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Sample records for academic self-efficacy beliefs

  1. 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…

  2. 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,…

  3. Trailblazing: Exploring First-Generation College Students' Self-Efficacy Beliefs and Academic Adjustment

    ERIC Educational Resources Information Center

    Elliott, Diane Cárdenas

    2014-01-01

    This study explored the relationship between academic self-efficacy beliefs and the academic adjustment of first-generation and non-first-generation students. Findings supported the presence of a differential relationship that was generally weaker for first-generation students. However, findings also suggested first-generation students experienced…

  4. Homework Practices and Academic Achievement: The Mediating Role of Self-Efficacy and Perceived Responsibility Beliefs

    ERIC Educational Resources Information Center

    Zimmerman, Barry J.; Kitsantas, Anastasia

    2005-01-01

    The present study investigated the role of students' homework practices in their self-efficacy beliefs regarding their use of specific learning processes (e.g., organizing, memorizing, concentrating, monitoring, etc.), perceptions of academic responsibility, and academic achievement. One hundred and seventy-nine girls from multi-ethnic, mixed…

  5. Learning Disabilities, Gender, Sources of Efficacy, Self-Efficacy Beliefs, and Academic Achievement in High School Students.

    ERIC Educational Resources Information Center

    Hampton, Nan Zhang; Mason, Emanuel

    2003-01-01

    Examines the impact of gender, learning disability status, and sources of efficacy on self-efficacy beliefs and academic achievement in the concept of Bandura's self-efficacy theory. Results revels that LD status had indirect influence on self-efficacy via the source variable; gender did not have influences; and sources of efficacy had direct…

  6. Influence of School-Image on Academic Self-Efficacy Belief

    ERIC Educational Resources Information Center

    Gafoor, K. Abdul; Ashraf, P. Muhammed

    2012-01-01

    This study explores the academic self-efficacy and School-Image among higher secondary school students, on a sample of 652 XIth standard students drawn from Kerala, adopting proportionate stratified random sampling. The data was collected using Academic Self-Efficacy Scale and School-Image Scale. Significant difference exist in School-Image of…

  7. 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.…

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

    ERIC Educational Resources Information Center

    Wang, Clare Wen; Neihart, Maureen

    2015-01-01

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

  9. 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…

  10. 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…

  11. Investigating University Students' Attitudes towards Physics Lesson, Their Self-Efficacy Beliefs and Burnout Levels for the Prediction of Their Academic Success in Physics Lessons

    ERIC Educational Resources Information Center

    Capri, Burhan

    2013-01-01

    The purpose of this study is to find out whether university students' attitudes towards physics lesson, their self-efficacy beliefs and burnout levels predict their academic success in physics lessons. The research group consists of 641 university students of which 307 are girls (47.1%) and 334 boys (52.9%). The research data were collected…

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

    ERIC Educational Resources Information Center

    Sariçoban, Arif; Behjoo, Bahram Mohammadi

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Komarraju, Meera; Nadler, Dustin

    2013-01-01

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

  14. Academic profile, beliefs, and self-efficacy in research of clinical nurses: implications for the Nursing Research Program in a Magnet Journey™ hospital

    PubMed Central

    Leão, Eliseth Ribeiro; Farah, Olga Guilhermina; Reis, Elisa Aparecida Alves; de Barros, Claudia Garcia; Mizoi, Cristina Satoko

    2013-01-01

    ABSTRACT Objective: To describe the academic profile, research experience, beliefs, and self-efficacy in research of clinical nurses in a Magnet Journey™ hospital. Methods: Quantitative descriptive designed to assess research experience of clinical nurses. The survey was divided into demographics characteristics; scientific/academic profile (Nursing degree; membership in academic research groups, involvement in papers, teaching activities, scientific conferences, and posters presented); beliefs related to nursing research (about skills, benefits to career, reputation of institution, patient care; job satisfaction level); and Research Self-Efficacy (conducting literature review; evaluating quality of studies; using theory; understanding evidence; and scientific writing: putting ideas on paper easily; recognize and adapt the text to the reader; write to the standards required by science; write with objectivity, logical sequence, coherence, simplicity, clarity, and precision; insert the references in the text correctly; write the references appropriately; use correct spelling and grammar; write texts in English). Results: Most clinical nurses had low research experience, yet had positive beliefs in and perception of well-developed research skills. Conclusion: Our findings should contribute to the preparation of research programs aimed at facilitating the engagement of clinical nurses in the development of scientific projects. PMID:24488393

  15. The German Teacher Trainers' Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Batdi, Veli

    2014-01-01

    In this study, the aim is to identify the interpersonal self-efficacy beliefs of German teacher trainers' in Turkey. It is a descriptive survey and the population of the study consists of German teacher trainers who have worked in the seven regions of Turkey during the 2012-2013 academic year. The sample comprises 52 German teacher trainers chosen…

  16. 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…

  17. 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,"…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  19. 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…

  20. 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.

  1. 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…

  2. 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…

  3. Self-Efficacy's Influence on Student Academic Achievement in the Medical Anatomy Curriculum

    ERIC Educational Resources Information Center

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

    2012-01-01

    Self-efficacy is defined as a person's beliefs in his or her own abilities to successfully complete a task and has been shown to influence student motivation and academic behaviors. More specifically, anatomical self-efficacy is defined as an individual's judgment of his or her ability to successfully complete tasks related to the anatomy…

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

    ERIC Educational Resources Information Center

    Aleta, Beda T.

    2016-01-01

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

  5. 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…

  6. The Optimistic Self-Efficacy Beliefs of Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Klassen, Robert M.

    2008-01-01

    This article reviews three studies that provide evidence that students with learning disabilities (LD) display optimistic academic self-beliefs, even in the face of relatively poor academic performance. In the first study, a quantitative approach was used to explore the spelling and writing self-efficacy of 133 adolescents with and without LD.…

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  8. Study Skills Course Impact on Academic Self-Efficacy

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Ancis, Julie R.; Phillips, Susan D.

    1996-01-01

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

  10. Correlates of Special Educators' Self-Efficacy Beliefs.

    ERIC Educational Resources Information Center

    Safran, Stephen P.

    1985-01-01

    Forty-six special education teachers completed a questionnaire on factors significantly correlated with general efficacy and self-efficacy beliefs. Results indicate no significant correlation of general efficacy with any of the variables analyzed. However, six items: years employed, school level, class size, class structure, teacher role and…

  11. Nurses' self-efficacy and academic degree advancement.

    PubMed

    Winslow, Susan; DeGuzman, Pamela; Kulbok, Pamela; Jackson, Stephanie

    2014-01-01

    The last decade has brought about a synergy of influences for registered nurses to advance their academic preparation. Literature indicates that there is correlation between self-efficacy and goal establishment and success. The purpose of this project was to evaluate the relationship between self-efficacy and advancing academic aspirations of registered nurses. Findings indicated that there was a trend toward a difference in the self-efficacy of nurses who began their career with a diploma or associate degree and went on for academic advancement and those who did not.

  12. 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. PMID:26897990

  13. Improving the Accuracy of Outdoor Educators' Teaching Self-Efficacy Beliefs through Metacognitive Monitoring

    ERIC Educational Resources Information Center

    Schumann, Scott; Sibthorp, Jim

    2016-01-01

    Accuracy in emerging outdoor educators' teaching self-efficacy beliefs is critical to student safety and learning. Overinflated self-efficacy beliefs can result in delayed skilled development or inappropriate acceptance of risk. In an outdoor education context, neglecting the accuracy of teaching self-efficacy beliefs early in an educator's…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Alt, Dorit

    2015-01-01

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

  16. An Investigation of Early Childhood Teacher Self-Efficacy Beliefs in the Teaching of Arts Education

    ERIC Educational Resources Information Center

    Garvis, Susanne; Pendergast, Donna

    2011-01-01

    The self-efficacy beliefs teachers hold about their ability to teach subjects shapes their competence in teaching. Teacher self-efficacy is defined as teacher beliefs in their ability to perform a teaching task. If teachers have strong teacher self-efficacy in the teaching of arts education, they are more likely to incorporate arts in the…

  17. 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.

  18. Academic Self-Efficacy Perceptions of Teacher Candidates

    ERIC Educational Resources Information Center

    Yesilyurt, Etem

    2013-01-01

    This study aims determining academic self-efficacy perception of teacher candidates. It is survey model. Population of the study consists of teacher candidates in 2010-2011 academic years at Ahmet Kelesoglu Education Faculty of Education Formation of Selcuk University. A simple random sample was selected as sampling method and the study was…

  19. 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

  20. College Student Disposition and Academic Self-Efficacy

    ERIC Educational Resources Information Center

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

    2012-01-01

    Dispositional optimism is an adopted orientation in which one believes that goals will generally be attained and that tasks can generally be successfully completed, whereas pessimists orient toward less belief in successful task or goal completion. A related concept, individuals with high self-efficacy believe they will be successful at particular…

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

    ERIC Educational Resources Information Center

    Jan, Shazia K.

    2015-01-01

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

  2. 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…

  3. 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…

  4. Self-Efficacy Beliefs of Prospective Primary Mathematics Teachers about Mathematical Literacy

    ERIC Educational Resources Information Center

    Yavuz, Gunes; Gunhan, Berna Canturk; Ersoy, Esen; Narli, Serkan

    2013-01-01

    The aim of this study was to examine the self-efficacy beliefs about mathematical literacy among teachers of primary school mathematics and the relationship between the self-efficacy beliefs and attitudes towards mathematics. To that end, a descriptive research study was conducted with 550 prospective teachers studying primary school mathematics…

  5. 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,…

  6. Self-Efficacy Beliefs of Novice Teachers and Their Performance in the Classroom

    ERIC Educational Resources Information Center

    Ozder, Hasan

    2011-01-01

    This study examined the data related to the novice teachers' self-efficacy beliefs and their performance in the classroom. The researcher collected both qualitative and quantitative data for this study. According to the findings, teacher self-efficacy beliefs of the novice teachers were found to be at a sufficient level. The novice teachers…

  7. 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…

  8. Relationships between Teachers' Creativity Fostering Behaviors and Their Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Ozkal, Nese

    2014-01-01

    This study aims to examine primary and secondary school teachers' creativity fostering behaviors and self-efficacy beliefs according to gender and subject matters taught by teachers and to investigate the relationships between teachers' creativity fostering behaviors and their self-efficacy beliefs. The study was conducted with the…

  9. 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…

  10. 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…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  13. The Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-Efficacy Belief

    ERIC Educational Resources Information Center

    Akkuzu, Nalan

    2014-01-01

    The purpose of this study was to explore the role of feedback based on self-efficacy belief sources in the reciprocal interaction of teaching performance and self-efficacy beliefs. A single case study design was employed to address and began to bridge the gap in our understanding of the relationship between feedback, self-efficacy belief and…

  14. Family Background and Academic Achievement: Does Self-Efficacy Mediate Outcomes?

    ERIC Educational Resources Information Center

    Weiser, Dana A.; Riggio, Heidi R.

    2010-01-01

    Research indicates both family background and self-efficacy influence academic outcomes; however, family background also impacts self-efficacy development. The purpose of the current study was to establish whether self-efficacy mediates the relationship between family background and academic achievement. Results indicated family background…

  15. Academic Optimism: An Individual Teacher Belief

    ERIC Educational Resources Information Center

    Ngidi, David P.

    2012-01-01

    In this study, academic optimism as an individual teacher belief was investigated. Teachers' self-efficacy beliefs were measured using the short form of the Teacher Sense of Efficacy Scale. One subtest from the Omnibus T-Scale, the faculty trust in clients subtest, was used to measure teachers' trust in students and parents. One subtest from the…

  16. 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

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

    PubMed Central

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

    2016-01-01

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

  18. 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,…

  19. Self-Efficacy Beliefs and Career Development. ERIC Digest No. 205.

    ERIC Educational Resources Information Center

    Brown, Bettina Lankard

    Self-efficacy is mediated by individuals' beliefs or expectations about their capacity to accomplish certain tasks successfully or demonstrate certain behaviors. When individuals have low self-efficacy expectations regarding their behavior, they limit the extent to which they participate in an endeavor and are more apt to give up at the first sign…

  20. 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…

  1. 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…

  2. The Relationship between Iranian EFL Learners' Self-Efficacy Beliefs and Use of Vocabulary Learning Strategies

    ERIC Educational Resources Information Center

    Heidari, Farrokhlagha; Izadi, Mehri; Ahmadian, Mansooreh Vahed

    2012-01-01

    This study explores the relationship between Iranian EFL juniors' self-efficacy beliefs and their employed vocabulary learning strategies. The participants were 50 juniors studying English Translation at University of Sistan & Baluchestan. The self-efficacy and vocabulary learning strategies questionnaires were administered to identify the…

  3. 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…

  4. 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…

  5. Understanding the Relationships among Racial Identity, Self-Efficacy, Institutional Integration and Academic Achievement of Black Males Attending Research Universities

    ERIC Educational Resources Information Center

    Reid, Karl W.

