that strengthened the beliefs that, if the adult participants could succeed in education or succeed in spite of poverty, the student participants could succeed, as well.

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

ERIC Educational Resources Information Center

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…

An Investigation of the Relationship between Preservice Science Teachers' Epistemological Beliefs about the Nature of Science and Their Self-Efficacy Perceptions

ERIC Educational Resources Information Center

Zorlu, Yusuf

2017-01-01

This study aims to investigate the relationship between preservice science teachers' epistemological beliefs about the nature of science (NOS) and their science learning self-efficacy perceptions by adapting a science learning self-efficacy scale for use in Turkey. This study is model as "Relational Survey". A total of 125 preservice…

An Investigation of Music Teaching Self-Efficacy Levels of Prospective Preschool Teachers

ERIC Educational Resources Information Center

Koca, Sehriban

2013-01-01

The aim of the study is to investigate music teaching self-efficacy levels of prospective preschool teachers. The study used survey model. Participants of the study consisted of a total of 120 prospective teachers studying at Mersin University, Faculty of Education, Department of Primary Education Preschool Teaching Program in Mersin, a City in…

Implementation of a Food-Based Science Curriculum Improves Fourth-Grade Educators' Self-efficacy for Teaching Nutrition

PubMed Central

Carraway-Stage, Virginia; Roseno, Ashley; Hodges, Caroline D.; Hovland, Jana; Diaz, Sebastian; Duffrin, Melani W.

2016-01-01

Background Teacher self-efficacy can positively impact student dietary behaviors; however, limited curricular resources and professional development can serve as barriers to the provision of nutrition education in the classroom. The purpose of this study was to assess the impact of a food-based, integrative science curriculum on 4th grade teachers’ self-efficacy toward teaching nutrition. Methods Researchers used a quasi-experimental design to implement the FoodMASTER Intermediate (FMI) curriculum in 19 4th-grade classrooms across Ohio and North Carolina. The Nutrition Teaching Self-Efficacy Scale was used to assess baseline and post-test teacher self-efficacy using a 4-point Likert-scale (1=not confident at all; 4=very confident). ANCOVA and Wilcoxon-Signed Rank Test were used for statistical analysis. Results Teachers in the intervention group displayed significantly higher post-efficacy expectation scores (mean=3.52; sd=0.41) than comparison group teachers (mean=2.86; sd=0.55). Overall, the intervention group showed significant improvement in self-efficacy on 15 of the 18 items. Discussion The results suggest providing training and integrative resources to teachers can significantly improve self-efficacy toward teaching nutrition. Future research should focus on determining the amount of training needed to improve the quality of teacher-delivered nutrition education. Translation to Health Education Practice Health educators can use the findings to inform the development of teacher trainings in nutrition and health. PMID:28392881

Prospective Primary Teachers' Self-Efficacy and Emotions in Science Teaching

ERIC Educational Resources Information Center

Brigido, Maria; Borrachero, Ana Belen; Bermejo, Maria Luisa; Mellado, Vicente

2013-01-01

The self-efficacy of prospective primary teachers was studied, considering in particular the relationship of that construct with the emotions they expect to experience as future science teachers, differentiating between when they will be teaching the content of the "nature sciences" (biology and geology) and that of the "hard…

General Chemistry and Self-Efficacy.

ERIC Educational Resources Information Center

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…

The Relationship between University Learning Experiences and English Teaching Self-Efficacy: Perspectives of Five Final-Year Pre-Service English Teachers

ERIC Educational Resources Information Center

Filatov, Ksenia; Pill, Shane

2015-01-01

No literature exists on English teaching efficacy or self-efficacy or on pre-service teachers' English teaching self-efficacy and its relationship to pre-service teacher education. This project addressed this conceptual and methodological gap in current teacher efficacy research literature. Five pre-service English teachers in their final year of…

Relationship between Pre-School Preservice Teachers' Environmental Literacy and Science and Technology Literacy Self Efficacy Beliefs

ERIC Educational Resources Information Center

Surmeli, Hikmet

2013-01-01

This study examined the relationship between preschool teachers' environmental literacy and their science and technology self efficacy beliefs. 120 preschool teachers from teacher education programme at one university participated in this study. Data were collected by using Environmental Literacy Scale and Science and Technology Literacy Self…

Teaching Self-Efficacy of a Selected Group of Secondary Health Education Teachers

ERIC Educational Resources Information Center

Hutchins, Matt; Melancon, Jim; Nunning, Jennifer R.

2012-01-01

The purpose of this study was to test the Health Teaching Self-Efficacy Scale (HTSES) with a group of secondary health education teachers. In addition, comfort levels with various subject areas and years of teaching experience data were also gathered. All secondary health teachers in a selected Midwestern state were recruited via email to…

Turning Negatives into Positives: The Role of an Instructional Math Course on Preservice Teachers' Math Beliefs

ERIC Educational Resources Information Center

Looney, Lisa; Perry, David; Steck, Andy

2017-01-01

Teachers' beliefs about mathematics can play a role in their teaching effectiveness (Bandura, 1993). Negative attitudes toward math (e.g., math anxiety) or low self-efficacy beliefs for teaching math can act as barriers to the teaching process, impacting the achievement and math beliefs of students (Beilock, Gunderson, Ramirez, & Levine, 2010;…

The Impact of Self Beliefs on Post-Secondary Transitions: The Moderating Effects of Institutional Selectivity

ERIC Educational Resources Information Center

Elliott, Diane Cardenas

2016-01-01

The purpose of this study was to examine the relationships between self beliefs, institutional characteristics, and college student persistence. More specifically, this study sought to understand whether self-efficacy beliefs, both academic self-efficacy and social self-efficacy, play a role in college persistence. Further, the possible moderating…

Intervening in Bullying: Differences across Elementary School Staff Members in Attitudes, Perceptions, and Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Williford, Anne

2015-01-01

Although a growing body of research has investigated the experiences of certified school staff in antibullying efforts, a dearth of research exists on noncertified staff. To that end, the present study examined differences in attitudes, perceptions, and self-efficacy beliefs to intervene among certified (for example, teachers, counselors, school…

Maternal Emotions and Self-Efficacy Beliefs in Relation to Boys and Girls with AD/HD

ERIC Educational Resources Information Center

Maniadaki, Katerina; Sonuga-Barke, Edmund; Kakouros, Efthymios; Karaba, Rania

2005-01-01

This study examined the impact of child gender on mothers' emotional responses to AD/HD, self-efficacy beliefs and perceived severity of AD/HD. Mothers (N = 118) of pre-schoolers were presented with a vignette describing a typical boy or girl with AD/HD and then completed three scales relating to their emotional response to AD/HD behaviour, their…

Self-Efficacy in Undergraduate Students with Dyslexia: A Mixed Methods Investigation

ERIC Educational Resources Information Center

Stagg, Steven D.; Eaton, Elizabeth; Sjoblom, Amanda M.

2018-01-01

It may be thought that gaining a place at university confers self-belief on students with dyslexia; after all, they have succeeded in their academic studies. Our research explored self-efficacy beliefs in university students with and without dyslexia. An Academic Self-Efficacy Scale and a Sources of Academic Self-Efficacy Scale were completed by…

Towards a Re-Conceptualization of Teachers' Self-Efficacy Beliefs: Tackling Enduring Problems with the Quantitative Research and Moving On

ERIC Educational Resources Information Center

Wyatt, Mark

2014-01-01

Various commentators have argued for years that the study of teachers' self-efficacy (TSE) beliefs, largely dominated by quantitative research methodologies, has been confused. Contentious issues include the very conceptualization of these beliefs, how they are defined and accessed through research and how the research is used. One of the…

Determinants of Self-Care in Diabetic Patients Based on Health Belief Model

PubMed Central

Dehghani-Tafti, Abbasali; Mahmoodabad, Seyed Saeed Mazloomy; Morowatisharifabad, Mohammad Ali; Ardakani, Mohammad Afkhami; Rezaeipandari, Hassan; Lotfi, Mohammad Hassan

2015-01-01

Introduction: The aim of this study was to determine self-care predictors in diabetic patients based on health belief model. Materials and Methods: The cross-sectional study was conducted on 110 diabetic patients referred to health service centers in Ardakan city, Yazd, Iran. The data was collected by a questionnaire including perceived benefits, barriers, severity, susceptibility, self-efficacy, social support, self-care behaviors and demographic variables. Results: Regularly medicine use (mean= 6.48 times per week) and shoes checking (mean= 1.17 times per week) were reported as the highest and the lowest self-care behaviors respectively. Health belief model constructs including perceived benefits, barriers, severity, susceptibility, self-efficacy and social support predicted 33.5% of the observed variance of self-care behaviors. Perceived susceptibility and self-efficacy had positive effect on self-care behavior; whereas perceived barrier’s has negative effect. Self-efficacy, perceived susceptibility and barriers were most powerful predictor respectively. Conclusion: The findings approved the efficiency of health belief model in prediction of self-care behaviors among diabetic patients. The findings realized the health belief model structure; therefore, it can be used as a framework for designing and implementing educational interventions in diabetes control plans. PMID:26156902

Investigating the Relationship between Teaching Styles and Teacher Self-Efficacy among Some Iranian ESP University Instructors

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Shakouri, Maryam

2017-01-01

This study examined the relationship between some Iranian ESP instructors' self-efficacy and their teaching styles. To this end, 87 ESP instructors were selected from various universities in Tehran, Iran. Data were collected using the "Teachers' Sense of Efficacy Scale" and the "Teaching Styles Inventory" (version 3.0). Results…

Exploring Science Teaching Efficacy of CASE Curriculum Teachers: A Post-Then-Pre Assessment

ERIC Educational Resources Information Center

Ulmer, Jonathan D.; Velez, Jonathan J.; Lambert, Misty D.; Thompson, Greg W.; Burris, Scott; Witt, Phillip A.

2013-01-01

This descriptive-correlational study sought to investigate teachers' levels of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) using the Science Teaching Efficacy Beliefs Instrument (STEBI). The population included all teachers completing a CASE Institute training session during summer 2010. Assessments…

A Study on Information Search and Commitment Strategies on Web Environment and Internet Usage Self-Efficacy Beliefs of University Students'

ERIC Educational Resources Information Center

Geçer, Aynur Kolburan

2014-01-01

This study addresses university students' information search and commitment strategies on web environment and internet usage self-efficacy beliefs in terms of such variables as gender, department, grade level and frequency of internet use; and whether there is a significant relation between these beliefs. Descriptive method was used in the study.…

The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College Teaching Self-efficacy.

PubMed

Connolly, Mark R; Lee, You-Geon; Savoy, Julia N

2018-01-01

To help prepare future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities are offering teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of TD programs on early-career STEM scholars' sense of self-efficacy as postsecondary teachers. In 2011, a survey questionnaire was administered to 2156 people who in 2009 were doctoral students in STEM departments at three U.S. research universities; 1445 responded (67%). Regression analysis revealed positive relationships between TD participation and participants' college teaching self-efficacy and positive interaction effects for women. These findings may be used to improve the quality and quantity of TD offerings and help them gain wider acceptance. © 2018 M. R. Connolly et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Self-Efficacy and Participation in Choosing the Teaching Profession as Predictors of Academic Motivation among Arab Student's Girls

ERIC Educational Resources Information Center

Agbaria, Qutaiba Ali

2013-01-01

The purpose of this study is to examine the link between learning motivation among teaching trainees and self-efficacy and the rate of participation in choosing the profession of teaching. The main assumptions: There will be a clear positive link between the rate of self-efficacy of students and academic motivation, with its various elements.…

The Effects of Argumentation Implementation on Environmental Education Self Efficacy Beliefs and Perspectives According to Environmental Problems

ERIC Educational Resources Information Center

Fettahlioglu, Pinar

2018-01-01

The purpose of this study is to investigate the effect of argumentation implementation applied in the environmental science course on science teacher candidates' environmental education self-efficacy beliefs and perspectives according to environmental problems. In this mixed method research study, convergent parallel design was utilized.…

Using Self-Efficacy as a Construct for Evaluating Science and Mathematics Methods Courses

NASA Astrophysics Data System (ADS)

Brand, Brenda R.; Wilkins, Jesse L. M.

2007-04-01

The focus of this study was elementary preservice teachers’ development as effective teachers of science and mathematics as influenced by their participation in elementary science and mathematics methods courses. Preservice teachers’ reports of factors that influenced their perception of their teaching abilities were analyzed according to Bandura’s (1994) 4 sources of efficacy: mastery experiences, vicarious experiences, social persuasion, and stress reduction. This investigation allowed the researchers to evaluate the courses based on these sources. The analysis indicated all 4 sources influenced preservice teachers’ teaching self-efficacy beliefs, with mastery experiences considered the most influential. Embedded within discussions of mastery experiences were references to the other sources of efficacy, which suggest an interrelationship between mastery experiences and the other sources.

Teachers' Attitudes toward Web-Based Professional Development, with Relation to Internet Self-Efficacy and Beliefs about Web-Based Learning

ERIC Educational Resources Information Center

Kao, Chia-Pin; Tsai, Chin-Chung

2009-01-01

This study was conducted to explore the relationships between teachers' Internet self-efficacy, beliefs about web-based learning and attitudes toward web-based professional development. The sample of this study included 421 teachers, coming from 20 elementary schools in Taiwan. The three instruments used to assess teachers' Internet self-efficacy…

Investigation of Relationship between Sources of Self-Efficacy Beliefs of Secondary School Students and Some Variables

ERIC Educational Resources Information Center

Arslan, Ali

2013-01-01

The purpose of this study was to investigate the relationship between students' opinions about the sources of self-efficacy belief and their gender, academic achievement, the grade level, Socio-Economic Status (SES), and learning style. The study was conducted on 984 secondary school students in the fall semester of the 2011-2012 academic year.…

Pre-Service EFL Teachers' Self-Efficacy Beliefs, Goal Orientations, and Participations in an Online Learning Environment

ERIC Educational Resources Information Center

Ucar, Hasan; Yazici Bozkaya, Mujgan

2016-01-01

This study examined the pre-service EFL teachers' self-efficacy beliefs, goal orientations, and participations in an online learning environment. Embedded mixed design was used in the study. In the quantitative part of the study, the participants were 186 senior pre-service EFL teachers and data were collected on two scales and a questionnaire.…

Can You Tube It? Providing Chemistry Teachers with Technological Tools and Enhancing Their Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Blonder, Ron; Jonatan, Moshe; Bar-Dov, Ziva; Benny, Naama; Rap, Shelley; Sakhnini, Sohair

2013-01-01

The goal of this research was to examine the change in the skills, Technological Pedagogical Content Knowledge (TPACK) and self-efficacy beliefs of chemistry teachers regarding video editing and using YouTube videos in high-school chemistry lessons, as a result of a professional development program that focused on editing YouTube videos and the…

Enhancing Self-Efficacy in Elementary Science Teaching with Professional Learning Communities

ERIC Educational Resources Information Center

Mintzes, Joel J.; Marcum, Bev; Messerschmidt-Yates, Christl; Mark, Andrew

2013-01-01

Emerging from Bandura's Social Learning Theory, this study of in-service elementary school teachers examined the effects of sustained Professional Learning Communities (PLCs) on self-efficacy in science teaching. Based on mixed research methods, and a non-equivalent control group experimental design, the investigation explored changes in…

The effects of a regional natural history course on outcome expectancy, self-efficacy, and instructional methods of science teachers

NASA Astrophysics Data System (ADS)

Dechant, Thomas Fredrick

Recent concerns about the effectiveness of science instruction have prompted a variety of strategies and research to effect positive changes. Research has indicated that among the contributing factors to the success of students learning science are teacher outcome expectancy, self-efficacy, and the selection and use of various teaching methods. Inservice training opportunities for public school teachers have been proposed as a strategy that can yield positive changes in these areas. Environmental education has also been proposed as a viable component of teaching science, but focus on global, and the omission of local themes is common. This study assessed the effects of an inservice training course entitled "Natural History of the Southern Appalachians" on regional teachers' outcome expectancy, self-efficacy, and science teaching methods. Through the administration of the Science Teaching Efficacy Belief Instrument and the Science Teaching Strategies Survey before taking the course and after taking the course, changes in the teachers outcome expectancy (p<.05), self-efficacy (p<.10), and teaching strategy selection were measured. In all three areas, desired positive changes have resulted from teachers completing the course. It appears that regionally specific Natural History training gives teachers inexpensive options to teach science, as well as making them more comfortable with the delivery of science instruction.

The Relationship between Attitudes of Prospective Physical Education Teachers towards Education Technologies and Computer Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Kalemoglu Varol, Yaprak

2014-01-01

The aim of research is to investigate the relationship between attitudes of prospective physical education teacher towards education technologies and their computer self-efficacy beliefs. Relational research method has been used in the study. Study group consists of 337 prospective physical education teachers ("M"[subscript age] = 21.57…

The Use of the "Teaching as Inquiry Model" to Develop Students' Self-Efficacy in Literature Response Essay Writing

ERIC Educational Resources Information Center

Featonby, Amy

2012-01-01

This article describes a project conducted with Year 12 English students. It was based on the model of "Teaching as Inquiry" (Ministry of Education, 2007) and aimed to develop students' self-efficacy in relation to their literature-response essay writing. Self-efficacy was measured using Bandura's (2006) self-efficacy scale and an…

Writing Essays: Does Self-Efficacy Matter? The Relationship between Self-Efficacy in Reading and in Writing and Undergraduate Students' Performance in Essay Writing

ERIC Educational Resources Information Center

Prat-Sala, Merce; Redford, Paul

2012-01-01

Self-efficacy beliefs have been identified as associated with students' academic performance. The present research assessed the relationship between two new self-efficacy scales (self-efficacy in reading [SER] and self-efficacy in writing [SEW]) and students' writing performance on a piece of assessed written coursework. Using data from first and…

Self-Efficacy: A South African Case Study on Teachers' Commitment to Integrate Climate Change Resilience into Their Teaching Practices

ERIC Educational Resources Information Center

Raath, Schalk; Hay, Anette

2016-01-01

A strong sense of self-efficacy in teachers has in many studies been consistently related to positive teaching behaviours and learner outcomes. This research reports on the differences among teachers regarding their self-efficacy and how this relates to their confidence and commitment to integrate climate change in their teaching practice. A…

Inspiring Instructional Change in Elementary School Science: The Relationship Between Enhanced Self-efficacy and Teacher Practices

NASA Astrophysics Data System (ADS)

Sandholtz, Judith Haymore; Ringstaff, Cathy

2014-10-01

This longitudinal study examined the extent to which teachers' participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second grade classrooms in rural school districts. Data sources, administered pre-program and at the end of each year, included a self-efficacy assessment and teacher survey. Interviews and classroom observations provided corroborating data about teachers' beliefs and science instruction. Results showed significant increases in teachers' overall self-efficacy in teaching science, personal efficacy, and outcome expectancy efficacy during the 3 years. Gains in self-efficacy were correlated with changes in reported instructional practices, particularly student participation activities. However, changes in self-efficacy tended not to be correlated with changes in instructional time. Contextual factors beyond teachers' direct control, such as curricular and testing requirements in mathematics and language arts influenced time allotted to science instruction.