    2013-01-01

    This study asserts that African American males with higher grade point averages (GPAs) in college are also academically and socially integrated into campus and hold racial identity attitudes and self-efficacy beliefs that facilitate their level of institutional integration. The statistical study of 190 African American males attending five…

  6. Perception of Self-Efficacy, Academic Delay of Gratification, and Use of Learning Strategies among Korean College Students

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    2004-01-01

    The purpose of the present study was to examine the association between students' self-efficacy beliefs, satisfaction with their academic performance, expected grade, willingness to delay gratification, use of volitional strategies, and final course grade among Korean college students. The results support the hypothesized relationship between…

  7. 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

  8. 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.

  9. Relationship of Self-Efficacy Beliefs of Urban Public School Students to Performance on a High-Stakes Mathematics Test

    ERIC Educational Resources Information Center

    Afolabi, Kolajo A.

    2010-01-01

    The purpose of this study was to examine the relationship of "self-efficacy" for "Enlisting Social Resources, Self-Regulatory Efficacy, self-efficacy" for "Self-Regulated Learning," and "self-efficacy" for "Academic Achievement" (Bandura's Children's "Self-Efficacy Scale," 2006) of urban public school students to performance on the high stakes…

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

    ERIC Educational Resources Information Center

    Ates, Hüseyin; Saylan, Asli

    2015-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Menon, Deepika; Sadler, Troy D.

    2016-07-01

    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 self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance 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 and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

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

    NASA Astrophysics Data System (ADS)

    Menon, Deepika; Sadler, Troy D.

    2016-10-01

    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 self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance 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 and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

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

    ERIC Educational Resources Information Center

    Kader, Fathi Abdul Hamid Abdul; Eissa, Mourad Ali

    2015-01-01

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

  14. Academic Delay of Gratification and Self-Efficacy Enhance Academic Achievement among Minority College Students.

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    The direct and indirect effects of academic delay of gratification and self-efficacy on academic performance of minority college students (n=45) were evaluated. The students were enrolled in an introductory writing course as part of a summer immersion program at a Midwestern university. The results of this study support the notion that delay of…

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

    ERIC Educational Resources Information Center

    Satici, Seydi Ahmet; Can, Gurhan

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Iskender, Murat; Akin, Ahmet

    2010-01-01

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

  17. Factors Caribbean Overseas Students Perceive Influence Their Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Edwards-Joseph, Arline; Baker, Stanley

    2014-01-01

    This study investigated factors that influenced the academic self-efficacy of Caribbean overseas students attending universities in the United States, and the themes that emerged from their perceptions of variables impacting their academic self-efficacy. Seven major themes (educational background, faith in God, finances, age and maturity,…

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

    ERIC Educational Resources Information Center

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

    2002-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  1. 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…

  2. Embodied Agent in Tutor Role: Effects on Field Dependent and Independent Low Achiever's Retention and Perceived Science Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Govindasamy, Malliga K.

    2013-01-01

    This study was designed to examine whether embodied agent integrated with the pedagogical approach of learning by asking questions impacts lower academic ability students' perceived science self-efficacy beliefs, immediate and delayed retention and whether the students' cognitive styles interact with the treatment condition in the…

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

    ERIC Educational Resources Information Center

    Abd-Elmotaleb, Moustafa; Saha, Sudhir K.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Yesilyurt, Etem

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    DeFreitas, Stacie Craft

    2012-01-01

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

  6. Identity Styles and Academic Achievement: Mediating Role of Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Hejazi, Elaheh; Shahraray, Mehrnaz; Farsinejad, Masomeh; Asgary, Ali

    2009-01-01

    The purpose of this study was to assess the mediating effect of self-efficacy on the relationship between identity styles and academic achievement. Four-hundred high school students (200 male, 200 female) who were selected through cluster random sampling, completed the Revised Identity Styles Inventory (ISI, 6G) and Morgan-Jink Student Efficacy…

  7. 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

  8. The effect of weight controllability beliefs on prejudice and self-efficacy.

    PubMed

    Thorsteinsson, Einar B; Loi, Natasha M; Breadsell, Dana

    2016-01-01

    An experiment was conducted to test for the presence of prejudice towards obesity and whether weight controllability beliefs information reduces this prejudice and impacts on a person's own healthy eating self-efficacy. The experiment randomly allocated 346 participants (49 males) into one of three conditions: controllable contributors toward obesity condition (e.g., information about personal control about diet and exercise); uncontrollable contributors toward obesity condition (e.g., information about genes, factors in society); and a control condition with no information given. Prejudice was present in 81% of the sample. High prejudice was predicted by low self-efficacy for exercise and weight. Weight controllability beliefs information had no significant effect on prejudice levels or exercise or healthy eating self-efficacy levels. Future research directions are discussed.

  9. The effect of weight controllability beliefs on prejudice and self-efficacy

    PubMed Central

    Loi, Natasha M.; Breadsell, Dana

    2016-01-01

    An experiment was conducted to test for the presence of prejudice towards obesity and whether weight controllability beliefs information reduces this prejudice and impacts on a person’s own healthy eating self-efficacy. The experiment randomly allocated 346 participants (49 males) into one of three conditions: controllable contributors toward obesity condition (e.g., information about personal control about diet and exercise); uncontrollable contributors toward obesity condition (e.g., information about genes, factors in society); and a control condition with no information given. Prejudice was present in 81% of the sample. High prejudice was predicted by low self-efficacy for exercise and weight. Weight controllability beliefs information had no significant effect on prejudice levels or exercise or healthy eating self-efficacy levels. Future research directions are discussed. PMID:26966679

  10. The Influence of Student Teaching on Physical Education Student Teachers' Self-Efficacy and Outcome Expectancy Beliefs

    ERIC Educational Resources Information Center

    Gao, Zan; Xiang, Ping; Chen, Senlin; McBride, Ron

    2014-01-01

    This study was designed to determine the impact of 12-week student teaching semesters on student teachers' self-efficacy and outcome expectancy beliefs in teaching physical education classes. A pre-post design was used to examine changes in beliefs of 107 physical education student teachers. Self-efficacy (instructional strategies, class…

  11. An Extension Analysis on the Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers.

    ERIC Educational Resources Information Center

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

    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 regard to science teaching and learning for diverse learners. The study builds upon the work of Ashton, Webb, and Bandura. The Self-Efficacy Beliefs about Equitable Science…

  12. 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.…

  13. 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…

  14. 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…

  15. Self-Efficacy Beliefs in Mathematical Literacy and Connections between Mathematics and Real World: The Case of High School Students

    ERIC Educational Resources Information Center

    Ozgen, Kemal

    2013-01-01

    The aim of this study is to investigate high school student's self-efficacy beliefs in mathematical literacy (ML) and to explore their views on the connections between mathematics and the real world according to their levels of ML self-efficacy beliefs. Both quantitative and qualitative data was collected from 40 high school students. Data…

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

    ERIC Educational Resources Information Center

    Shawer, Saad F.

    2013-01-01

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

  17. Principles and Practices for Building Academic Self-Efficacy in Middle Grades Language Arts Classrooms

    ERIC Educational Resources Information Center

    McTigue, Erin; Liew, Jeffrey

    2011-01-01

    Academic self-efficacy contributes to students' motivation and persistence for learning. However, motivation for reading and learning, and students' self-efficacy in school often declines in adolescence. This manuscript presents research-based strategies for facilitating students' motivations within the context of language arts classes.

  18. Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, and Beliefs

    ERIC Educational Resources Information Center

    Carney, Michele B.; Brendefur, Jonathan L.; Thiede, Keith; Hughes, Gwyneth; Sutton, John

    2016-01-01

    We examined the impact of a state-mandated K-12 mathematics professional development course on knowledge, self-efficacy, and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics…

  19. Relationship between Self-Efficacy Beliefs and Emotions of Future Teachers of Physics in Secondary Education

    ERIC Educational Resources Information Center

    Borrachero, Ana Belen; Brigido, Maria; Costillo, Emilio; Bermejo, M. Luisa; Melado, Vicente

    2013-01-01

    The self-efficacy beliefs of prospective teachers of secondary education in their physics classes are analysed, observing their perceived ability to successfully teach their students and to relate to the emotions they foresee in their future physics classes. To this end, a questionnaire was designed inquiring into the possible emotions they might…

  20. 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…

  1. 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,…

  2. 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…

  3. 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…

  4. Mathematics Teaching Anxiety and Self-Efficacy Beliefs toward Mathematics Teaching: A Path Analysis

    ERIC Educational Resources Information Center

    Peker, Murat

    2016-01-01

    The purpose of this study was to investigate the relationship between pre-service primary school teachers' mathematics teaching anxiety and their self-efficacy beliefs toward mathematics teaching through path analysis. There were a total of 250 pre-service primary school teachers involved in this study. Of the total, 202 were female and 48 were…

  5. 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…

  6. Pre-Service Teachers' Science Beliefs, Attitudes, and Self-Efficacy: A Multi-Case Study

    ERIC Educational Resources Information Center

    Kazempour, Mahsa; Sadler, Troy D.

    2015-01-01

    The aim of this multi-case study was to explore the extent and nature of changes in elementary pre-service teachers' beliefs, attitudes, and self-efficacy toward science and science teaching as a result of participating in a science methods course. The study specifically focused on three groups of pre-service teachers based on their varying…

  7. Investigating the Relationship between Curiosity Level and Computer Self Efficacy Beliefs of Elementary Teachers Candidates

    ERIC Educational Resources Information Center

    Gulten, Dilek Cagirgan; Yaman, Yavuz; Deringol, Yasemin; Ozsari, Ismail

    2011-01-01

    Nowadays, "lifelong learning individual" concept is gaining importance in which curiosity is one important feature that an individual should have as a requirement of learning. It is known that learning will naturally occur spontaneously when curiosity instinct is awakened during any learning-teaching process. Computer self-efficacy belief is…

  8. Overcoming Low Self-Efficacy Beliefs in Teaching English to Young Learners

    ERIC Educational Resources Information Center

    Wyatt, Mark

    2013-01-01

    Drawing on data from observations and interviews, this article presents a case study of one teacher's efforts to overcome low self-efficacy beliefs in teaching English to young learners in a Middle Eastern context. It provides insights into the growth processes involved, highlighting how the teacher drew reflectively upon her experiences to…

  9. Preservice Preschool Teachers' Self-Efficacy Beliefs and Attitudes toward Teaching Profession

    ERIC Educational Resources Information Center

    Elaldi, Senel; Yerliyurt, Nazli Sila

    2016-01-01

    The purpose of this study is to investigate preservice preschool teachers' self-efficacy beliefs and attitudes toward the teaching profession. The population of the present study consisted of 855 (Female = 729) preservice preschool teachers studying at the Faculty of Education, Cumhuriyet University, in the fall semester of the 2015-2016 academic…

  10. Preservice Elementary Teachers' Self-Efficacy Beliefs and Their Conceptions of Photosynthesis and Inheritance.

    ERIC Educational Resources Information Center

    Cakiroglu, Jale; Boone, William J.

    2002-01-01

    Examines preservice elementary teachers' understanding of the concepts of photosynthesis and inheritance, explores their self-efficacy beliefs in the teaching of science, and investigates the relationship between the two. Shows that participants held alternative conceptions regarding photosynthesis and inheritance and have generally positive…

  11. 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…

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

    ERIC Educational Resources Information Center

    Huang, Chiungjung

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Bujack, Lynette K.

    2012-01-01

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

  14. Self-Efficacy Beliefs as Shapers of Children's Aspirations and Career Trajectories.

    ERIC Educational Resources Information Center

    Bandura, Albert; Barbaranelli, Claudio; Caprara, Gian Vittorio; Pastorelli, Concetta

    2001-01-01

    Tested a structural model of the network of sociocognitive influences shaping children's career aspirations and trajectories among 272 early adolescents. Found that subjects' perceived efficacy rather than their actual academic achievement was the key determinant of their perceived occupational self-efficacy and preferred choice of worklife.…

  15. 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…

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

    PubMed

    Jungert, Tomas; Hesser, Hugo; Träff, Ulf

    2014-10-01

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

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

    ERIC Educational Resources Information Center

    Putwain, Dave; Sander, Paul; Larkin, Derek

    2013-01-01

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

  18. Preservice physical educators' self-efficacy beliefs toward inclusion: the impact of coursework and practicum.

    PubMed

    Taliaferro, Andrea R; Hammond, Lindsay; Wyant, Kristi

    2015-01-01

    The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators' self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.

  19. 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…

  20. An Examination of Vocational School Students' Self-Efficacy Beliefs in Mathematics and of Their Achievement Levels

    ERIC Educational Resources Information Center

    Tasdemir, Cahit

    2016-01-01

    The purpose of this study is to examine vocational school students' self-efficacy beliefs in mathematics and their achievement levels. As the data collection tool, "Self-Efficacy Perception of Mathematics Scale" developed by Umay (2001) was used in the study. The sample is composed of 178 students who were attending different programs of…

  1. The Teaching Processes of Prospective Science Teachers with Different Levels of Science-Teaching Self-Efficacy Belief

    ERIC Educational Resources Information Center

    Saka, Mehpare; Bayram, Hale; Kabapinar, Filiz

    2016-01-01

    The concept of self-efficacy, which is an important variable in the teaching process, and how it reflects on teaching have recently been the focus of attention. Therefore, this study deals with the relationship between the science-teaching self-efficacy beliefs of prospective science teachers and their teaching practices. It was conducted with…

  2. 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…

  3. Assessing Academic Self-Efficacy, Knowledge, and Attitudes in Undergraduate Physiology Students

    PubMed Central

    Woolcock, Andrew D.; Creevy, Kate E.; Coleman, Amanda E.; Moore, James N.; Brown, Scott A.