The Relationship between Pre-Service Music Teachers' Self-Efficacy Belief in Musical Instrument Performance and Personality Traits

ERIC Educational Resources Information Center

Girgin, Demet

2017-01-01

Purpose: Strong self-efficacy bring achievement in instrument education as in other disciplines. Achievement will increase the quality of instrument education, and it will be reflected in the professional lives of pre-service teachers and their students. This suggests that research on belief in musical instrument performance is necessary.…

Characterization of Mathematics Instructional Practises for Prospective Elementary Teachers with Varying Levels of Self-Efficacy in Classroom Management and Mathematics Teaching

ERIC Educational Resources Information Center

Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

2017-01-01

The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of…

Feelings of energy, exercise-related self-efficacy, and voluntary exercise participation.

PubMed

Yoon, Seok; Buckworth, Janet; Focht, Brian; Ko, Bomna

2013-12-01

This study used a path analysis approach to examine the relationship between feelings of energy, exercise-related self-efficacy beliefs, and exercise participation. A cross-sectional mailing survey design was used to measure feelings of physical and mental energy, task and scheduling self-efficacy beliefs, and voluntary moderate and vigorous exercise participation in 368 healthy, full-time undergraduate students (mean age = 21.43 ± 2.32 years). The path analysis revealed that the hypothesized path model had a strong fit to the study data. The path model showed that feelings of physical energy had significant direct effects on task and scheduling self-efficacy beliefs as well as exercise behaviors. In addition, scheduling self-efficacy had direct effects on moderate and vigorous exercise participation. However, there was no significant direct relationship between task self-efficacy and exercise participation. The path model also revealed that scheduling self-efficacy partially mediated the relationship between feelings of physical energy and exercise participation.

Honoring Thy Self in the Transition to Online Teaching.

PubMed

Maggio, Lauren A; Daley, Barbara J; Pratt, Daniel D; Torre, Dario M

2018-05-08

Increasingly health professions education (HPE) faculty are choosing or being required to transition their face-to-face teaching to online teaching. For many faculty, the online learning environment may represent a new context with unfamiliar technology, changing expectations, and unknown challenges. In this context, faculty members may find themselves teaching in ways that are dissonant with the existing assumptions, beliefs, and views that are central to their pedagogical or teaching identity. This "identity dissonance" may lead to dissatisfaction and frustration for the faculty and potentially suboptimal learning experience for students. In this Perspective, the authors propose that faculty consider using Pratt's five teaching perspectives as a conceptual framework to recognize and mitigate potential identity dissonance as they transition to teaching online. Derived and refined through several years of research, these teaching perspectives are based upon interrelated sets of intentions and beliefs that give direction and justification to faculty members' actions. They have been used in higher education to improve faculty satisfaction, self-reflection capabilities, and faculty development. The authors, therefore, believe that these teaching perspectives hold the potential to assist HPE faculty enhance their teaching and retain their primary teaching identify, even as they shift to online teaching. Doing so may ensure that the components of teaching they enjoy and draw self-efficacy from are still central to their teaching experience. Pratt's teaching perspectives also provide a conceptual framework for creating future faculty development initiatives and conducting research to better understand and improve the experience of transitioning to online teaching.Written work prepared by employees of the Federal Government as part of their official duties is, under the U.S. Copyright Act, a "work of the United States Government" for which copyright protection under Title

Instructional design considerations promoting engineering design self-efficacy

NASA Astrophysics Data System (ADS)

Jackson, Andrew M.

Engineering design activities are frequently included in technology and engineering classrooms. These activities provide an open-ended context for practicing critical thinking, problem solving, creativity, and innovation---collectively part of the 21st Century Skills which are increasingly needed for success in the workplace. Self-efficacy is a perceptual belief that impacts learning and behavior. It has been shown to directly impact each of these 21st Century Skills but its relation to engineering design is only recently being studied. The purpose of this study was to examine how instructional considerations made when implementing engineering design activities might affect student self-efficacy outcomes in a middle school engineering classroom. Student responses to two self-efficacy inventories related to design, the Engineering Design Self-Efficacy Instrument and Creative Thinking Self-Efficacy Inventory, were collected before and after participation in an engineering design curriculum. Students were also answered questions on specific factors of their experience during the curriculum which teachers may exhibit control over: teamwork and feedback. Results were analyzed using Pearson's correlation coefficients, paired and independent t-tests, and structural equation modeling to better understand patterns for self-efficacy beliefs in students. Results suggested that design self-efficacy and creative thinking self-efficacy are significantly correlated, r(1541) = .783, p < .001, and increased following participation in a design curriculum, M diff = 1.32, t(133) = 7.60, p < .001 and Mdiff = 0.79, t(124) = 4.19, p < .001 respectively. Structural models also showed that students perceive team inclusion and feedback as significant contributors to their self-efficacy beliefs, while team diversity was not related to self-efficacy. Separate models for each predictor demonstrated good fit. Recommendations are made based on the corresponding nature of engineering design self-efficacy

An Analysis of Self-Efficacy Perceptions of Physical Education and Sport Teacher Candidates and Other Teacher Candidates on Teaching Profession

ERIC Educational Resources Information Center

Ozer, Tugce; Demirel, Duygu H.

2017-01-01

Aim of this research is to identify the self-efficacy perception levels of teacher candidates studying at department of Physical Education and Sport and other teaching departments towards teaching profession, to present whether these the self-efficacy perceptions differ or not depending on independent variables acquired from the personal…

Self-Efficacy Beliefs of Principals in Economically Disadvantaged High Schools with High African American Male Graduation Rates

ERIC Educational Resources Information Center

Dillard, Rhonda Cherie Crutchfield

2013-01-01

This qualitative case study examined the self-efficacy beliefs of three high school principals in economically disadvantaged high schools with consistently high graduation rates for African American males. With the demand on school systems to perform in a politically driven, assessment-based paradigm, there is a need to describe and analyze the…

The impact of teaching psychological welfare on marital satisfaction and self-efficacy in nurses

PubMed Central

Sabzianpoor, B; Ghazanfari Amrai, M; Jalali Farahani, M; Soheila, R; Mahdavi, A; Rahmani, S

2015-01-01

Objective: Proper psychological interventions for enhancing public health and mental welfare in nurses are of great importance. This study intended to explore the influence of the teaching psychological welfare on marital satisfaction and self-efficacy in nurses of Imam Khomeini hospital. Methodology: The method of the present study was semi-experimental with a pre-test post-test design and a control group. Hence, 24 nurses were selected from Imam Khomeini hospital, by using convenience sampling, and they were divided into two groups: experiment and monitoring. By using a 47-questions marital satisfaction questionnaire and a 17-questions general self-efficacy questionnaire, both groups were pre-tested. Then the test group, received lessons on psychological welfare within ten sessions, but the control group received no interventions. Afterwards, both groups were post-tested, and the data collected were analyzed by using descriptive and inferential statistics methods through SPSS software. Findings: Findings showed that teaching psychological welfare significantly increased marital satisfaction and self-efficacy in nurses (p < 0.001). Conclusion: From this research, it was concluded that teaching psychological welfare is an effective strategy for those with risky jobs like nurses, because it is highly efficient, especially when it is performed in groups, because it is cheap, and because it is acceptable by different working people. PMID:28316749

An administrative concern: Science teachers' instructional efficacy beliefs regarding racially, culturally, economically, and linguistically diverse student populations

NASA Astrophysics Data System (ADS)

Tuck Bonner, Natalie Christine

A teacher's sense of {instructional} efficacy has been considered a critical variable in student academic performance. Researchers Tschannen-Moran and Hoy Woolfolk (2001, p.783) defined teachers' {instructional} efficacy as a teacher's judgment of his or her capabilities to bring about desired outcomes of student engagement and learning, even among those students who may be difficult or unmotivated. There has been a substantial amount of research which reveals a strong correlation among teacher efficacy, teaching performance, and student achievement (Goddard & Goddard, et.al., 2000; Hackett; Hackett, 1995; Pajares, 1997 as cited in Villereal, 2005). This research study explored the content area of science and teacher's personal perception of their competency level in teaching science to all learners regardless of socio-economic, ethnicity/race or gender for grade levels Pre-K to 12. Lewthwaite states that a science teacher's personal teacher attributes or intrinsic factors such as science teaching self-efficacy, professional science knowledge, science teaching, instructional methodologies, interest in science, and motivation to teach science are critical dimensions and noted barriers in the delivery of science programs on elementary level campuses (Lewthwaite, Stableford & Fisher, 2001). This study focused on teacher instructional efficacy issues which may affect diverse learners' classroom and state-mandated assessment academic performance outcomes. A SPSS analysis of data was obtained from the following teacher survey instruments: The Bandura Teacher Efficacy Scale, the SEBEST, and the SETAKIST. Research findings revealed that a majority of science teachers surveyed believe they can effectively teach learners of diverse backgrounds, but responded with a sense of lower efficaciousness in teaching English Language Learners. There was also a statistically significant difference found between a state science organization and a national science organization

Improving Emotional Intelligence and Emotional Self-Efficacy through a Teaching Intervention for University Students

ERIC Educational Resources Information Center

Pool, Lorraine Dacre; Qualter, Pamela

2012-01-01

Emotional intelligence continues to receive a substantial amount of attention from researchers who argue that it is an important predictor of health, wellbeing and in particular, work-related outcomes. Emotional self-efficacy, which is concerned with beliefs in one's emotional functioning capabilities, has recently been shown to be important in…

Developing Self-Efficacy: Exploring Preservice Coursework, Student Teaching, and Professional Development Experiences

ERIC Educational Resources Information Center

McKim, Aaron J.; Velez, Jonathan J.

2017-01-01

To extend current understanding of school-based agriculture teacher development, this study explored the relationship between teacher development experiences and the self-efficacy of early career agriculture teachers. Three teacher development experiences were of interest: (a) preservice coursework, (b) student teaching, and (c) professional…

The Impact of Virtual Patient Simulation on the Self-Efficacy and Performance Levels of MSN Nursing Students

ERIC Educational Resources Information Center

Rota, Matthew Jones

2017-01-01

The relationship between experience and learning is a growing phenomenon of interest to scholars of teaching and learning. In 1938, John Dewey stated that, "all genuine education comes about through experience." Self-efficacy is the belief in one's own capabilities to produce clear levels of performance around certain tasks. Virtual…

Microteaching and Pre-Service Teachers' Sense of Self-Efficacy in Teaching

ERIC Educational Resources Information Center

Arsal, Zeki

2014-01-01

This study examined the effect of microteaching on pre-service teachers' sense of self-efficacy in teaching using a pre-test/post-test quasi-experimental design. The sample of the study consisted of 70 pre-service teachers on a special education teacher preparation programme. The pre-service teachers in the experimental group were exposed to…

A Cross-Cultural Investigation of the Efficacy Beliefs of South Asian Immigrant and Anglo Canadian Nonimmigrant Early Adolescents

ERIC Educational Resources Information Center

Klassen, Robert M.

2004-01-01

The author explored the mathematics efficacy beliefs of 270 South Asian (Indo Canadian) immigrant and Anglo Canadian nonimmigrant Grade 7 students. Self-efficacy beliefs strongly predicted mathematics performance for both cultural groups, but there were differences between the 2 groups in the sources of self-efficacy, the predictiveness of the…

The influence of graphic warning labels on efficacy beliefs and risk perceptions: a qualitative study with low-income, urban smokers.

PubMed

Mead, Erin L; Cohen, Joanna E; Kennedy, Caitlin E; Gallo, Joseph; Latkin, Carl A

2016-01-01

Health communication theories indicate that messages depicting efficacy and threat might promote behavior change by enhancing individuals' efficacy beliefs and risk perceptions, but this has received little attention in graphic warning label research. We explored low socioeconomic status (SES) smokers' perceptions of theory-based graphic warning labels to inform the development of labels to promote smoking cessation. Twelve graphic warning labels were developed with self-efficacy and response efficacy messages paired with messages portraying high, low, or no threat from smoking. Self-efficacy messages were designed to promote confidence in ability to quit, while response efficacy messages were designed to promote confidence in the ability of the Quitline to aid cessation. From January - February 2014, we conducted in-depth interviews with 25 low SES adult men and women smokers in Baltimore, Maryland, U.S. Participants discussed the labels' role in their self-efficacy beliefs, response efficacy beliefs about the Quitline, and risk perceptions (including perceived severity of and susceptibility to disease). Data were analyzed through framework analysis, a type of thematic analysis. Efficacy messages in which participants vicariously experienced the characters' quit successes were reported as most influential to self-efficacy beliefs. Labels portraying a high threat were reported as most influential to participants' perceived severity of and susceptibility to smoking risks. Self-efficacy messages alone and paired with high threat were seen as most influential on self-efficacy beliefs. Labels portraying the threat from smoking were most motivational for calling the Quitline, followed by labels showing healthy role models who had successfully quit using the Quitline. Role model-based efficacy messages might enhance the effectiveness of labels by making smokers' self-efficacy beliefs about quitting most salient and enhancing the perceived efficacy of the Quitline

Understanding Teaching Assistant Self-Efficacy in Role and in Training: Its Susceptibility to Influence

ERIC Educational Resources Information Center

Higgins, Helen; Gulliford, Anthea

2014-01-01

There has been a noted growth in the number of teaching assistants (TAs) in mainstream schools. Research is inconclusive about their efficacy at changing outcomes for children and has proposed more training for TAs. Generic training models have suggested that enhancing self-efficacy in turn improves performance. This exploratory study investigated…

Technology Self-Efficacy Beliefs of Ninth-Grade Students after One Year of One-to-One Initiative Implementation

ERIC Educational Resources Information Center

McGee, Adrianne Nicole

2015-01-01

This dissertation was designed to gather data regarding the self-efficacy beliefs of ninth graders after experiencing the one-to-one technology initiative for 1 school year. The goal was to obtain information based on the experiences of the students in order to enlighten leaders of other schools and districts when implementing their own technology…

Digital Native Preservice Teachers: An Examination of Their Self-Efficacy Beliefs Regarding Technology Integration in Classroom Settings

ERIC Educational Resources Information Center

Southall, Sarah Parker

2012-01-01

The purpose of this mixed-method study was to investigate digital native preservice teachers' self-efficacy beliefs regarding their technology experiences and skills at the beginning and at the end of their field placement semester. Digital natives, as defined by Prensky (2001), are students born after 1980 who have been raised with digital media…

Academic Self-Efficacy in the College Classroom: An Examination of Undergraduate Students' Reported Efficacy for Learning Tasks

ERIC Educational Resources Information Center

Conner, Timothy W., II; Aagaard, Lola; Skidmore, Ronald L.

2011-01-01

Self-efficacy is a personal belief in one's ability to accomplish particular tasks. Academic self-efficacy relates to one's belief in ability to accomplish learning activities. A convenient cluster sample (n = 105) of undergraduate students at a regional university in the midsouth was administered a survey that measured student academic…

Role of Self-Efficacy in Rehabilitation Outcome among Chronic Low Back Pain Patients.

ERIC Educational Resources Information Center

Altmaier, Elizabeth M.; And Others

1993-01-01

Examined role of self-efficacy beliefs in rehabilitation of 45 low back pain patients participating in 3-week rehabilitation program. Increments in self-efficacy beliefs during program were not associated with improved patient functioning at discharge. However, in support of theorized role of self-efficacy in behavior change, increments in…

Pre-Service Teachers' Efficacy Beliefs and Concerns in Malaysia, England and New Zealand

ERIC Educational Resources Information Center

Berg, David A. G.; Smith, Lisa F.

2014-01-01

This study compared perceptions of teacher efficacy beliefs and concerns about teaching in pre-service teacher cohorts from New Zealand, Malaysia, and England. Participants were primary pre-service teachers from Malaysia (n = 53), New Zealand (n = 100), and England (n = 119), who completed the Teachers' Sense of Efficacy (long form)…

Self-Efficacy: Its Effects on Physical Education Teacher Candidates' Attitudes toward the Teaching Profession

ERIC Educational Resources Information Center

Eroglu, Cihan; Unlu, Huseyin

2015-01-01

This study's main aim was to determine physical education (PE) teacher candidates' self-efficacy levels and attitudes toward the PE teaching profession. Designed on a survey model, this study was conducted during the 2011-2012 academic year. A total of 601 PE teacher candidates studying in the PE and sports teaching programs of six different…

Sources of self-efficacy and coach/instructor behaviors underlying relation-inferred self-efficacy (RISE) in recreational youth sport.

PubMed

Saville, Paul D; Bray, Steven R; Martin Ginis, Kathleen A; Cairney, John; Marinoff-Shupe, Deborah; Pettit, Andrew

2014-04-01

Interpersonal feedback from coaches may be instrumental in the formation of children's self-efficacy to learn or perform sport skills. We report on two studies that explored perceived sources of self-efficacy and relation-inferred self-efficacy (RISE) in one-on-one interviews with sport camp participants (N = 61; ages 7-12) and focus groups with recreational league participants (N = 28; ages 8-12). Participants' responses indicated that prior experiences and socially constructed interactions contributed to the development of self-efficacy and RISE beliefs. Results support Bandura's (1997) theorizing that self-efficacy is developed through processing of experiential feedback as well as Lent and Lopez's (2002) tripartite theory proposing interpersonal feedback from influential others contributes to children's RISE and self-efficacy.

The Effects of Classroom Teaching on Students' Self-Efficacy for Personal Development

ERIC Educational Resources Information Center

Cheung, Derek; Lai, Edith

2013-01-01

The personal development of students is an essential component of school guidance and counselling programmes, but no published research on guidance and counselling has investigated the effects of regular classroom teaching on students' self-efficacy for personal development. In this study, questionnaire items were constructed to measure classroom…

Faculty of Education Students' Computer Self-Efficacy Beliefs and Their Attitudes towards Computers and Implementing Computer Supported Education

ERIC Educational Resources Information Center

Berkant, Hasan Güner

2016-01-01

This study investigates faculty of education students' computer self-efficacy beliefs and their attitudes towards computers and implementing computer supported education. This study is descriptive and based on a correlational survey model. The final sample consisted of 414 students studying in the faculty of education of a Turkish university. The…

Early Childhood Educators' Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom

ERIC Educational Resources Information Center

Gerde, Hope K.; Pierce, Steven J.; Lee, Kyungsook; Van Egeren, Laurie A.