    2016-01-01

    Academic self-efficacy affects the success of students in the sciences. Our goals were to develop an instrument to assess the self-efficacy and attitudes toward science of students in an undergraduate physiology course. We hypothesized 1) that our instrument would demonstrate that students taking this course would exhibit greater self-efficacy and more positive attitudes toward science than students in a non-science undergraduate course, and 2) that the physiology students’ self-efficacy and attitudes would improve after completing the course. A 25-question survey instrument was developed with items investigating demographic information, self-efficacy, content knowledge, confidence, and attitudes regarding science. Students in either an undergraduate physiology course (Group P) or a history course (Group H) completed the survey. Forty-eight students in Group P completed both PRE- and POST-class surveys, while 50 students in Group H completed the pre-class survey. The academic self-efficacy of Group P as assessed by the PRE-survey was significantly higher than Group H (p=0.0003). Interestingly, there was no significant difference between groups in content knowledge in the PRE-survey. The self-efficacy of Group P was significantly higher as assessed by the POST-survey, when compared to the PRE-survey (p<0.0001) coincident with an improvement (p<0.001) in content knowledge for Group P in the POST-survey. This study established a survey instrument with utility in assessing self-efficacy, attitudes, and content knowledge. Our approach has applicability to studies designed to determine the impact of instructional variables on academic self-efficacy, attitudes, and confidence of students in the sciences. PMID:27713903

  4. 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…

  5. 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. PMID:25204666

  6. 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

  7. 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

  8. Sex role group differences in specific, academic, and general self-efficacy.

    PubMed

    Choi, Namok

    2004-03-01

    The primary purpose of this study was to examine sex role group differences (androgynous, masculine, feminine, and undifferentiated) in three different levels of self-efficacy (general, academic, and course specific). A sample of 215 undergraduate participants completed the three measures of self-efficacy and the sex role measure. Results showed that there was a multivariate significance among the sex role groups in the three levels of self-efficacy and that both masculine and androgynous groups had significantly higher general and academic efficacy means than the undifferentiated or feminine groups. The major findings in this study are largely consistent with findings of previous researchers, supporting the theory that masculinity may be a key construct in the differentiation of individuals in self-efficacy, which has been shown to be an important predictor of achievement.

  9. Practicing biology: Undergraduate laboratory research, persistence in science, and the impact of self-efficacy beliefs

    NASA Astrophysics Data System (ADS)

    Berkes, Elizabeth

    As undergraduate laboratory research internships become more popular and universities devote considerable resources towards promoting them, it is important to clarify what students specifically gain through involvement in these experiences and it is important to understand their impact on the science pipeline. By examining recent findings describing the primary benefits of undergraduate research participation, along with self-efficacy theory, this study aims to provide more explanatory power to the anecdotal and descriptive accounts regarding the relationship between undergraduate research experiences and interest in continuing in science. Furthermore, this study characterizes practices that foster students' confidence in doing scientific work with detailed description and analysis of the interactions of researchers in a laboratory. Phase 1 of the study, a survey of undergraduate biology majors (n=71) at a major research university, investigates the relationships among participation in biology laboratory research internships, biology laboratory self-efficacy strength, and interest in persisting in science. Phase 2 of the study, a two-year investigation of a university biology research laboratory, investigates how scientific communities of practice develop self-efficacy beliefs. The findings suggest that participation in lab internships results in increased interest in continuing in life science/biology graduate school and careers. They also suggest that a significant proportion of that interest is related to the students' biology laboratory self-efficacy. The findings of this study point to two primary ways that undergraduate research participation might work to raise self-efficacy strength. First, university research laboratory communities can provide students with a variety of resources that scaffold them into biology laboratory mastery experiences. Second, university research laboratory communities can provide students with coping and mastery Discourse models

  10. Sex differences in self-efficacy beliefs of elementary science teachers.

    PubMed

    Kiviet, Agnes M; Mji, Andile

    2003-02-01

    The Science Teaching Efficacy Belief Inventory developed by Riggs and Enoch was administered to 88 men and 112 women, elementary science teachers in the Eastern Cape, South Africa. Significant mean sex differences (t=4.55, p<.01) were observed on the Personal subscale but not on the General subscale. This result has major implications for education planners and administrators employing female teachers whose cultural and educational experiences may not have prepared them as well as their male peers for teaching science. It is concluded that female teachers need support to change their beliefs about self-efficacy regarding teaching science. The discussion also suggests possible directions for research.

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  12. Work Volition, Career Decision Self-Efficacy, and Academic Satisfaction: An Examination of Mediators and Moderators

    ERIC Educational Resources Information Center

    Jadidian, Alex; Duffy, Ryan D.

    2012-01-01

    The present study examined the relation of work volition to career decision self-efficacy (CDSE) and academic satisfaction in a diverse sample of 447 undergraduate college students. Work volition was found to be moderately correlated with academic satisfaction and strongly correlated with CDSE. Potential mediators and moderators in the link of…

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

    ERIC Educational Resources Information Center

    Ozmun, Cliff D.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Byrne, Marann; Flood, Barbara; Griffin, Julie

    2014-01-01

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

  15. Anti-Intellectual Attitudes and Academic Self-Efficacy among Business Students

    ERIC Educational Resources Information Center

    Elias, Rafik Z.

    2008-01-01

    "Anti-intellectualism" refers to a student's lack of interest in and disrespect for intellectual pursuits and critical thinking and a preference for an education experience that is practical and requires only memorization. "Academic self-efficacy" refers to a student's confidence in his or her ability to succeed in challenging academic tasks. The…

  16. Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities.

    PubMed

    Hen, Meirav; Goroshit, Marina

    2014-01-01

    Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA. PMID:22442254

  17. Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities.

    PubMed

    Hen, Meirav; Goroshit, Marina

    2014-01-01

    Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA.

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  20. 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

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

    PubMed Central

    Cassidy, Simon

    2015-01-01

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

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

    PubMed

    Cassidy, Simon

    2015-01-01

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

  3. Prospective Science Teachers' Self-Efficacy Beliefs about Teaching Science between 6-8 Terms and the Opinions on These Beliefs

    ERIC Educational Resources Information Center

    Önen, Fatma; Muslu Kaygisiz, Gülfem

    2013-01-01

    The formal educational institutions and the society have an important function in acquiring a sense of self-efficacy. Teachers play a role in the formal educational process. The purpose of the study is to examine prospective science teachers' self-efficacy belief level in the 6th to 8th terms and the differences in this process. This survey…

  4. In-Service and Pre-Service Secondary Science Teachers' Self-Efficacy Beliefs about Science Teaching

    ERIC Educational Resources Information Center

    Azar, Ali

    2010-01-01

    The purpose of this study was to compare the levels of pre-service and in-service secondary science teachers' self efficacy beliefs relating to science teaching and to analyze the change of these beliefs according to their demographic characteristics such as gender, the graduate school type, teaching experience and major. The study was conducted…

  5. 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…

  6. The Relationships among Mathematics Teaching Efficacy, Mathematics Self-Efficacy, and Mathematical Beliefs for Elementary Pre-Service Teachers

    ERIC Educational Resources Information Center

    Briley, Jason S.

    2012-01-01

    Ninety-five elementary pre-service teachers enrolled in a mathematics content course for elementary school teachers completed 3 surveys to measure mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs. The pre-service teachers who reported stronger beliefs in their capabilities to teach mathematics effectively were…

  7. Growth Trajectories of Task Value and Self-Efficacy across an Academic Semester

    ERIC Educational Resources Information Center

    Johnson, Marcus Lee; Edwards, Ordene V.; Dai, Ting

    2014-01-01

    Many scholars have argued that motivation is dynamic and malleable across time and contexts. In this article, we investigated changes in undergraduates' task value and self-efficacy across an academic semester. Sixty three undergraduate students completed the Motivated Strategies for Learning Questionnaire across five time points in their…

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

    ERIC Educational Resources Information Center

    Stewart, Joyce; Heaney, April

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Mills, Kimberly Tracey

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Huang, Chiungjung

    2013-01-01

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

  11. The Effect of the Digital Classroom on Academic Success and Online Technologies Self-Efficacy

    ERIC Educational Resources Information Center

    Ozerbas, Mehmet Arif; Erdogan, Bilge Has

    2016-01-01

    This study aimed to observe whether the learning environment created by digital classroom technologies has any effect on the academic success and online technologies self-efficacy of 7th grade students. In this study, an experimental design with a pre-test/post-test control group was used. The research was conducted with 58 students in a secondary…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Yip, Michael C. W.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  15. 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…

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

    ERIC Educational Resources Information Center

    Bedel, Emine Ferda

    2016-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    NASA Astrophysics Data System (ADS)

    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

  19. 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…

  20. Reciprocal effects of student-teacher and student-peer relatedness: Effects on academic self efficacy

    PubMed Central

    Hughes, Jan N.; Chen, Qi

    2010-01-01

    This study investigated the reciprocal effects between teacher student relationship quality (TSRQ) and two dimensions of classroom peer relatedness, peer liking and peer academic reputation (PAR), across three years in elementary school and the effect of both TSRQ and the peer relatedness dimensions on academic self efficacy. Participants were 695 relatively low achieving, ethnically diverse students recruited into the longitudinal study when they were in first grade. Measures of TSRQ and peer relatedness were assessed in years/grades 2-4. Peer liking and PAR were moderately correlated with each other at each time period. As expected, peer liking and TSRQ exhibited bidirectional effects across the three years. Year 3 TSRQ had an effect on Year 4 PAR, but PAR did not have an effect on TSRQ at either time interval. In an additional analysis, Year 4 PAR mediated the effect of Year 3 TSRQ on Year 5 academic self efficacy. Implications for teacher professional development are discussed. PMID:21927528

  1. A study of science teaching self-efficacy and outcome expectancy beliefs of teachers in India

    NASA Astrophysics Data System (ADS)

    Shireen Desouza, Josephine M.; Boone, William J.; Yilmaz, Ozgul

    2004-11-01

    Elementary and middle school teachers in urban schools in India provided responses to the science efficacy instrument (STEBI-A). These responses were evaluated using Rasch analysis and parametric tests. Rasch fit statistics and person-item maps were evaluated. It was found that the instrument worked well for the two groups of teachers, but the differential item functioning analysis found that the teachers utilized several items in the scale differently. Parametric tests suggested that self-efficacy and outcome expectancy measures correlated highly for middle school teachers, for those that did not have a science degree and a written science curriculum. Significant predictors of self-efficacy are - minutes per week science is taught, educational level, number of days in the school year, holding of a science degree, and the presence of a science curriculum. From all of the analyses we conclude that teaching experience is important, but not necessarily enough to increase teachers' outcome expectancy beliefs. The results of this study should benefit educators and policy makers with respect to teacher education in India and around the world.

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Kim, Mihyeon

    2014-01-01

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

  4. Personal, social, and cultural correlates of self-efficacy beliefs among South Korean college smokers.

    PubMed

    Cho, Hyunyi; So, Jiyeon; Lee, Jinro

    2009-06-01

    Much research has documented the significant influence of self-efficacy on smoking cessation, but considerably less is known as to what health communicators can do to promote or address barriers to self-efficacy. This study investigated personal, social, and cultural correlates of smoking self-efficacy. A survey of college smokers was done in South Korea, where the current smoking rate among males is over 56%. At the personal level, the perceived success-fullness of the last quit trial positively predicted self-efficacy. At the social level, interpersonal communication with friends was positively associated with self-efficacy. The cultural orientation of independent self-construal was positively associated with self-efficacy. These results indicate that factors affecting smokers' self-efficacy are operative in multiple domains and levels. Future communication programs should promote positive perceptions about prior quit trials, and segment the audience in terms of their self-construal to effectively enhance self-efficacy.