2018-01-01

Research Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers' beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and…

Perceived sources of change in trainees' self-efficacy beliefs.

PubMed

Lent, Robert W; Cinamon, Rachel Gali; Bryan, Nicole A; Jezzi, Matthew M; Martin, Helena M; Lim, Robert

2009-09-01

Thought-listing procedures were used to examine the perceived incidence, size, direction, and bases of change in the session-level self-efficacy of therapists in training. Ninety-eight Master's-level trainees completed a cognitive assessment task immediately after each session with a client in their first practicum. Participants typically reported modest-sized, positive changes in their therapeutic self-efficacy at each session. Seven perceived sources of change in self-efficacy were identified. Some of these sources (e.g., trainees' performance evaluations, affective reactions) were consistent with general self-efficacy theory; others reflected the interpersonal performance context of therapy (e.g., perceptions of the therapeutic relationship and client behavior). Implications of the findings for training and future research on therapist development are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Examining the Relationship Between Teachers' ICT Self-Efficacy for Educational Purposes, Collegial Collaboration, Lack of Facilitation and the Use of ICT in Teaching Practice.

PubMed

Hatlevik, Ida K R; Hatlevik, Ove E

2018-01-01

Information and communication technology (ICT) is now an integrated and central element of modern life, and its rapid emergence is changing the execution and organization of work and learning. Digital technology is also important for schools, and hence for teachers' working days. However, among today's teachers, not everyone has the knowledge required to teach using digital technology. Recent research indicates that self-efficacy is important for how teachers master their practice. This paper addresses teachers' ICT self-efficacy for educational purposes, and examines the assumed antecedents of teachers' self-efficacy. Data from 1,158 teachers at 116 Norwegian schools was analyzed. The results indicate that teachers' self-efficacy for using ICT in their teaching practice is associated with their use of ICT in teaching and their general ICT self-efficacy. In addition, the results show that collegial collaboration among teachers has a positive association with the use of ICT in their teaching practice. One interpretation of these findings is that general ICT self-efficacy is necessary for developing ICT self-efficacy for educational purposes and being able to use ICT in education. However, further research is required to scrutinize the relationships between these concepts.

The Effect of Using Computer Skills on Teachers' Perceived Self-Efficacy Beliefs towards Technology Integration, Attitudes and Performance

ERIC Educational Resources Information Center

EL-Daou, Badrie Mohammad Nour

2016-01-01

The current study analyzes the relationship between the apparent teacher's self-efficacy and attitudes towards integrating technology into classroom teaching, self-evaluation reports and computer performance results. Pre-post measurement of the Computer Technology Integration Survey (CTIS) (Wang et al, 2004) was used to determine the confidence…

The Constraining Effect of Pre-Training Leadership Self-Efficacy Beliefs on Change in Post-Training Leadership Self-Efficacy Beliefs

ERIC Educational Resources Information Center

McCormick, Michael J.; Tanguma, Jesús

2007-01-01

In a non-equivalent control group design 280 student volunteers participated in an examination of the impact of a leadership training on the development of leadership self-efficacy perceptions among trainees. The training was designed to present multiple exposures to four kinds of efficacy information Bandura (1997) proposes influences the…

Effects of cognitive and experiential group therapy on self-efficacy and perceptions of employability of chemically dependent women.

PubMed

Washington, O

1999-01-01

This quasi-experimental study assessed effects of cognitive and experiential group therapy on self-efficacy and perceptions of employability for 52 chemically dependent adult women. The sample was 98% African American. Therapy consisted of six 90-min group sessions held twice weekly. The participants were pre- and posttested with the Self-Efficacy Scale (M. Sherer et al., 1982) and the Ghiselli Self-Description Inventory (E. E. Ghiselli, 1975). After the intervention, the cognitive group had significantly higher levels than the experiential group of social self-efficacy and need for self-actualization, an indicator of aspiration for employment. General self-efficacy and decisiveness, indicators of employability, significantly increased over time for both groups. Interventions to enhance people's belief in their ability to successfully perform tasks and control outcomes, promote personal growth, teach responsibility, and enhance self-awareness could be used to develop employability skills that reduce recidivism.

The Role of Moral Disengagement and Self-Efficacy in Cyberbullying

ERIC Educational Resources Information Center

Bussey, Kay; Fitzpatrick, Sally; Raman, Amrutha

2015-01-01

This study examines the association between moral disengagement and cyberbullying using a measure of moral disengagement tailored to cyberbullying. It also examines adolescents' self-beliefs in their competence to engage in cyberbullying (cyberbullying self-efficacy beliefs) and how these beliefs may moderate the relation between moral…

Approaching Environmental Sustainability: Perceptions of Self-Efficacy and Changeability.

PubMed

Schutte, Nicola S; Bhullar, Navjot

2017-04-03

This paper describes a model focused on the role of self-efficacy and belief in changeability of behavior in motivating environmentally sustainable behavior. The model was tested in two studies. The first study found that participants who had greater self-efficacy for sustainability behavior and a greater belief in their changeability of sustainability behavior had a higher level of approach motivation toward sustainability behavior and reported more such actual behavior. The second study investigated the effect of brief interventions intended to increase perception of self-efficacy for sustainability-related purchasing and changeability of sustainability-related purchasing. The intervention that focused on enhancing self-efficacy for making sustainability-related purchases had the strongest impact on intention to purchase. These findings have implications for interventions intended to change behavior related to environmental sustainability.

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

ERIC Educational Resources Information Center

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…

Attitudes and Beliefs of Prekindergarten Teachers toward Teaching Science to Young Children

ERIC Educational Resources Information Center

Pendergast, Evelaine; Lieberman-Betz, Rebecca G.; Vail, Cynthia O.

2017-01-01

This study explored infield prekindergarten teachers' attitudes and beliefs toward teaching science to young children. In addition, prekindergarten teachers' previous and future interests in science-related professional development were assessed. Data were collected through a self-report measure, the preschool teacher attitudes and beliefs toward…

Effects of Self-Regulated Vocabulary Learning Process on Self-Efficacy

ERIC Educational Resources Information Center

Mizumoto, Atsushi

2013-01-01

Researchers, especially in the field of educational psychology, have argued that self-efficacy plays an important role in self-regulated learning. As such, teaching of self-regulated learning often focuses on enhancing self-efficacy. However, few studies have examined how the process of self-regulated learning might lead to the enhancement of…

Implementation of an Environmental Education Course to Improve Pre-Service Elementary Teachers' Environmental Literacy and Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Saribas, Deniz; Kucuk, Zerrin Doganca; Ertepinar, Hamide

2017-01-01

This study aims to investigate effects of a treatment implemented in an environmental education course on pre-service elementary teachers' environmental literacy and self-efficacy beliefs. During the course, 58 participants were informed about basic concepts of ecology, went to climate change exhibition, and prepared presentations and reflections…

Neighborhood Processes, Self-Efficacy, and Adolescent Mental Health

ERIC Educational Resources Information Center

Dupere, Veronique; Leventhal, Tama; Vitaro, Frank

2012-01-01

Self-efficacy beliefs are central to mental health. Because adolescents' neighborhoods shape opportunities for experiences of control, predictability, and safety, we propose that neighborhood conditions are associated with adolescents' self-efficacy and, in turn, their internalizing problems (i.e., depression/anxiety symptoms). We tested these…

Cross-Cultural Comparisons of University Students' Science Learning Self-Efficacy: Structural Relationships among Factors within Science Learning Self-Efficacy

ERIC Educational Resources Information Center

Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung

2018-01-01

Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in…

Challenging Students' Beliefs about Mathematics: The Use of Documentary to Alter Perceptions of Efficacy

ERIC Educational Resources Information Center

Hekimoglu, Serkan; Kittrell, Emily

2010-01-01

This study investigates whether seeing a documentary on how mathematicians do mathematics improves students' math "self-efficacy beliefs." The analysis of students' written reflections and classroom observations suggests that watching the documentary may help students' math anxiety decrease and positive self-efficacy toward learning mathematics…

A First Grade Chinese Student's Self-Efficacy Beliefs about Learning English in American Classrooms and a Chinese Community

ERIC Educational Resources Information Center

Wang, Chuang

2007-01-01

Through a single case study and from the interpretive paradigm, the author described a first-grade student?s self-efficacy beliefs about learning English in various English language learning tasks and across school-based and home-based contexts. The student came from China and had been living in a Chinese community in the United States for one…

Self-efficacy beliefs as shapers of children's aspirations and career trajectories.

PubMed

Bandura, A; Barbaranelli, C; Caprara, G V; Pastorelli, C

2001-01-01

This prospective study tested with 272 children a structural model of the network of sociocognitive influences that shape children's career aspirations and trajectories. Familial socioeconomic status is linked to children's career trajectories only indirectly through its effects on parents' perceived efficacy and academic aspirations. The impact of parental self-efficacy and aspirations on their children's perceived career efficacy and choice is, in turn, entirely mediated through the children's perceived efficacy and academic aspirations. Children's perceived academic, social, and self-regulatory efficacy influence the types of occupational activities for which they judge themselves to be efficacious both directly and through their impact on academic aspirations. Perceived occupational self-efficacy gives direction to the kinds of career pursuits children seriously consider for their life's work and those they disfavor. Children's perceived efficacy rather than their actual academic achievement is the key determinant of their perceived occupational self-efficacy and preferred choice of worklife. Analyses of gender differences reveal that perceived occupational self-efficacy predicts traditionality of career choice.

Preservice Science Teacher Beliefs about Teaching and the Science Methods Courses: Exploring Perceptions of Microteaching Outcomes

ERIC Educational Resources Information Center

McLaury, Ralph L.

2011-01-01

This study investigates beliefs about teaching held by preservice science teachers and their influences on self-perceived microteaching outcomes within interactive secondary science teaching methods courses. Hermeneutic methodology was used in cooperation with seven preservice science teachers (N = 7) to infer participant beliefs about teaching…

High School Boys' and Girls' Writing Conceptions and Writing Self-Efficacy Beliefs: What Is Their Role in Writing Performance?

ERIC Educational Resources Information Center

Villalón, Ruth; Mateos, Mar; Cuevas, Isabel

2015-01-01

This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students' gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences…

Gender Issues in Technology Use: Perceived Social Support, Computer Self-Efficacy and Value Beliefs, and Computer Use beyond School

ERIC Educational Resources Information Center

Vekiri, Ioanna; Chronaki, Anna

2008-01-01

In this study, we examined relations between outside school computer experiences, perceived social support for using computers, and self-efficacy and value beliefs about computer learning for 340 Greek elementary school boys and girls. Participants responded to a questionnaire about their access to computer use outside school (e.g. frequency of…

The Relationship between Language Learning Strategies, Proficiency, Age and Self-Efficacy Beliefs: A Study of Language Learners in Botswana

ERIC Educational Resources Information Center

Magogwe, Joel Mokuedi; Oliver, Rhonda

2007-01-01

This research seeks to extend our current knowledge by exploring the relationship between preferred language strategies, age, proficiency, and self-efficacy beliefs. Responding to the call for more replication of strategy research and for research in different cultural contexts, this research was undertaken in Botswana between 2002 and 2005. The…

Investigation of Teachers' Self-Efficacy Beliefs, Locus of Control and Intercultural Sensitivities from the Perspective of Individual Differences

ERIC Educational Resources Information Center

Akca, Figen; Ulutas, Emrah; Yabanci, Cemile

2018-01-01

The purpose of this study is to examine the correlation between Teachers' Self-efficacy beliefs, locus of control and intercultural sensitivities and to analyze these variables based on various demographic variables. The data of the study were collected through teachers' locus of control scale developed by Sadowski, Taylor, Woodward, Peacher,…

Self-Efficacy Manipulation Influences Physical Activity Enjoyment in Chinese Adolescents.

PubMed

Hu, Liang; Cheng, Shoubin; Lu, Jiaying; Zhu, Lele; Chen, Ling

2016-02-01

In this study, we examined the effect of the manipulation of exercise self-efficacy on the enjoyment of physical activity in a sample of 44 Chinese adolescents (age = 14.27 ± .87 y), including 22 boys and 22 girls. The participants were randomized into a low-efficacy or high-efficacy condition, and their self-efficacy beliefs for engaging in moderate-intensity physical activity were manipulated by providing false feedback after a submaximal exercise test. The participants' self-efficacy was measured and compared before and after the exercise test and the participants' enjoyment of physical activity was assessed after the exercise test. It was found that exercise self-efficacy was successfully manipulated in the expected direction in both conditions, which significantly influenced the participants' enjoyment of physical activity. After the exercise test, the participants in the low-efficacy condition reported lower enjoyment scores relative to the high-efficacy participants. These results suggest that self-efficacy may have an important influence on the enjoyment of physical activity among Chinese adolescents. We recommend that physical activity promotion programs should be tailored to enhance adolescents' self-efficacy beliefs and enjoyment of the experience of physical activity.

Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned

NASA Astrophysics Data System (ADS)

Pruski, Linda A.; Blanco, Sharon L.; Riggs, Rosemary A.; Grimes, Kandi K.; Fordtran, Chase W.; Barbola, Gina M.; Cornell, John E.; Lichtenstein, Michael J.

2013-11-01

Described herein is the academic lineage and independent validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R). Data from 334 K-12 science teachers were analyzed using Partial Credit Rasch models. Principal components analysis on the person-item residuals suggest two latent dimensions: Knowledge and Teaching Self-Efficacies. Item-fit statistics were used to select items for each subscale. Person and item separation (reliability) indices were quite low, and we noted disordered response patterns on the person-item maps that revealed problems with item content and/or scaling for both subscales. These issues include the presence of: verbal negatives, ambiguous modifiers, counter-intuitive scaling, and an "undecided/uncertain" option. The SETAKIST-R, in its current form, cannot be recommended as a measure of science teacher self-efficacy.

Determining Quality Teachers: Mathematical Content Knowledge, Perceptions of Teaching Self-Efficacy, and Attitudes toward Mathematics among a Teach for America Cohort

ERIC Educational Resources Information Center

Evans, Brian R.

2010-01-01

The purpose of this study was to understand the relationships between mathematical content knowledge, perceptions of teaching self-efficacy, and attitudes toward mathematics in one cohort of Teach for America teachers who took the New York State Content Special Test in mathematics at the start of their program, and a mathematics attitude…

The Effect of Using in Computer Skills on Teachers' Perceived Self-Efficacy Beliefs towards Technology Integration, Attitudes and Performance

ERIC Educational Resources Information Center

EL-Daou, Badrie Mohammad Nour

2016-01-01

The current study analyzes the relationship between the apparent teacher's self-efficacy and attitudes towards integrating technology into classroom teaching, self-evaluation reports and computer performance results. Pre-post measurement of the Computer Technology Integration Survey (CTIS) (Wang et al, 2004) was used to determine the confidence…

Efficacy Beliefs of Special Educators: The Relationships among Collective Efficacy, Teacher Self-Efficacy, and Job Satisfaction

ERIC Educational Resources Information Center

Viel-Ruma, Kim; Houchins, David; Jolivette, Kristine; Benson, Gwen

2010-01-01

In order to examine the relationship between reported levels of teacher self-efficacy, collective efficacy, and job satisfaction in special educators, teachers in one school district completed three surveys measuring these constructs. The results indicated that teacher self-efficacy had a direct effect on job satisfaction. It was further found…

Patterns of Self-Efficacy among College Students in Developmental Reading

ERIC Educational Resources Information Center

Cantrell, Susan Chambers; Correll, Pamela; Clouse, Jane; Creech, Kimberly; Bridges, Sharon; Owens, Danielle

2013-01-01

In this study, we investigated the self-efficacy beliefs and sources of self-efficacy among first-year college students placed in developmental reading courses. Students enrolled in developmental reading were compared to students who were not placed in developmental reading courses in terms of self-efficacy in various contexts and sources of…

Teaching style beliefs among U.S. and Israeli faculty.

PubMed

Behar-Horenstein, Linda S; Mitchell, Gail S; Notzer, Netta; Penfield, Randy; Eli, Ilana

2006-08-01

The purpose of this study was to determine if self-reported teaching style beliefs were different among faculty at a U.S. and an Israeli dental school. Teacher-centered practices refer to beliefs that the teacher holds the subject matter expertise and students are generally passive learners who must be told what to think. Student-centered practices refer to beliefs that students must learn how to construct their own understanding. Student-centered teaching is directed towards enabling students to think about complex issues. Twenty-seven of fifty-eight (47.37 percent) faculty at a dental school in the United States and thirty of thirty-four (88 percent) Israeli dental faculty teaching in basic science courses completed the Teaching Behavior Preferences Survey (TBPS). The TBPS is a thirty-item instrument that measures two domains of teaching styles--teacher-centered (TC) and student-centered (SC)--and four subdomains: methods of instruction (MI), classroom milieu (CM), use of questions (UQ), and use of assessment (UA). Findings revealed that there were no significant differences in student-centered and teacher-centered teaching practices and methods of instruction, classroom milieu, and use of questions. There was a significant difference between the U.S. and Israeli groups in their reported use of assessment. The U.S. faculty reported a greater preference for student-centered assessment practices than did the Israeli faculty.

Engaging Students: An Examination of the Effects of Teaching Strategies on Self-Efficacy and Course Climate in a Nonmajors Physics Course

ERIC Educational Resources Information Center

Fencl, Heidi; Scheel, Karen

2005-01-01

Given the success of self-efficacy theory for predicting student success in scientific study, and the demonstrated effect that teaching approaches have on student self-efficacy in majors courses, the purpose of this study is to ask if similar relationships between pedagogy and self-efficacy exist in introductory science courses for non-physical…

Changes in Teaching Efficacy of Pre-Service Teachers in Physical Education

ERIC Educational Resources Information Center

Zach, Sima; Harari, Israel; Harari, Nurit

2012-01-01

Background: The term teacher efficacy is defined as teachers' belief in their ability to significantly affect their pupils' learning. Studies in the physical education (PE) domain seeking sources of teaching efficacy reported on the links among external environmental factors, content knowledge, and "learners" active engagement in…

A case of learning to teach elementary science: Investigating beliefs, experiences, and tensions

NASA Astrophysics Data System (ADS)

Bryan, Lynn Ann

This study examines how preservice elementary teacher beliefs and experiences within the context of reflective science teacher education influence the development of professional knowledge. From a cognitive constructivist theoretical perspective, I conducted a case analysis to investigate the beliefs about science teaching and learning held by a preservice teacher (Barbara), identify the tensions she encountered in learning to teach elementary science, understand the frames from which she identified problems of practice, and discern how her experiences influenced the process of reflecting on her own science teaching. From an analysis of interviews, observation, and written documents, I constructed a profile of Barbara's beliefs that consisted of three foundational and three dualistic beliefs about science teaching and learning. Her foundational beliefs concerned: (a) the value of science and science teaching, (b) the nature of scientific concepts and goals of science instruction, and (c) control in the science classroom. Barbara held dualistic beliefs about: (a) how children learn science, (b) the science students' role, and (c) the science teacher's role. The dualistic beliefs formed two contradictory nests of beliefs. One nest, grounded in life-long science learner experiences, reflected a didactic teaching orientation and predominantly guided her practice. The second nest, not well-grounded in experience, embraced a hands-on approach and predominantly guided her vision of practice. Barbara encountered tensions in thinking about science teaching and learning as a result of inconsistencies between her vision of science teaching and her actual practice. Confronting these tensions prompted Barbara to rethink the connections between her classroom actions and students' learning, create new perspectives for viewing her practice, and consider alternative practices more resonant with her visionary beliefs. However, the self-reinforcing belief system created by her

The relationship among self-efficacy, negative self-referent cognitions, and social anxiety in children: a multiple mediator model.