  5. 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…

  6. 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…

  7. 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…

  8. Parents' self-efficacy beliefs and their children's psychosocial adaptation during adolescence.

    PubMed

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

    2011-03-01

    Research has shown that parents' perceived parental self-efficacy (PSE) plays a pivotal role in promoting their children's successful adjustment. In this study, we further explored this issue by comparing psychosocial adaptation in children of parents with high and low PSE during adolescence. One hundred and thirty Italian teenagers (55 males and 75 females) and one of their parents (101 mothers and 29 fathers) participated in the research. Data were collected at T1 (adolescents' mean age = 13.6) and T2 (mean age = 17.5). Parents reported their PSE at T1. At T1 and T2, adolescents reported their perceived academic self-efficacy, aggressive and violent conducts, well-being, and perceived quality of their relationships with parents. At T2, they were also administered questions by using Experience Sampling Method to assess their quality of experience in daily life. As hypothesized, adolescents with high PSE parents reported higher competence, freedom and well-being in learning activities as well as in family and peer interactions. They also reported fewer problematic aspects and more daily opportunities for optimal experience. Findings pointed to the stability of adolescents' psychosocial adaptation and highlighted possible directions in future research. PMID:20204688

  9. 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.…

  10. Chinese College Students' Self Regulated Learning Strategies and Self-Efficacy Beliefs in Learning English as a Foreign Language

    ERIC Educational Resources Information Center

    Wang, Chuang; Hu, Jiyue; Zhang, Guoying; Chang, Yan; Xu, Yongjin

    2012-01-01

    Chinese college students majoring in medicine participated in this study by completing two questionnaires about their use of self-regulated learning (SRL) strategies and self-efficacy beliefs in studying English as a foreign language. Data on participants' performance on two English written exams and one oral English test were also collected.…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. The Relationship of Writing Apprehension Level and Self-Efficacy Beliefs on Writing Proficiency Level among Pre-University Students

    ERIC Educational Resources Information Center

    Singh, Termit Kaur Ranjit; Rajalingam, Saravana Kumar

    2012-01-01

    The purpose of this study was to determine the level of writing apprehension and how writing apprehension level and writing self-efficacy beliefs influences writing proficiency level among pre-university students. Participants were 320 pre-university students from a northern region college offering this programme. All the respondents were…

  19. 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…

  20. Turkish Mothers' Verbal Interaction Practices and Self-Efficacy Beliefs regarding Their Children with Expressive Language Delay

    ERIC Educational Resources Information Center

    Diken, Ibrahim H.; Diken, Ozlem

    2008-01-01

    The purpose of this study was to explore Turkish mothers' verbal interaction practices and their maternal self-efficacy beliefs regarding their children with expressive language delay. Participants included 33 Turkish mothers of children with expressive language delay. Results indicated that mothers in general use child directed talk strategies or…

  1. Scientific Epistemic Beliefs, Conceptions of Learning Science and Self-Efficacy of Learning Science among High School Students

    ERIC Educational Resources Information Center

    Tsai, Chin-Chung; Ho, Hsin Ning Jessie; Liang, Jyh-Chong; Lin, Hung-Ming

    2011-01-01

    This study examined the relationships among Taiwanese high school students' scientific epistemic beliefs, conceptions of learning science, and self-efficacy of learning science. The questionnaire responses gathered from 377 high school students in Taiwan were utilized to elicit such relationships. The analysis of the structural equation model…

  2. Exploring the Use of Cases and Case Methods in Influencing Elementary Preservice Science Teachers' Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Yoon, Susan; Pedretti, Erminia; Pedretti, Larry; Hewitt, Jim; Perris, Kirk; Van Oostveen, Roland

    2006-01-01

    In this study, we hypothesize that cases demonstrating exemplary practice in the science classroom can be used as a source for learning content and pedagogical skills that will improve teachers' self-efficacy beliefs. Twelve preservice elementary science teachers are followed as they participate in a case and case method activity illustrating the…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. Becoming a Supervisor: Qualitative Findings on Self-Efficacy Beliefs of Doctoral Student Supervisors-in-Training

    ERIC Educational Resources Information Center

    Frick, Melodie H.; Glosoff, Harriet L.

    2014-01-01

    Counselor education doctoral students are influenced by many factors as they train to become supervisors. One of these factors, self-efficacy beliefs, plays an important role in supervisor development. In this phenomenological, qualitative research, 16 counselor education doctoral students participated in focus groups and discussed their…

  8. 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…

  9. Effects of Strong Interest Inventory Feedback on Career Decision-Making Self-Efficacy and Social Cognitive Career Beliefs.

    ERIC Educational Resources Information Center

    Luzzo, Darrell Anthony; Day, Michael Andrew

    1999-01-01

    College students were assigned to three groups: Strong Interest Inventory (SII) plus social cognitive group feedback (n=52), SII only (n=22), and controls (n=25). The feedback group had higher career decision-making self-efficacy and more differentiated career beliefs than the SII-only group. Both SII groups were more likely to see the…

  10. Self-efficacy and oral hygiene beliefs about toothbrushing in dental patients: a model-guided study.

    PubMed

    Anagnostopoulos, Fotios; Buchanan, Heather; Frousiounioti, Sofia; Niakas, Dimitris; Potamianos, Gregory

    2011-10-01

    Building on previous research on psychosocial variables associated with oral hygiene behavior, this study examined the ability of Health Belief Model variables (perceived benefits, barriers, susceptibility, severity) and self-efficacy beliefs about toothbrushing to inform prevalence of dental caries and toothbrushing frequency. To accomplish this goal, a sample of 125 dental patients completed self-report questionnaires and provided data on demographic and behavioral factors. A path analysis model with manifest variables was tested. Oral hygiene beliefs emerged as a multidimensional construct. Results suggested that stronger self-efficacy beliefs (β = .81) and greater perceived severity of oral diseases (β = .18) were related to increased toothbrushing frequency, which in turn was associated with better oral health status, as indicated by the total number of decayed, missing, and filled teeth due to dental caries (β = -.39). Possible strategies for improving oral health are discussed.

  11. 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. PMID:23866205

  12. 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.

  13. Anxiety related to discharge from inpatient neurorehabilitation: Exploring the role of self-efficacy and internal health control beliefs.

    PubMed

    Genis, Michelle; Camic, Paul M; Harvey, Martin

    2016-01-01

    The study aimed to determine the prevalence of anxiety related to discharge, among a group of 42 participants who were likely to have sustained an at least moderate to severe ABI and who were due to be discharged home following a period of inpatient neurorehabilitation. Differential relationships between psychological factors (self-efficacy and internal health control beliefs) were examined, alongside the relative influence of demographic and clinical characteristics on discharge anxiety. Data were obtained via self-report measures and retrospective reviews of participant's inpatient medical records. While relatively few participants (n = 6; 14%) reported markedly elevated trait-anxiety, almost half the sample (n = 19; 45%) reported clinically significant levels of transient state-anxiety. Notably, state-anxiety was strongly associated with discharge anxiety. Multivariate analyses revealed that age, self-efficacy and internal health control beliefs made independent contributions to self-reported discharge anxiety, with perceived self-efficacy alone explaining 69% of the variance and mediating the effects of age and internal health control beliefs. None of the other demographic or clinical characteristics examined was significantly associated with discharge anxiety. While causality cannot be inferred, findings suggest that anxiety related to discharge from rehabilitation might be best predicted by poor perceptions of self-efficacy. Implications for clinical practice and future research are discussed.

  14. Academic Beliefs and Behaviors in On-Campus and Online General Education Biology Classes

    ERIC Educational Resources Information Center

    Noll, Christopher B.

    2015-01-01

    This study examined the effect of course delivery mode on academic help-seeking beliefs and behaviors, academic self-efficacy, and the levels of individual interest in biology of students in an entry-level General Education biology course. This intersection of online education, science courses, and academic success factors merits attention because…

  15. The association between foot-care self efficacy beliefs and actual foot-care behaviour in people with peripheral neuropathy: a cross-sectional study

    PubMed Central

    Perrin, Byron M; Swerissen, Hal; Payne, Craig

    2009-01-01

    Background People with diabetes and peripheral neuropathy often do not implement the foot-care behavioural strategies that are suggested by many health professionals. The concept of self-efficacy has been shown to be an effective predictor of behaviour in many areas of health. This study investigated the relationships between foot-care self-efficacy beliefs, self-reported foot-care behaviour and history of diabetes-related foot pathology in people with diabetes and loss of protective sensation in their feet. Methods Ninety-six participants were included in this cross-sectional study undertaken in a regional city of Australia. All participants had diabetes and clinically diagnosed loss of protective sensation in their feet. The participants completed a self-report pen-paper questionnaire regarding foot-care self efficacy beliefs (the "Foot Care Confidence Scale") and two aspects of actual foot-care behaviour-preventative behaviour and potentially damaging behaviour. Pearson correlation coefficients were then calculated to determine the association between foot-care self-efficacy beliefs and actual reported foot-care behaviour. Multiple analysis of variance was undertaken to compare mean self-efficacy and behaviour subscale scores for those with a history of foot pathology, and those that did not. Results A small positive correlation (r = 0.2, p = 0.05) was found between self-efficacy beliefs and preventative behaviour. There was no association between self-efficacy beliefs and potentially damaging behaviour. There was no difference in self-efficacy beliefs in people that had a history of foot pathology compared to those that did not. Conclusion There is little association between foot-care self-efficacy beliefs and actual foot-care behaviour. The usefulness of measuring foot-care self-efficacy beliefs to assess actual self foot-care behaviour using currently available instruments is limited in people with diabetes and loss of protective sensation. PMID:19192309

  16. Linking Teachers' Perceptions of Educational Value Discontinuity to Low-Income Middle School Students' Academic Engagement & Self-Efficacy

    ERIC Educational Resources Information Center

    Tyler, Kenneth M.; Boelter, Christina M.; Boykin, A. Wade

    2008-01-01

    The purpose of this study is to examine whether teachers' perceptions of educational value discontinuity are predictive of the psychological antecedents of academic performance (e.g., academic engagement and academic self-efficacy) during middle school. Educational value discontinuity is defined as the difference between teachers' actual…

  17. The effect of multimedia cases on science teaching self-efficacy beliefs of prospective teachers in Kenya

    NASA Astrophysics Data System (ADS)

    Nthiga, Peter Rugano

    This study examined the effects of multimedia cases on science teaching self-efficacy beliefs of prospective teachers in Kenya using mixed methods in data collection and analysis. Collaborating with two teacher educators at Central University, I designed and implemented two multimedia case-based intervention lessons, one with prospective chemistry teachers and the other with prospective physics teachers. I determined the changes in self-efficacy beliefs using a pretest and posttest with the Science Teaching Efficacy Beliefs Instrument (STEBI) for N=41 participants. I also collected data using a worksheet during the intervention lesson. When the prospective teachers went for their field practice, I sampled eight of them for in depth interviews to determine what they drew on from the intervention lesson during their classroom teaching. I used Roth McDuffie's et al. (2014) framing to categorize the comments that the prospective teachers made on the worksheet into the four lenses of teacher, students, task or power and participation. I used paired sample t-test to determine the changes in self-efficacy beliefs and then developed profiles of the prospective teachers from the in depth interviews. The results revealed that prospective teachers paid more attention to the actions of the teacher and paid less attention to students' activities. Their attention to the task was predominantly about the cognitive level of the task and almost always focused on the errors they noted. The prospective teacher noticing using the power and participation lens was not clearly delineable from the teacher lens, because most instructional activities that led to more participation were teacher actions. Science teaching efficacy beliefs has two constructs: personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE). The PSTE scores were very high at 4.46 out of five on the pretest, and 4.41 on posttest. There was a decrease in the mean scores, but the change was

  18. Skin Cancer Knowledge, Beliefs, Self-Efficacy, and Preventative Behaviors among North Mississippi Landscapers

    PubMed Central

    Ford, M. Allison; Hallam, Jeffrey S.; Bass, Martha A.; Vice, Michael A.

    2013-01-01

    There are slightly over one million workers in the landscape service industry in the US. These workers have potential for high levels of solar ultraviolet radiation exposure, increasing their risk of skin cancer. A cross-sectional sample of 109 landscapers completed a self-administered questionnaire based on Health Belief Model (HBM). The participants correctly answered 67.1% of the knowledge questions, 69.7% believed they were more likely than the average person to get skin cancer, and 87.2% perceived skin cancer as a severe disease. Participants believed that the use of wide-brimmed hats, long sleeved shirts/long pants, and sunscreen was beneficial but reported low usage of these and other sun protective strategies. The primary barriers to using sun protection were “I forget to wear it” and “it is too hot to wear.” Of the HBM variables, perceived benefits outweighing perceived barrier (r = .285, P = .003) and self-efficacy (r = .538, P = .001) were correlated with sun protection behaviors. The reasons for absence of the relationship between perceived skin cancer threat and sun protection behaviors could be lack of skin cancer knowledge and low rate of personal skin cancer history. PMID:24223037

  19. The Relationships between University Students' Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Kurbanoglu, N. Izzet; Akin, Ahmet

    2010-01-01

    The aim of this study is to examine the relationships between chemistry laboratory anxiety, chemistry attitudes, and self-efficacy. Participants were 395 university students. Participants completed the Chemistry Laboratory Anxiety Scale, the Chemistry Attitudes Scale, and the Self-efficacy Scale. Results showed that chemistry laboratory anxiety…

  20. College Students' Homework and Academic Achievement: The Mediating Role of Self-Regulatory Beliefs

    ERIC Educational Resources Information Center

    Kitsantas, Anastasia; Zimmerman, Barry J.

    2009-01-01

    The influence of homework experiences on students' academic grades was studied with 223 college students. Students' self-efficacy for learning and perceived responsibility beliefs were included as mediating variables in this research. The students' homework influenced their achievement indirectly via these two self-regulatory beliefs as well as…

  1. 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…

  2. 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…

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

    ERIC Educational Resources Information Center

    Sharabi, Adi; Sade, Sarit; Margalit, Malka

    2016-01-01

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

  4. Contextual Influences on Sources of Academic Self-Efficacy: A Validation with Secondary School Students of Kerala

    ERIC Educational Resources Information Center

    Gafoor, K. Abdul; Ashraf, P. Muhammed

    2012-01-01

    This study investigates the theorized sources of Academic Self-Efficacy among the higher secondary school students of Kerala, India. Mastery Experience in the form of Academic Achievement, vicarious experience in the form of School Image and Social Persuasion in the form of Parental Encouragement are included as the predictor variables of Academic…

  5. The Role of Academic Help-Seeking Attitudes, Achievement Goal Orientations, and Dissertation Self-Efficacy in Dissertation Progress

    ERIC Educational Resources Information Center

    Colvin, Tisha Stoll

    2012-01-01

    The current study explored socialization variables (academic discipline, part-time versus full-time enrollment status, and student involvement with research and teaching assistantships) and educational psychological variables (academic help-seeking attitudes, achievement goal orientations, and dissertation self-efficacy) in relation to…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  7. 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.