PubMed

Rudy, Brittany M; Davis, Thompson E; Matthews, Russell A

2012-09-01

Evidence suggests that general self-efficacy, an individual's beliefs about his global abilities, and social self-efficacy, an individual's beliefs in his ability to navigate social situations, are strongly connected to levels of social anxiety. Negative self-statements, also known as negative self-referent cognitions, have also been linked with levels of social anxiety. Although self-efficacy and negative self-statements have been shown to be important variables in the phenomenology and maintenance of social anxiety in children, they have yet to be examined in conjunction with one another. The purpose of this study was to examine the relationship between negative self-referent cognitions and self-efficacy and to examine both general self-efficacy and social self-efficacy as mediator variables in the relationship between negative self-statements and social anxiety. Results were based on a sample of 126 children ages 11 to 14 years. A significant association between negative self-statements and both general self-efficacy and social self-efficacy was established. Results also indicated that general self-efficacy fully mediated the relationship between negative self-statements and social anxiety; however, contrary to hypotheses, social self-efficacy did not mediate the relationship between negative self-statements and social anxiety. Implications and future recommendations are discussed. Copyright © 2011. Published by Elsevier Ltd.

The impact of barriers and self-efficacy on self-care behaviors in type 2 diabetes.

PubMed

Aljasem, L I; Peyrot, M; Wissow, L; Rubin, R R

2001-01-01

This cross-sectional, correlational study examined the relationships of diabetes-specific treatment barriers and self-efficacy with self-care behaviors. A total of 309 people with type 2 diabetes participated in this study. All of the factors were assessed by self-report questionnaires. Self-care behaviors included exercise, diet, skipping medication, testing blood for glucose, adjusting insulin to avoid or correct hyperglycemia, and adjusting diet to avoid or correct hypoglycemia. Perceived barriers to carrying out self-care behaviors were associated with worse diet and exercise behavior. Greater self-efficacy predicted more frequent blood glucose testing, less frequent skipping of medication and binge eating, and closer adherence to an ideal diet. Nontraditional dimensions of self-efficacy were associated with worse self-care. Self-efficacy explained 4% to 10% of the variance in diabetes self-care behaviors beyond that accounted for by patient characteristics and health beliefs about barriers. The findings of this study provided support for Rosenstock's proposal that a person's self-perceived capability to carry out a behavior should be incorporated into an expanded health belief model.

Collaborative Curriculum Design to Increase Science Teaching Self-Efficacy: A Case Study

ERIC Educational Resources Information Center

Velthuis, Chantal; Fisser, Petra; Pieters, Jules

2015-01-01

The purpose of this study was to establish whether participation in a teacher design team (TDT) is an effective way to increase the science teaching self-efficacy of primary school teachers who vary in their levels of experience and interest in science. A TDT is a group of at least 2 teachers from the same or related subjects working together to…

The Effect of Brain-Based Teaching on Young EFL Learners' Self-Efficacy

ERIC Educational Resources Information Center

Oghyanous, Parastoo Alizadeh

2017-01-01

The present study aimed to investigate the effect of brain-based teaching on the self-efficacy of young EFL learners. The initial participants of the study were 90 learners within the age range of 13-16 who were selected based on convenience sampling. Theses 90 young EFL learners were given a Flyers test the scores of which were used to choose 60…

Developing Academic Self-Efficacy: Strategies to Support Gifted Elementary School Students

ERIC Educational Resources Information Center

Merriman, Lauren

2012-01-01

Self-efficacy is the belief in one's capacity to perform and accomplish goals. Specifically, academic self-efficacy refers to a student's perception of their ability to engage and successfully complete academic tasks. Self-efficacy affects students' behavioral choices, motivation, thought patterns and responses, perception of control, and…

The Effect of Primary School Students' Writing Attitudes and Writing Self-Efficacy Beliefs on Their Summary Writing Achievement

ERIC Educational Resources Information Center

Bulut, Pinar

2017-01-01

In this study, the effect of writing attitude and writing self-efficacy beliefs on the summarization achievement of the 4th grade primary school students was examined using the structural equation modeling. The study employed the relational survey model. The study group constructed by means of simple random sampling method is comprised of 335…

Coping Self-Efficacy Mediates the Effects of Negative Cognitions on Posttraumatic Distress

PubMed Central

Cieslak, Roman; Benight, Charles C.; Lehman, Victoria Caden

2008-01-01

Although cognitive distortions have predicted posttraumatic distress after various types of traumatic events, the mechanisms through which cognitive distortions influence posttraumatic distress remain unclear. We hypothesized that coping self-efficacy, the belief in one’s own ability to manage posttraumatic recovery demands, would operate as a mediator between negative cognitions (about self, about the world, and self-blame beliefs) and posttraumatic distress. In the cross-sectional Study 1, data collected among 66 adult female victims of child sexual abuse indicated that coping self-efficacy mediated the effects of negative cognitions about self and about the world on posttraumatic distress. The same pattern of results was found in a longitudinal Study 2, conducted among 70 survivors of motor vehicle accidents. Coping self-efficacy measured at 1 month after the trauma mediated the effects of 7-day negative cognitions about self and about the world on 3-month posttraumatic distress. In both studies self-blame was not related to posttraumatic distress and the effect of self-blame on posttraumatic distress was not mediated by coping self-efficacy. The results provide insight into a mechanism through which negative cognitions may affect posttraumatic distress and highlight the potential importance of interventions aimed at enhancing coping self-efficacy beliefs. PMID:18456241

Teacher Self-Efficacy According to Turkish Cypriot Science Teachers

ERIC Educational Resources Information Center

Olmez, Cemil; Ozbas, Serap

2017-01-01

This study examined the self-efficacy of Turkish Cypriot science teachers working at high schools in Northern Cyprus. The study sample was 200 science teachers who participated in the survey. The Teacher Self-Efficacy (TSE) Scale was used as a data source. It was observed that the science teachers' efficacy beliefs about student engagement in…

Effects of California community college students' gender, self-efficacy, and attitudes and beliefs toward physics on conceptual understanding of Newtonian mechanics

NASA Astrophysics Data System (ADS)

Said, Asma

Despite the advances made in various fields, women are still considered as minorities in the fields of science and mathematics. There is a gender gap regarding women's participation and achievement in physics. Self-efficacy and attitudes and beliefs toward physics have been identified as predictors of students' performance on conceptual surveys in physics courses. The present study, which used two-way analysis of variance and multiple linear regression analyses at a community college in California, revealed there is no gender gap in achievement between male and female students in physics courses. Furthermore, there is an achievement gap between students who are enrolled in algebra-based and calculus-based physics courses. The findings indicate that attitudes and beliefs scores can be used as predictors of students' performance on conceptual surveys in physics courses. However, scores of self-efficacy cannot be used as predictors of students' performance on conceptual surveys in physics courses.

Pre-Service Teacher Self-Efficacy in Digital Technology

ERIC Educational Resources Information Center

Lemon, Narelle; Garvis, Susanne

2016-01-01

Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5-12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and…

What Factors Contribute to Self-Efficacy

ERIC Educational Resources Information Center

Straus, Hildy; Bondie, Rhonda

2015-01-01

This study examined the self-efficacy of paraeducators serving students with moderate to severe disabilities in a specialized public school. Quantitative methods explored the relationship among paraeducator self-efficacy, personal factors (including work experience, age level of teaching assignment, and disability served), and organizational…

Gaining a Degree: The Effect on Teacher Self-Efficacy and Emotions

ERIC Educational Resources Information Center

Williams, Ruth

2009-01-01

Bandura's concept of self-efficacy has been the focus of numerous research studies related to teacher self-efficacy. Most studies have investigated Bandura's first three sources of self-efficacy beliefs: mastery experiences, vicarious experiences, and social persuasion--with much less emphasis placed on Bandura's fourth source, the role of…

Culturally Responsive Teaching Efficacy Beliefs of In-Service Special Education Teachers

ERIC Educational Resources Information Center

Chu, Szu-Yin; Garcia, Shernaz

2014-01-01

Although teaching efficacy has been noted as an attribute of successful teachers of students from culturally and linguistically diverse (CLD) backgrounds, special educators have not been represented in this research, nor have the influence of personal and professional factors on teacher efficacy been examined for this population. This descriptive,…

Self-efficacy for AIDS preventive behaviors among tenth grade students.