  8. The association of academic burnout with self-efficacy and quality of learning experience among Iranian students.

    PubMed

    Charkhabi, Morteza; Azizi Abarghuei, Mohsen; Hayati, Davood

    2013-01-01

    The present study examines the relationship between academic burnout and quality of learning experience and self-efficacy among undergraduate students. The sample consisted of 233 undergraduate students (106 men and 127 women) who were selected by stratified random sampling method. The participants completed the Quality of Learning Experience Scale, Academic Burnout scale, and General Self-Efficacy scale. This study is particularly interesting in the context of Iran, known for its equality-striving and high-quality educational system. Iranian youth, compared with youth in many other countries, have a lower level of well-being. The antecedents of academic burnout are divided into two categories: internal and external variables. In most studies regarding to the issue, one category is used to predict the dependent variable. However, in this study we utilized both ones; self-efficacy was considered as internal and quality of learning experience was used as an external predictor. Correlation coefficients indicated that all relationships between academic burnout and its components with self-efficacy were statistically significant. Furthermore, academic burnout and all of its components had significant correlations with quality of learning experience. Also, the relationship between resources with emotional exhaustion and professor-student relationship with academic inefficacy were not significant. On the basis of the results, through our research, we will expand academic burnout literature by focusing on its external and internal antecedents. In addition, we conclude with theoretical and practical implications and propose a clear horizon for future researches. PMID:24386623

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

    PubMed

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

    2011-06-01

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

  10. Relations between Informational Sources, Self-Efficacy and Academic Achievement: A Developmental Approach

    ERIC Educational Resources Information Center

    Phan, Huy Phuong

    2012-01-01

    As a cognitive-motivational construct, self-efficacy has been researched extensively and has involved two important lines of inquiries, namely the impact of sources of information on self-efficacy and the predictive effect of self-efficacy on learning outcomes. We proposed and tested the relations between the four major sources of information…

  11. Epistemological Beliefs and Academic Achievement

    ERIC Educational Resources Information Center

    Arslantas, Halis Adnan

    2016-01-01

    This study aimed to identify the relationship between teacher candidates' epistemological beliefs and academic achievement. The participants of the study were 353 teacher candidates studying their fourth year at the Education Faculty. The Epistemological Belief Scale was used which adapted to Turkish through reliability and validity work by…

  12. Positive Perceptions: The Role of Academic and Social Self-Efficacies in the Transition from High School to Private Four-Year Colleges

    ERIC Educational Resources Information Center

    Elliott, Diane Cardenas

    2010-01-01

    This study was designed to investigate the influence of self-efficacy on the college persistence of students. More specifically, this study explored how pre-entry and second semester academic and social self efficacies affect the academic integration, social integration, and institutional retention of college students. In addition, this study…

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

    ERIC Educational Resources Information Center

    Margolis, Howard; McCabe, Patrick P.

    2004-01-01

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

  14. Parents' Self-Efficacy Beliefs and Their Children's Psychosocial Adaptation during Adolescence

    ERIC Educational Resources Information Center

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

    2011-01-01

    Research has shown that parents' perceived parental self-efficacy (PSE) plays a pivotal role in promoting their children's successful adjustment. In this study, we further explored this issue by comparing psychosocial adaptation in children of parents with high and low PSE during adolescence. One hundred and thirty Italian teenagers (55 males and…

  15. The Relationship between EFL Learners' Self-Efficacy Beliefs and Their Language Learning Strategy Use

    ERIC Educational Resources Information Center

    Bonyadi, Alireza; Nikou, Farahnaz Rimani; Shahbaz, Sima

    2012-01-01

    The focus of education has changed from teacher-directed to learner-oriented instruction in previous years. Majority of studies in the field of EFL/ESL learning involves issues relevant to learners and their individual differences. Therefore, the present study focused on some of these individual variables; namely self-efficacy and language…

  16. The Adoption and Integration of Technology within the Classroom: Teacher Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Haight, Kevin W.

    2011-01-01

    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…

  17. Mathematics Achievement: The Role of Homework and Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Kitsantas, Anastasia; Cheema, Jehanzeb; Ware, Herbert W.

    2011-01-01

    The present study used the u.S. portion of the Program for International Student Assessment (PISA) to examine how homework resources, mathematics self-efficacy, and time spent on homework impacted mathematics achievement across gender and ethnicity. The findings showed that achievement gaps diminished with the increase in availability of homework…

  18. Statistical Reasoning Ability, Self-Efficacy, and Value Beliefs in a University Statistics Course

    ERIC Educational Resources Information Center

    Olani, A.; Hoekstra, R.; Harskamp, E.; van der Werf, G.

    2011-01-01

    Introduction: The study investigated the degree to which students' statistical reasoning abilities, statistics self-efficacy, and perceived value of statistics improved during a reform based introductory statistics course. The study also examined whether the changes in these learning outcomes differed with respect to the students' mathematical…

  19. Academic Self-Efficacy, Faculty-Student Interactions, and Student Characteristics as Predictors of Grade Point Average

    ERIC Educational Resources Information Center

    Gosnell, Joan C.

    2012-01-01

    The purpose of the study was to explore student characteristics, academic self-efficacy, and faculty-student interactions as predictors of grade point average for upper-division (college level third and fourth year) education students at a public 4-year degree-granting community college. The study examined the effects of student characteristics…

  20. The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement

    ERIC Educational Resources Information Center

    Wilson, Andrew; Kim, Wonsun

    2016-01-01

    The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading…

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

    ERIC Educational Resources Information Center

    Allen, Debra

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Sezgin, Ferudun; Erdogan, Onur

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  4. Students' Perceptions of Academic Self-Efficacy and Self-Regulation While Learning in a 1:1 Laptop Environment

    ERIC Educational Resources Information Center

    Carraher, Joan M.

    2014-01-01

    1:1 Laptop initiatives continue to grow throughout Nebraska schools. There are many questions regarding their effectiveness in improving student learning, justifications for expenses, and the process to guide such an initiative. The purpose of this case study was to explore students' perceptions of academic self-efficacy and self-regulation while…

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

    ERIC Educational Resources Information Center

    Watson, Joshua C.; Watson, April A.

    2016-01-01

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

  6. "I 'Deserve' Success": Academic Entitlement Attitudes and Their Relationships with Course Self-Efficacy, Social Networking, and Demographic Variables

    ERIC Educational Resources Information Center

    Boswell, Stefanie S.

    2012-01-01

    This study investigated differences in university students' academic entitlement (AE) by demographic group (sex, college class, college generational status) as well as AE's relationship with self-efficacy for college coursework and social networking. It also investigated predictors of AE in first-generation (FG) students and continuing-generation…

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

    ERIC Educational Resources Information Center

    Filipova, Anna A.

    2016-01-01

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

  8. The Impact of Academic Self-Efficacy, Acculturation Difficulties, and Language Abilities on Procrastination Behavior in Chinese International Students

    ERIC Educational Resources Information Center

    Lowinger, Robert Jay; He, Zhaomin; Lin, Miranda; Chang, Mei

    2014-01-01

    This study examined the role of academic self-efficacy, acculturation difficulties, and language abilities on procrastination behavior using a convenience sample of 264 Chinese international students studying at three public universities in the United States. While there were no significant mean gender differences on any of the measures, results…

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

    PubMed

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

    2016-02-01

    Academic stress negatively affects students' performance. However, little is known of the processes that may be involved in this association. This study aimed to analyze how other variables such as coping strategies and exam-related self-efficacy could be related to academic stress and performance for dental students. An online survey, including measures of coping strategies, perceived stress, exam-related self-efficacy, and academic performance, was completed by undergraduate dental students in Madrid, Spain. Of the 275 students invited to take the survey, 201 participated (response rate 73.6%). Rational coping strategies (problem-solving, positive reappraisal, seeking social support) were negatively associated with perceived stress (β=-0.25, p<0.01), whereas emotional coping strategies (venting negative emotions, negative auto-focus) were linked to increased academic stress (β=0.34, p<0.01). Moreover, rational and emotional coping strategies were, respectively, positively (β=0.16, p<0.05) and negatively (β=-0.22, p<0.01) associated with students' exam-related self-efficacy, and this relation was found to be partially mediated by the students' perceived stress (β=-0.30, p<0.01). Experiencing higher levels of stress during the examination period was found to be associated with poorer average grades (β=-0.21, p<0.01), but students' exam-related self-efficacy partially mediated this relation (β=0.23, p<0.01). Those students who perceived themselves as more efficient in completing examinations reported better grades. Using adequate coping strategies (i.e., rational coping) may help to reduce stress for dental students and, through their effect on exam-related self-efficacy appraisals, contribute to improved academic performance.

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

    PubMed

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

    2016-02-01

    Academic stress negatively affects students' performance. However, little is known of the processes that may be involved in this association. This study aimed to analyze how other variables such as coping strategies and exam-related self-efficacy could be related to academic stress and performance for dental students. An online survey, including measures of coping strategies, perceived stress, exam-related self-efficacy, and academic performance, was completed by undergraduate dental students in Madrid, Spain. Of the 275 students invited to take the survey, 201 participated (response rate 73.6%). Rational coping strategies (problem-solving, positive reappraisal, seeking social support) were negatively associated with perceived stress (β=-0.25, p<0.01), whereas emotional coping strategies (venting negative emotions, negative auto-focus) were linked to increased academic stress (β=0.34, p<0.01). Moreover, rational and emotional coping strategies were, respectively, positively (β=0.16, p<0.05) and negatively (β=-0.22, p<0.01) associated with students' exam-related self-efficacy, and this relation was found to be partially mediated by the students' perceived stress (β=-0.30, p<0.01). Experiencing higher levels of stress during the examination period was found to be associated with poorer average grades (β=-0.21, p<0.01), but students' exam-related self-efficacy partially mediated this relation (β=0.23, p<0.01). Those students who perceived themselves as more efficient in completing examinations reported better grades. Using adequate coping strategies (i.e., rational coping) may help to reduce stress for dental students and, through their effect on exam-related self-efficacy appraisals, contribute to improved academic performance. PMID:26834134

  11. 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…

  12. 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…

  13. Perceived self-efficacy, social comparison, affective reactions and academic performance.

    PubMed

    Vrugt, A

    1994-11-01

    The present study is based on Bandura's theory of perceived self-efficacy and on Wills' theory of downward comparison. We expected that perceived self-efficacy and downward comparison, separately and in combination, would contribute to the positive feelings of university students regarding their skills and by way of these feelings to their study performance. The results largely support this expectation. Both perceived self-efficacy and downward comparison contributed to the positive feelings of the students. These feelings also influenced their course grades. In contrast with the expectation the interaction between self-efficacy and direction of comparison did not contribute to feelings of students regarding their own skills.

  14. Sources of Academic and Self-Regulatory 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 the influence of Bandura's (1997) hypothesized sources of self-efficacy on the academic and self-regulatory efficacy beliefs of entering middle school students ("N" = 263) and to explore whether these sources differ as a function of gender, reading ability, and race/ethnicity. For the full sample, mastery…

  15. Self-Efficacy Beliefs and Their Sources in Undergraduate Computing Disciplines: An Examination of Gender and Persistence

    ERIC Educational Resources Information Center

    Lin, Guan-Yu

    2016-01-01

    This study has two central purposes: First, it examines not only the roles of gender and persistence in undergraduate computing majors' learning self-efficacy, computer self-efficacy, and programming self-efficacy but also Bandura's hypothesized sources of self-efficacy; second, it examines the influence of sources of efficacy on the three…

  16. Using Asynchronous AV Communication Tools to Increase Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Girasoli, Anthony J.; Hannafin, Robert D.

    2008-01-01

    Technology-enhanced learning environments (TELEs) deliver instructional content and provide an array of scaffolding features designed to support independent student learning. TELEs also support teacher efforts to guide student inquiry within these sometimes complex environments. Self-efficacy, defined by Bandura [Bandura, A. (1994). Self-efficacy.…

  17. Bouncing back from failure: the interactive impact of perceived controllability and stability on self-efficacy beliefs and future task performance.

    PubMed

    Coffee, Pete; Rees, Tim; Haslam, S Alexander

    2009-09-01

    There is limited empirical evidence of the relationship between attributions following failure and subsequent task performance. Two studies manipulated the perceived controllability and stability of causes of initial task failure and explored the impact of these factors on perceptions of self-efficacy and follow-up performance. Consistent with previous attributional and social identity theorizing, an induced belief that failure was both beyond control and unlikely to change led to lower self-efficacy and worse performance, relative to conditions in which outcomes were believed to be controllable and/or unstable. These findings point to the resilience of beliefs in personal self-efficacy, but suggest that where opportunities for self-enhancement are precluded, personal self-belief will be compromised and performance will suffer. PMID:19697230

  18. Relations among optimism, perceived health vulnerability, and academic, self-regulatory, and social self-efficacy in adolescent survivors of childhood cancer.