PubMed

Kasen, S; Vaughan, R D; Walter, H J

1992-01-01

To guide acquired immunodeficiency syndrome (AIDS) prevention program planning, 181 tenth grade students residing in or near an AIDS epicenter completed a survey measuring past year involvement in sexual intercourse and condom use, beliefs about self-efficacy for AIDS preventive behaviors, and beliefs about susceptibility to and severity of AIDS, and outcome efficacy of AIDS preventive actions. A degree of uncertainty existed for all areas of self-efficacy surveyed: refusing sexual intercourse under a variety of circumstances, questioning sex partners about past risky behaviors, and correct and consistent condom use. Students were most uncertain of their ability to refuse sex with a desirable partner, under pressure, or after drinking alcohol or using marijuana; to purchase condoms, or use them consistently after drinking alcohol or using marijuana; and to question partners about past homosexual history. Those students with lower self-efficacy for refusing sex were twice as likely to have had sexual intercourse. Similarly, those students with lower self-efficacy for correct, consistent condom use were five times less likely to have used condoms consistently. These associations remained even after adjusting for the influence of other AIDS-related beliefs. Implications of these findings focus on exploiting the link between self-efficacy and behavior by building a prevention program that emphasizes skills-building rather than the traditional knowledge-only approach.

Dimensions of Teacher Self-Efficacy and Relations with Strain Factors, Perceived Collective Teacher Efficacy, and Teacher Burnout

ERIC Educational Resources Information Center

Skaalvik, Einar M.; Skaalvik, Sidsel

2007-01-01

In this study, the authors developed and factor analyzed the Norwegian Teacher Self-Efficacy Scale. They also examined relations among teacher self-efficacy, perceived collective teacher efficacy, external control (teachers' general beliefs about limitations to what can be achieved through education), strain factors, and teacher burnout.…

Do Safer Sex Self-Efficacy, Attitudes toward Condoms, and HIV Transmission Risk Beliefs Differ among Men who have Sex with Men, Heterosexual Men, and Women Living with HIV?

PubMed Central

Widman, Laura; Golin, Carol E.; Grodensky, Catherine A.; Suchindran, Chirayath

2013-01-01

To understand sexual decision-making processes among people living with HIV, we compared safer sex self-efficacy, condom attitudes, sexual beliefs, and rates of unprotected anal or vaginal intercourse with at-risk partners (UAVI-AR) in the past 3 months among 476 people living with HIV: 185 men who have sex with men (MSM), 130 heterosexual men, and 161 heterosexual women. Participants were enrolled in SafeTalk, a randomized, controlled trial of a safer sex intervention. We found 15% of MSM, 9% of heterosexual men, and 12% of heterosexual women engaged in UAVI-AR. Groups did not differ in self-efficacy or sexual attitudes/beliefs. However, the associations between these variables and UAVI-AR varied within groups: greater self-efficacy predicted less UAVI-AR for MSM and women, whereas more positive condom attitudes – but not self-efficacy – predicted less UAVI-AR for heterosexual men. These results suggest HIV prevention programs should tailor materials to different subgroups. PMID:22252475

A Cross-Sectional Study of Engineering Students' Self-Efficacy by Gender, Ethnicity, Year, and Transfer Status

ERIC Educational Resources Information Center

Concannon, James P.; Barrow, Lloyd H.

2009-01-01

This is a cross-sectional study of 519 undergraduate engineering majors' self-efficacy beliefs at a large, research extensive, Midwestern university. Engineering self-efficacy is an individual's belief in his or her ability to successfully negotiate the academic hurdles of the engineering program. Engineering self-efficacy was obtained from four…

The Effect of a School-Based Outdoor Education Program on Visual Arts Teachers' Success and Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Hursen, Cigdem; Islek, Didem

2017-01-01

The aim of this research is to determine the effect of an education programme developed based on the school-based outdoor education approach on the academic achievement of visual arts teachers, as well as their self-efficacy beliefs for using museums and the natural environment. The aim is likewise to explore the views of the teachers on the…

Towards a Developing Construct in Dance Education--Exploring the Relation of Emotional Intelligence to Teacher's Sense of Efficacy and Teaching Experience among Dance Education Student Teachers in the United Kingdom

ERIC Educational Resources Information Center

Wenn, Britta; Mulholland, Rosemary; Timmons, Wendy; Zanker, Yvonne

2018-01-01

Theories of emotional intelligence (EI) have already been applied successfully in the field of education, and EI has been found to predict different aspects of teaching such as influencing teachers' self-efficacy beliefs (TSEB). This study aims to explore potential associations between EI, TSEB, and length of teaching experience amongst dance…

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

ERIC Educational Resources Information Center

Aurah, Catherine Muhonja

2013-01-01

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…

It Depends on the Partner: Person-Related Sources of Efficacy Beliefs and Performance for Athlete Pairs.

PubMed

Habeeb, Christine M; Eklund, Robert C; Coffee, Pete

2017-06-01

This study explored person-related sources of variance in athletes' efficacy beliefs and performances when performing in pairs with distinguishable roles differing in partner dependence. College cheerleaders (n = 102) performed their role in repeated performance trials of two low- and two high-difficulty paired-stunt tasks with three different partners. Data were obtained on self-, other-, and collective efficacy beliefs and subjective performances, and objective performance assessments were obtained from digital recordings. Using the social relations model framework, total variance in each belief/assessment was partitioned, for each role, into numerical components of person-related variance relative to the self, the other, and the collective. Variance component by performance role by task-difficulty repeated-measures analysis of variances revealed that the largest person-related variance component differed by athlete role and increased in size in high-difficulty tasks. Results suggest that the extent the athlete's performance depends on a partner relates to the extent the partner is a source of self-, other-, and collective efficacy beliefs.

Transforming beliefs and practices: Elementary teacher candidates' development through shared authentic teaching and reflection experiences within an innovative science methods course

NASA Astrophysics Data System (ADS)

Naidoo, Kara

Elementary teachers are criticized for failing to incorporate meaningful science instruction in their classrooms or avoiding science instruction altogether. The lack of adequate science instruction in elementary schools is partially attributed to teacher candidates' anxiety, poor content and pedagogical preparation, and low science teaching self-efficacy. The central premise of this study was that many of these issues could be alleviated through course modifications designed to address these issues. The design tested and presented here provided prospective elementary educators' authentic science teaching experiences with elementary students in a low-stakes environment with the collaboration of peers and science teacher educators. The process of comprehensive reflection was developed for and tested in this study. Comprehensive reflection is individual and collective, written and set in dialogic discourse, focused on past and future behavior, and utilizes video recordings from shared teaching experiences. To test the central premise, an innovative science methods course was designed, implemented and evaluated using a one-group mixed-method design. The focus of the analysis was on changes in self-efficacy, identity and teaching practices as a function of authentic science teaching experiences and comprehensive reflection. The quantitative tools for analysis were t-tests and repeated-measures ANOVA on the Science Teaching Efficacy Belief Instrument-B (STEBI-B) and weekly self-rating on confidence as a learner and a teacher of science, respectively. The tools used to analyze qualitative data included thematic analysis and interpretative phenomenological analysis. In addition, theoretically grounded tools were developed and used in a case study to determine the ways one prospective educator's science teaching identity was influenced by experiences in the course. The innovative course structure led the development of teacher candidates' science teaching identity

Social norms and efficacy beliefs drive the Alarmed segment’s public-sphere climate actions

NASA Astrophysics Data System (ADS)

Doherty, Kathryn L.; Webler, Thomas N.

2016-09-01

Surprisingly few individuals who are highly concerned about climate change take action to influence public policies. To assess social-psychological and cognitive drivers of public-sphere climate actions of Global Warming’s Six Americas `Alarmed’ segment, we developed a behaviour model and tested it using structural equation modelling of survey data from Vermont, USA (N = 702). Our model, which integrates social cognitive theory, social norms research, and value belief norm theory, explains 36-64% of the variance in five behaviours. Here we show descriptive social norms, self-efficacy, personal response efficacy, and collective response efficacy as strong driving forces of: voting, donating, volunteering, contacting government officials, and protesting about climate change. The belief that similar others took action increased behaviour and strengthened efficacy beliefs, which also led to greater action. Our results imply that communication efforts targeting Alarmed individuals and their public actions should include strategies that foster beliefs about positive descriptive social norms and efficacy.

Memory Self-Efficacy Predicts Responsiveness to Inductive Reasoning Training in Older Adults

PubMed Central

Jackson, Joshua J.; Hill, Patrick L.; Gao, Xuefei; Roberts, Brent W.; Stine-Morrow, Elizabeth A. L.

2012-01-01

Objectives. In the current study, we assessed the relationship between memory self-efficacy at pretest and responsiveness to inductive reasoning training in a sample of older adults. Methods. Participants completed a measure of self-efficacy assessing beliefs about memory capacity. Participants were then randomly assigned to a waitlist control group or an inductive reasoning training intervention. Latent change score models were used to examine the moderators of change in inductive reasoning. Results. Inductive reasoning showed clear improvements in the training group compared with the control. Within the training group, initial memory capacity beliefs significantly predicted change in inductive reasoning such that those with higher levels of capacity beliefs showed greater responsiveness to the intervention. Further analyses revealed that self-efficacy had effects on how trainees allocated time to the training materials over the course of the intervention. Discussion. Results indicate that self-referential beliefs about cognitive potential may be an important factor contributing to plasticity in adulthood. PMID:21743037