    PubMed

    Foster, Rebecca H; Russell, Claire C; Dillon, Robyn; Bitsko, Matthew J; Godder, Kamar; Stern, Marilyn

    2014-01-01

    This study investigated relations among optimism, perceived health vulnerability, treatment intensity, and academic, self-regulatory, and social self-efficacy in adolescent survivors of childhood cancer. Fifty-six adolescent survivors (Mage = 16.19 years, SD = 2.48) completed questionnaires. Compared to a previously published sample of adolescents without a history of cancer, survivors reported similar academic, higher self-regulatory, and lower social self-efficacy. Optimism and health vulnerability were associated with changes in academic, self-regulatory, and social self-efficacy. Cancer-specific variables (e.g., treatment intensity, time since treatment ended) were unrelated to self-efficacy. Interventions aimed at enhancing self-efficacy may benefit from exploring optimism and health vulnerabilities as mechanisms for change.

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

    PubMed Central

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

    2015-01-01

    Introduction studies have indicated that emotional intelligence is positively related to self-efficacy and can predict the academic achievement. The present study aimed to investigate the role of emotional intelligence in identifying self-efficacy among the students of Public Health School with different levels of academic achievement. Methods This correlational study was conducted on all the students of Public Health School. 129 students were included in the study through census method. Data were collected using Emotional Intelligence and self-efficacy questionnaires and analyzed using descriptive statistics and regression analysis by SPSS 14. Results The average score of students with high academic achievement was higher in self-efficacy (39.78±5.82) and emotional intelligence (117.07±10.33) variables and their components than that of students with low academic achievement (39.17±5.91, 112.07±13.23). The overall emotional intelligence score to predict self-efficacy explanation was different among students with different levels of academic achievement (p<0.001). Self-efficacy structure was explained through self-awareness and self-motivation components in students with low academic achievement (r=0.571). In students with high academic achievement, self-awareness, self-motivation and social consciousness played an effective role in explaining self-efficacy (r=0.677, p<0.001). Conclusion Emotional intelligence and self-efficacy play an important role in achieving academic success and emotional intelligence can explain self-efficacy. Therefore, it is recommended to teach emotional intelligence skills to students with low academic achievement through training workshops. PMID:25927067

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

    ERIC Educational Resources Information Center

    Wilson, Kimberly; Narayan, Anupama

    2016-01-01

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

  1. Development of a scale to measure health professions students' self-efficacy beliefs in interprofessional learning.

    PubMed

    Mann, Karen; McFetridge-Durdle, Judith; Breau, Lynn; Clovis, Joanne; Martin-Misener, Ruth; Matheson, Tanya; Beanlands, Hope; Sarria, Maria

    2012-03-01

    A need exists for measures to evaluate the impact of interprofessional education (IPE) interventions. We undertook development and evaluation of a scale to measure self-efficacy perceptions of pre-licensure students in medicine, dentistry and health professions. The scale was developed in the context of a project entitled, "Seamless Care: An Experiential Model of Interprofessional Education for Collaborative Patient-Centered Practice". As self-efficacy perceptions are associated with the likelihood of taking on certain tasks, the difficulty of those tasks, and perseverance in the face of barriers, we reasoned that understanding changes in students' perceptions and their relation to other outcomes was important. A 16-item scale was developed from a conceptual analysis of relevant tasks and the existing literature. Content validity was assessed by six Canadian IPE experts. Pre-licensure students (n = 209) participated in a pilot test of the instrument. Content validity was rated highly by the six judges; internal consistency of the scale (Cronbach's α = 96) and subscales 1 (α = .94) and 2 (α = .93) were high. Principal components analysis resulted in identification of two factors, each accounting for 34% of the variance: interprofessional interaction, and interprofessional team evaluation and feedback. We conclude that this scale can be useful in evaluating IPE interventions. PMID:22166126

  2. Development of a scale to measure health professions students' self-efficacy beliefs in interprofessional learning.

    PubMed

    Mann, Karen; McFetridge-Durdle, Judith; Breau, Lynn; Clovis, Joanne; Martin-Misener, Ruth; Matheson, Tanya; Beanlands, Hope; Sarria, Maria

    2012-03-01

    A need exists for measures to evaluate the impact of interprofessional education (IPE) interventions. We undertook development and evaluation of a scale to measure self-efficacy perceptions of pre-licensure students in medicine, dentistry and health professions. The scale was developed in the context of a project entitled, "Seamless Care: An Experiential Model of Interprofessional Education for Collaborative Patient-Centered Practice". As self-efficacy perceptions are associated with the likelihood of taking on certain tasks, the difficulty of those tasks, and perseverance in the face of barriers, we reasoned that understanding changes in students' perceptions and their relation to other outcomes was important. A 16-item scale was developed from a conceptual analysis of relevant tasks and the existing literature. Content validity was assessed by six Canadian IPE experts. Pre-licensure students (n = 209) participated in a pilot test of the instrument. Content validity was rated highly by the six judges; internal consistency of the scale (Cronbach's α = 96) and subscales 1 (α = .94) and 2 (α = .93) were high. Principal components analysis resulted in identification of two factors, each accounting for 34% of the variance: interprofessional interaction, and interprofessional team evaluation and feedback. We conclude that this scale can be useful in evaluating IPE interventions.

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

    PubMed

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

    2014-06-01

    Using data from an accelerated longitudinal study, we examined the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance across students (N=135) in elementary school. Teachers assessed participants' effortful engagement and participants rated their academic self-efficacy once per year for 3 years. Academic performance was assessed through standardized test scores in reading and math. Multilevel models indicated that within-person change in Effortful Engagement and Academic Self-Efficacy scores significantly predicted concomitant within-person change in reading test scores, B=2.71, p=.043, Pseudo-R2=.02 and B=4.72, p=.005, Pseudo-R2=.04, respectively. Participants with higher between-person levels of Effortful Engagement had higher initial reading test scores, B=10.03, p=.001, Pseudo-R2=.09, and math test scores, B=11.20, p<.001, Pseudo-R2=.15, whereas participants with higher between-person levels of Academic Self-Efficacy showed a faster rate of increase in math test scores across elementary school, B=10.21, p=.036, Pseudo-R2=.25. At the between-person level, Effortful Engagement mediated the association between Academic Self-Efficacy and both reading and math test scores, although no support was found for mediation at the within-person level. Collectively, results suggest that trait-level psychological factors can vary meaningfully within school-aged children and that both within-person change and between-person individual differences in these traits have important consequences for academic performance.

  4. Online Learning and the Development of Counseling Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Watson, Joshua C.

    2012-01-01

    This study examined the relationship between enrollment in online counseling courses and students' counseling selfefficacy beliefs. Results indicate that students enrolled in online courses report statistically significant higher selfefficacy beliefs than students in traditional FTF courses. Online instructional method may increase counselor…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  6. 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…

  7. Gender Differences in School Children's Self-Efficacy Beliefs: Students' and Teachers' Perspectives

    ERIC Educational Resources Information Center

    Webb-Williams, Jane

    2014-01-01

    This small scale study examined gender differences in self-efficacy. 24 girls and 28 boys aged between 10 and 12 years completed self-efficacy questionnaires and attainment tests. The study was conducted in two primary school classrooms in England and the results indicated that gender differences in self-efficacy were significant with boys holding…

  8. Elementary Students' Self-Efficacy Beliefs in Science: Role of Grade Level, Gender, and Socio-Economic Status

    ERIC Educational Resources Information Center

    Karaarslan, Guliz; Sungur, Semra

    2011-01-01

    This study examined grade level and gender difference with respect to elementary students' science and technology self-efficacy. Additionally, relationship between socio-economic status (SES) and self-efficacy was examined. A total of 145 elementary students participated in the study. Self efficacy towards Science and Technology Scale was used to…

  9. Determination of Biology Department Students' Past Field Trip Experiences and Examination of Their Self-Efficacy Beliefs in Planning and Organising Educational Field Trips

    ERIC Educational Resources Information Center

    Bozdogan, Aykut Emre

    2015-01-01

    The purpose of this study is to determine the past field trip experiences of pre-service teachers who are graduates of Faculty of Sciences, Department of Biology and who had pedagogical formation training certificate and to examine their self-efficacy beliefs in planning and organizing field trips with regard to different variables. The study was…

  10. Exploring Young Children's Self-Efficacy Beliefs Related to Mathematical and Nonmathematical Tasks Performed in Kindergarten: Abused and Neglected Children and Their Peers

    ERIC Educational Resources Information Center

    Tirosh, Dina; Tsamir, Pessia; Levenson, Esther; Tabach, Michal; Barkai, Ruthi

    2013-01-01

    This article reports on young children's self-efficacy beliefs and their corresponding performance of mathematical and nonmathematical tasks typically encountered in kindergarten. Participants included 132 kindergarten children aged 5-6 years old. Among the participants, 69 children were identified by the social welfare department as being abused…

  11. 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…

  12. Relationship between Gender Identity, Perceived Social Support for Using Computers, and Computer Self-Efficacy and Value Beliefs of Undergraduate Students

    ERIC Educational Resources Information Center

    Deechuay, Naraphol; Koul, Ravinder; Maneewan, Sorakrich; Lerdpornkulrat, Thanita

    2016-01-01

    This study investigated relationship between gender identity, social support for using computers and computer self-efficacy and value beliefs. Data was collected from first year undergraduate students at a university near Bangkok (72.3% females, mean age = 18.52 years). The respondents in our survey did not intend to major in computer sciences.…

  13. 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…

  14. Turkish Pre-Service Teachers' Perceived Self-Efficacy Beliefs and Knowledge about Using Expository Text as an Instructional Tool in Their Future Classroom Settings

    ERIC Educational Resources Information Center

    Yildirim, Kasim; Ates, Seyit

    2012-01-01

    The aim of this research was to examine Turkish pre-service teachers' knowledge and perceived self-efficacy beliefs toward using expository text as an instructional tool in their future classroom settings. The research sample were 346 pre-service teachers who studied in different teacher preparation programs which included elementary classroom and…

  15. "I Think I Can, but I'm Afraid to Try": The Role of Self-Efficacy Beliefs and Mathematics Anxiety in Mathematics Problem-Solving Efficiency

    ERIC Educational Resources Information Center

    Hoffman, Bobby

    2010-01-01

    This study investigated the role of self-efficacy beliefs, mathematics anxiety, and working memory capacity in problem-solving accuracy, response time, and efficiency (the ratio of problem-solving accuracy to response time). Pre-service teachers completed a mathematics anxiety inventory measuring cognitive and affective dispositions for…

  16. "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…

  17. 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)…

  18. Exploring Preservice Early Childhood Educators' Self-Efficacy Beliefs and Preparedness to Teach Students with Autism Spectrum Disorder (ASD) in Inclusive Classrooms

    ERIC Educational Resources Information Center

    Shelton, Tricia H.

    2013-01-01

    The purpose of this research was to explore the teacher self-efficacy beliefs of early childhood preservice educators and their preparedness to teach students with Autism Spectrum Disorder (ASD). Phase One of this mixed-methods approach asked preservice early childhood educators (N = 34) to complete the short form of the "Teacher Sense of…

  19. 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…

  20. An Examination of the Relationship among Learning Disability, Attention Deficit Hyperactivity Disorder, Academic Self-Efficacy, Effort, Self-Awareness and Academic Achievement in Postsecondary Students

    ERIC Educational Resources Information Center

    Exner, Stacey A.

    2010-01-01

    The purpose of this study was to explore the relationship between academic self-efficacy, effort, self-awareness, and achievement in college aged students with LD and/or ADHD. Participants included thirty, fourteen were male and seventeen were female, undergraduate students that have been diagnosed with a LD and/or ADHD. The students were selected…

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

    NASA Astrophysics Data System (ADS)

    Barber Applewhite, Stephanie

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

  2. Teachers' knowledge, beliefs, self-efficacy, and implementation of early childhood learning standards in science and math in prekindergarten and kindergarten

    NASA Astrophysics Data System (ADS)

    Pierro, Rebekah Chace

    Teacher self-efficacy and teacher beliefs play salient roles in science and math education with in-service teachers. This study seeks to understand the relationship between teacher knowledge, beliefs, and self-efficacy about science and math education in prekindergarten and kindergarten classrooms. The Prekindergarten and Kindergarten Science and Math Standards and Self-Efficacy Surveys were created to measure teacher knowledge of curriculum standards, beliefs of teaching skills, level of self-efficacy, and frequency of activities in classrooms for science and math, respectively. The self-report surveys were completed by 53 prekindergarten and 30 kindergarten teachers to examine the relationship that their knowledge of science and math standards, beliefs of science and math teaching skills, and level of science and math self-efficacy have on the frequency of science and math activities conducted in their classrooms. Beliefs of science and math teaching skills were related significantly to the reported frequency of science and math activities in prekindergarten and for science activities in kindergarten. Years of teaching prekindergarten was associated significantly with increased science and math activities. Teacher education was not associated with frequency of science or math activities. Findings revealed the more prekindergarten teachers enjoyed their science classes and math workshops the more they reported conducting science and math activities in the classroom. Both prekindergarten and kindergarten teachers reported that the less they enjoyed their previous math classes, the more time they spent on math activities in their classrooms. Results from this study have implications for professional development regarding science and math pedagogy and content knowledge.

  3. Analysis of Students' Self-Efficacy, Interest, and Effort Beliefs in General Chemistry

    ERIC Educational Resources Information Center

    Ferrell, Brent; Barbera, Jack

    2015-01-01

    Research in academic motivation has highlighted a number of salient constructs that are predictive of positive learning strategies and academic success. Most of this research has centered on college-level social sciences or secondary school student populations. The main purpose of this study was to adapt existing measures of personal interest and…

  4. Self-Efficacy Beliefs Are Associated with Visual Height Intolerance: A Cross-Sectional Survey

    PubMed Central

    Grill, Eva; Schäffler, Florian; Huppert, Doreen; Müller, Martin; Kapfhammer, Hans-Peter; Brandt, Thomas

    2014-01-01

    Background Responses to height may range from indifference to minor distress to severe symptoms of fear of heights (acrophobia); visual height intolerance (vHI) denotes the whole spectrum of symptoms. Although there are options to manage vHI, only a small part of persons affected by vHI are willing to seek professional help or confront their problem. Purpose of this study was to determine if persons with vHI, specifically those who show avoidant behavior towards heights (avoiders), score lower in their general self-efficacy (GSE) than those who confront vHI (confronters). Method Cross-sectional survey in 607 individuals living in the urban region of Munich, Germany, using a mailed questionnaire on presence or absence of vHI, confronting or avoiding behaviour, and GSE. Results Of all participants (mean age 53.9, 50.3% female), 407 reported life-time presence of vHI. Participants with vHI had a mean GSE score of 31.8 (SD 4.3) points (participants without vHI: 32.5, SD 4.3, p  = 0.008 for difference). Among individuals with vHI, 23% reported confronting behavior. Confronters were significantly younger (p<.0001, 50.2 vs. 55.7 years), more likely to be female (p  = 0.0039, 64.3% female), and had a higher GSE score (p  = 0.0049, 32.5 vs. 31.1). Associations remained significant after multiple adjustment. Conclusions Our study provides evidence for the association of GSE and vHI. These findings may have consequences for strategies of alleviation and therapy of vHI. PMID:25548910

  5. Development of Academic Self-Efficacy in Women during College: A Mixed Methods Study

    ERIC Educational Resources Information Center

    Smith, Savala

    2013-01-01

    Although women account for more than 50% of the college degrees awarded nationally, The College of Idaho has had a challenge retaining female students. There are any number of reasons for women's struggle to persist at the college, but one of the most basic may be a matter of self-efficacy. This mixed methods study used a combination of…

  6. Knowledge Monitoring, Goal Orientations, Self-Efficacy, and Academic Performance: A Path Analysis

    ERIC Educational Resources Information Center

    Al-Harthy, Ibrahim S.; Was, Christopher A.

    2013-01-01

    The purpose of this study was to examine the relationship between knowledge monitoring and motivation as defined by self-efficacy and goal orientations. A path model was proposed to hypothesize the causal relations among predictors of the students' total score in the Educational Psychology course. The sample consisted of undergraduate…

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

    ERIC Educational Resources Information Center

    Forrester, Jennifer Harris

    2010-01-01

    Understanding present barriers to choosing a STEM major is important for science educators so that we may better prepare and inspire future generations of scientists and engineers. This study examined the relationships between participation in competitive science events, gender, race, science self-efficacy, interest in science, and choosing a STEM…

  8. How Do Adolescent Students Experience Teacher-Student Interactions in a Seventh-Grade Classroom and How Do Those Experiences Affect Their Self-Efficacy Beliefs?

    ERIC Educational Resources Information Center

    Barg, Katherine Sanjiyan

    2009-01-01

    Studies over the past 30 years have examined teacher-student interactions in the classroom but have not focused on how those interactions may affect the self-efficacy feelings of students. Research suggests that students who connect well with their teachers experience more positive academic success. Therefore this study examined how adolescent…

  9. The contribution of self-efficacy beliefs to dispositional shyness: on social-cognitive systems and the development of personality dispositions.

    PubMed

    Caprara, Gian Vittorio; Steca, Patrizia; Cervone, Daniel; Artistico, Danielle

    2003-12-01

    This longitudinal research explored the impact of self-efficacy beliefs on self-reported tendencies to experience shyness in interpersonal encounters among a population of adolescents studied over a two-year period. Self-efficacy measures, taken at the initial measurement period, included indices of perceived self-efficacy for forming and maintaining social relationships, dealing effectively with parents, managing negative emotions, and expressing positive emotions towards others. Levels of self-reported shyness as well as emotional stability were assessed also at time 1, with shyness measured again at the follow-up assessment two years later. Structural equation modeling indicated that two of the four self-efficacy measures uniquely contributed to levels of shyness reported at time 1, and that perceptions of social self-efficacy uniquely contributed to shyness at time 2 even when considering the effects of time 1 shyness levels. Emotional stability did not uniquely contributed to time 2 shyness after considering the relation between shyness at the first and second measurement points. The broad implications of social-cognitive analyses for the study of personality development are discussed.

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

    NASA Astrophysics Data System (ADS)

    Bautista, Nazan Uludag; Boone, William J.

    2015-04-01

    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) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased significantly after one semester of participation in TML. Three key factors impacted preservice teachers' (PST) self-efficacy beliefs in the context of participation in TML: PSTs' perceptions of their science content knowledge, their familiarity with TML technology and avatars, and being observed by peers. Cognitive pedagogical mastery (TML practices), effective/actual modeling, cognitive self-modeling, and emotional arousal were the primary sources that increased the PSTs' perceived self-efficacy beliefs. Overall, the results of this study suggest that the TML is a worthwhile technology for learning to teach in teacher education. It provides a way for PSTs to have a highly personalized learning experience that enables them to improve their understanding and confidence related to teaching science, so that ideally someday they may translate such an experience into their classroom practices.

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

    NASA Astrophysics Data System (ADS)

    Hunt, Gary L.

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

  12. Enhancing Writing Self-Efficacy Beliefs of Students with Learning Disabilities Improves Their Writing Processes and Products

    ERIC Educational Resources Information Center

    de Caso, Ana Maria; Garcia, Jesus Nicasio; Diez, Carmen; Robledo, Patricia; Alvarez, Maria Lourdes

    2010-01-01

    Introduction: The use of self efficacy has been suggested as an effective classroom intervention procedure. The present research examined the use of self-efficacy training on the writing of Spanish elementary student with learning disabilities. Objectives: We present a research study focused on the improvement of the writing product and the…

  13. 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…

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

    NASA Astrophysics Data System (ADS)

    Vogt, Kristen E.

    2005-07-01

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

  15. 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.

  16. 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…

  17. 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.

  18. 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. PMID:26024995

  19. Academic Accommodations, Social Supports, and Academic Self-Efficacy: Predictors of Academic Success for Postsecondary Students with Disabilities

    ERIC Educational Resources Information Center

    Howe, Stefanie Marie

    2013-01-01

    Although the "Rehabilitation Act of 1973" and the "Americans with Disabilities Act of 1990" have mandated the necessity of services for students with disabilities to receive equal access to education, a clear picture of what contributes to academic success is still lacking. Research indicates that students with disabilities…

  20. Identifying the relationship between feedback provided in computer-assisted instructional modules, science self-efficacy, and academic achievement

    NASA Astrophysics Data System (ADS)

    Mazingo, Diann Etsuko

    Feedback has been identified as a key variable in developing academic self-efficacy. The types of feedback can vary from a traditional, objectivist approach that focuses on minimizing learner errors to a more constructivist approach, focusing on facilitating understanding. The influx of computer-based courses, whether online or through a series of computer-assisted instruction (CAI) modules require that the current research of effective feedback techniques in the classroom be extended to computer environments in order to impact their instructional design. In this study, exposure to different types of feedback during a chemistry CAI module was studied in relation to science self-efficacy (SSE) and performance on an objective-driven assessment (ODA) of the chemistry concepts covered in the unit. The quantitative analysis consisted of two separate ANCOVAs on the dependent variables, using pretest as the covariate and group as the fixed factor. No significant differences were found for either variable between the three groups on adjusted posttest means for the ODA and SSE measures (.95F(2, 106) = 1.311, p = 0.274 and .95F(2, 106) = 1.080, p = 0.344, respectively). However, a mixed methods approach yielded valuable qualitative insights into why only one overall quantitative effect was observed. These findings are discussed in relation to the need to further refine the instruments and methods used in order to more fully explore the possibility that type of feedback might play a role in developing SSE, and consequently, improve academic performance in science. Future research building on this study may reveal significance that could impact instructional design practices for developing online and computer-based instruction.

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

    ERIC Educational Resources Information Center

    Alivernini, Fabio; Lucidi, Fabio

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Sierra, Jade Simone

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Aydin, Solmaz

    2016-01-01

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

  4. Elementary Teacher Perceptions of Principal Leadership, Teacher Self-Efficacy in Math and Science, and Their Relationships to Student Academic Achievement

    ERIC Educational Resources Information Center

    Richard, Bertha Cookie

    2013-01-01

    The purpose of this study was to investigate elementary teacher perceptions of elementary principal instructional leadership and elementary teacher evaluation of self-efficacy at low and high performing low socio-economic elementary schools. These variables were examined to determine whether relationships with math and science academic achievement…

  5. A Path Analysis of Basic Need Support, Self-Efficacy, Achievement Goals, Life Satisfaction and Academic Achievement Level among Secondary School Students

    ERIC Educational Resources Information Center

    Diseth, Age; Danielsen, Anne G.; Samdal, Oddrun

    2012-01-01

    Teachers' support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades). Correlation analysis showed significant positive relations between all of the variables, except for the relation between need support of…

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

    ERIC Educational Resources Information Center

    Umaru, Yunusa; Umma, Abdulwahid

    2015-01-01

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

  7. Trajectories of Mentors' Perceived Self-Efficacy during an Academic Mentoring Experience: What They Look Like and What Are Their Personal and Experimental Correlates?

    ERIC Educational Resources Information Center

    Larose, Simon

    2013-01-01

    In my study, mentors matched with college mentees evaluated their self-efficacy nine times, during their participation in an academic mentoring program. Three distinct groups emerged as follows: (a) mentors who perceived themselves as moderately efficient throughout the mentoring relationship (the moderate stable (MS) group), (b) mentors who…

  8. An Investigation of Taiwan University Students' Perceptions of Online Academic Help Seeking, and Their Web-Based Learning Self-Efficacy

    ERIC Educational Resources Information Center

    Cheng, Kun-Hung; Tsai, Chin-Chung

    2011-01-01

    This study was conducted to investigate Taiwan University students' perceptions (including experience, confidence and preference) of online academic help seeking (OAHS) and students' level of web-based learning self-efficacy (WLSE). Two instruments, OAHS questionnaire, consisting of "information searching," "formal" and "informal query" scales,…

  9. An Examination of the Influence of Self Efficacy, Locus of Control, and Perceptions of Parent Involvement on Academic Achievement of Urban High School Students

    ERIC Educational Resources Information Center

    Myree, Claudia

    2011-01-01

    Current research indicates that there is an on-going concern for the graduation rate of African American students in urban settings. This particular study sought to investigate the impact of students' self-efficacy, locus of control, and parental involvement on academic achievement via a targeted sample of urban African American high school…

  10. The Relation of Classroom Environment and School Belonging to Academic Self-Efficacy among Urban Fourth- and Fifth-Grade Students

    ERIC Educational Resources Information Center

    McMahon, Susan D.; Wernsman, Jamie; Rose, Dale S.

    2009-01-01

    In this study, 149 low-income, ethnically heterogeneous, fourth- and fifth-grade students completed self-report surveys in the fall and spring of 1 academic year. We examined classroom climate (satisfaction, cohesion, friction, task difficulty, and competition) and school belonging in relation to language arts and math and science self-efficacy,…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  12. The Relationship of Career Decision Self-Efficacy and Perceived Barriers to Academic Preparedness for Community College Students of African Descent

    ERIC Educational Resources Information Center

    Twomey, Joshua Patrick

    2009-01-01

    This study examined the relationship of career decision self-efficacy and perception of barriers to the outcome variables perception of academic reality (i.e., a construct for student perceived college readiness) and college GPA. The sample consisted of students of African descent (n = 85) attending a northeastern community college located in an…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  15. Academic beliefs and behaviors in on-campus and online General Education biology classes

    NASA Astrophysics Data System (ADS)

    Noll, Christopher B.

    This study examined the effect of course delivery mode on academic help-seeking beliefs and behaviors, academic self-efficacy, and the levels of individual interest in biology of students in an entry-level General Education biology course. This intersection of online education, science courses, and academic success factors merits attention because the growing impact of the expansion of online education on undergraduate success, particularly in science courses, has not been fully studied. The specific questions guiding the study examined: whether course delivery mode impacted individual interest in biology; whether course delivery mode impacted help-seeking beliefs and behaviors; and whether course delivery mode, individual interest, and academic self-efficacy predicted academic performance in the course. Participants (N = 183) were enrolled in either online or on-campus sections of a biology course at a large public university in California. Quantitative data for the study were collected through two online surveys in a pre- and post-test design and analyzed via Chi-square, t-tests, and regression analysis using SPSS. The findings of this study indicate that course delivery mode does not impact individual interest in biology. The data further indicate that academic help-seeking beliefs and behaviors vary by course delivery mode. This study also finds that while neither self-efficacy nor individual interest predict performance in the course, course delivery mode is shown to impact performance, although the reasons for this difference are unclear. The results of the study will be useful to course designers and administrators of online education as they seek to maximize the experiences of online students.

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

    NASA Astrophysics Data System (ADS)

    Aurah, Catherine Muhonja

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

  17. The relationship between environment, efficacy beliefs, and academic achievement of low-income African American children in special education.

    PubMed

    Bean, Kristen F; Sidora-Arcoleo, Kimberly

    2012-01-01

    African American students are overrepresented in special education. Ecological systems theory, social cognitive theory, and a literature review demonstrate that children's environments, particularly school, and self-efficacy impact the educational outcomes of African American children. Interventions have aimed to improve children's environmental resources and efficacy. The aim of this study was to assess the impact of environment, efficacy beliefs, and the Nurse-Family Partnership intervention on the educational achievements of African American children in special education. A secondary data analysis of 126 African American children in special education found that self-efficacy and the number of hours spent in special education were associated with their academic achievement.

  18. Antecedents of Mathematics Self-Efficacy Beliefs for Middle and High School Students: An Instrument Validation Study

    ERIC Educational Resources Information Center

    Freed, Mark R.

    2013-01-01

    There were three primary purposes for this study. First, I investigated the psychometric properties of the Sources of Middle School Mathematics Self-Efficacy (SMMSE) scale (Usher, 2007; Usher & Pajares, 2009) with high school students. Validation for expanded use of the SMMSE scale was achieved by assessing the instrument's psychometric…

  19. The Inequality of Self-Efficacy between Junior College and Traditional University Students

    ERIC Educational Resources Information Center

    Morris, R. C.

    2016-01-01

    Higher education research highlights the difficulties students face when transitioning from a junior college to a traditional university. This study explored a gap between junior vs. traditional university students' academic self-efficacy beliefs. This study also controlled for the effects of the student role-identity and academic performance on…

  20. 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…

  1. The Importance of Graduate Program Experiences to Faculty Self-Efficacy for Academic Tasks

    ERIC Educational Resources Information Center

    Major, Claire H.; Dolly, John P.

    2004-01-01

    The authors present results from a qualitative study involving recent faculty hires in a college of education at a research university. The focus of the study is experiences that relate to faculty confidence levels for successfully completing academic tasks. The study involves semi-structured interviews for data collection and an inductive…

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

    ERIC Educational Resources Information Center

    Köseoglu, Yaman

    2015-01-01

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

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

    NASA Astrophysics Data System (ADS)

    McGhee, Rosie M. Hector

    This research is a correlational study of the relationship among the independent variables: asynchronous interaction, online technologies self-efficacy, and self-regulated learning, and the dependent variable; academic achievement. This study involves an online computer literacy course at a local community college. Very little research exists on the relationship among asynchronous interaction, online technologies self-efficacy and self-regulated learning on predicting academic achievement in an online class. Liu (2008), in his study on student interaction in online courses, concluded that student interaction is a complex issue that needs more research to increase our understanding as it relates to distance education. The purpose of this study was to examine the relationships between asynchronous interaction, online technologies self-efficacy, self-regulated learning and academic achievement in an online computer literacy class at a community college. The researcher used quantitative methods to obtain and analyze data on the relationships among the variables during the summer 2010 semester. Forty-five community college students completed three web-based self-reporting instruments: (a) the GVU 10th WWW User Survey Questionnaire, (b) the Online Technologies Self-Efficacy Survey, and (c) selected items from the Motivated Strategies for Learning Questionnaire. Additional data was obtained from asynchronous discussions posted on Blackboard(TM) Learning Management System. The results of this study found that there were statistically significant relationships between asynchronous interaction and academic achievement (r = .55, p < .05) and between online technologies self-efficacy and academic achievement (r = .50, p < .05). However, there were low correlations between self-regulated learning and academic achievement ( r = -.02, p < .05). The results of this study reflect the constructivist tenants that the student is at the center of the learning experience. Driscoll (2005

  4. Self-Efficacy and Learning in Sorority and Fraternity Students

    ERIC Educational Resources Information Center

    Thompson, Jon G., Jr.; Oberle, Crystal D.; Lilley, Jennifer L.

    2011-01-01

    Past research consistently reveals that "self-efficacy," referring to one's perceived ability to obtain a desired outcome, in academic courses is linked to academic achievement and motivation in those courses. In particular, high self-efficacy in courses is associated with high academic performance, and low self-efficacy in courses is associated…

  5. How Does Internet Information Seeking Help Academic Performance?--The Moderating and Mediating Roles of Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Zhu, Yu-Qian; Chen, Li-Yueh; Chen, Houn-Gee; Chern, Ching-Chin

    2011-01-01

    Although researchers tend to agree that Internet is a good source for learning and research, little empirical data has substantiated this claim by specifically linking time and effort spent on the Internet for school related information seeking to academic performances. This research investigates the relationship between vocational high school…

  6. Factors influencing medication adherence beliefs and self-efficacy in persons naive to antiretroviral therapy: a multicenter, cross-sectional study.

    PubMed

    Reynolds, Nancy R; Testa, Marcia A; Marc, Linda G; Chesney, Margaret A; Neidig, Judith L; Smith, Scott R; Vella, Stefano; Robbins, Gregory K

    2004-06-01

    It is widely recognized that adherence to antiretroviral therapy is critical to long-term treatment success, yet rates of adherence to antiretroviral medications are frequently subtherapeutic. Beliefs about antiretroviral therapy and psychosocial characteristics of HIV-positive persons naive to therapy may influence early experience with antiretroviral medication adherence and therefore could be important when designing programs to improve adherence to antiretroviral therapy. As part of a multicenter AIDS Clinical Trial Group (ACTG 384) study, 980 antiretroviral-naive subjects (82% male, 47% White, median age 36 years, and median CD4 cell count 278 cells/mm3) completed a self-administered questionnaire prior to random treatment assignment of initial antiretroviral medications. Measures of symptom distress, general health and well-being, and personal and situational factors including demographic characteristics, social support, self-efficacy, depression, stress, and current adherence to (nonantiretroviral) medications were recorded. Associations among variables were explored using correlation and regression analyses. Beliefs about the importance of antiretroviral adherence and ability to take antiretroviral medications as directed (adherence self-efficacy) were generally positive. Fifty-six percent of the participants were "extremely sure" of their ability to take all medications as directed and 48% were "extremely sure" that antiretroviral nonadherence would cause resistance, but only 37% were as sure that antiretroviral therapy would benefit their health. Less-positive beliefs about antiretroviral therapy adherence were associated with greater stress, depression, and symptom distress. More-positive beliefs about antiretroviral therapy adherence were associated with better scores on health perception, functional health, social-emotional-cognitive function, social support, role function, younger age, and higher education (r values = 0.09-0.24, all p < .001). Among

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

    NASA Astrophysics Data System (ADS)

    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

  8. Teachers' self-efficacy, perceived effectiveness beliefs, and reported use of cognitive-behavioral approaches to bullying among pupils: effects of in-service training with the I DECIDE program.

    PubMed

    Boulton, Michael J

    2014-05-01

    Despite the promise of being effective in tacking bullying and conduct disorder, cognitive-behavioral (C-B) interventions are underused by teachers. Little detailed information exists as to why this is the case. The current study with junior school teachers in the U.K. (N=249) confirmed this low reported usage and showed that while teachers tended to believe that C-B approaches would be effective, most held rather low self-efficacy beliefs. Attending a workshop on a specific C-B approach, the I DECIDE program had positive effects on perceived effectiveness and self-efficacy beliefs, and longer durations of training (3days) were more beneficial than shorter durations (half/1day). In line with outcome-expectancy theory and the theory of planned behavior, self-efficacy and duration of training predicted an increase in reported usage of I DECIDE across an 8-month period, and self-efficacy fully mediated the association between duration of training and increase in reported usage. The implications of these findings for overcoming impediments to the more widespread use of C-B approaches by teachers to tackling bullying were discussed, particularly the notion that attending training of sufficient duration coupled with a more explicit attention on fostering self-efficacy will pay dividends.

  9. 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…

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

    ERIC Educational Resources Information Center

    Marat, Deepa

    2005-01-01

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

  11. Spanish Language Self-Efficacy Beliefs among Spanish-Speaking Social Workers: Implications for Social Work Education

    ERIC Educational Resources Information Center

    Arriaza, Pablo

    2015-01-01

    Limited research exists about Spanish-speaking social workers that provide bilingual social work services. To date, studies have not exclusively focused on actual language competence of bilingual social workers or even their self-perceived language beliefs. This study reviews the results of a cross-sectional Internet-based survey exploring…

  12. A Comparative Study of Pre-Service Teachers' Self-Efficacy Beliefs before and after Work-Integrated Learning

    ERIC Educational Resources Information Center

    Matoti, S. N.; Junqueira, K. E.; Odora, R. J.

    2011-01-01

    The purpose of the study was to compare the teaching efficacy beliefs of pre-service teachers before and after work-integrated learning (WIL) in a South African University of Technology. The comparison groups were formed based on the criterion of WIL. Pre-service teachers in their third year of the B.Ed. (FET) programme participated in the study…

  13. Perceptions of High School Seniors' Montessori Experiences and Academic Self-Efficacy Beliefs: A Phenomenological Study

    ERIC Educational Resources Information Center

    Smith, Molly McHugh

    2010-01-01

    More than twenty-five years after the release of "A Nation at Risk," our federal government continues to explore innovative ways to close the achievement gap. The goal of this phenomenological study was to describe four students' experiences with one school choice option in South Carolina, public Montessori. The purpose of the study was to…

  14. The impact of an introductory college-level biology class on biology self-efficacy and attitude towards science

    NASA Astrophysics Data System (ADS)

    Thomas, Megan Elizabeth

    Self-efficacy theory was first introduced in a seminal article by Albert Bandura in 1977 entitled "Self-efficacy: Toward a unifying theory of behavioral change". Since its original introduction, self-efficacy has been a major focus of academic performance, anxiety, career development, and teacher retention research. Self-efficacy can be defined as the belief an individual possesses about their ability to perform a given task. Bandura proposed that self-efficacy should be measured at the highest level of specificity due to the fact that different people are efficacious in different areas. Interested in students' efficacy toward biology, Ebert-May, Baldwin, & Allred (1997) created and validated a survey to measure students' biology self-efficacy. Their survey was modeled after the guidelines for science literacy, and loaded to three sub-factors; methods of biology, generalization to other science courses, and application of the concepts. As self-efficacy theory has been related to effort expenditure and persistence (Bandura, 1977; 1997), one might think it would have some effect on students' attitudes toward the topic at hand. The current research investigated what changes in biology self-efficacy occurred after an introductory biology course with an inquiry based laboratory learning environment. In addition, changes in students' attitudes towards science were explored and how self-efficacy might affect them.

  15. Examining Preservice Teachers' Culturally Responsive Teaching Self-Efficacy Doubts

    ERIC Educational Resources Information Center

    Siwatu, Kamau Oginga; Chesnut, Steven Randall; Alejandro, Angela Ybarra; Young, Haeni Alecia

    2016-01-01

    This study was designed to add to the research on teachers' self-efficacy beliefs by examining preservice teachers' culturally responsive teaching self-efficacy doubts. We examined the tasks that preservice teachers felt least efficacious to successfully execute and explored the reasoning behind these self-efficacy doubts. Consequently, we were…

  16. Measuring Distinct Types of Musical Self-Efficacy

    ERIC Educational Resources Information Center

    Ritchie, Laura; Williamon, Aaron

    2011-01-01

    This research examines the specific nature of self-efficacy beliefs within music. Separate questionnaires assessing self-efficacy for musical learning and self-efficacy for musical performing were developed and tested, and the reliability of the new questionnaires was demonstrated using internal reliability tests and exploratory factor analysis. A…

  17. Examining the Relationship between Student Teachers' Self-Efficacy Beliefs and Their Intended Uses of Technology for Teaching: A Structural Equation Modelling Approach

    ERIC Educational Resources Information Center

    Teo, Timothy

    2009-01-01

    This study examines the relationship between computer self-efficacy and intended uses of technology of student teachers (N=1094) at a teacher training institute in Singapore. Self-efficacy was assessed by three factors: Basic Teaching Skills (BTS), Advanced Teaching Skills (ATS), and Technology for Pedagogy (TP), and intended use of technology was…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  19. Direct and indirect influences of fate control belief, gambling expectancy bias, and self-efficacy on problem gambling and negative mood among Chinese college students: a multiple mediation analysis.

    PubMed

    Tang, Catherine So-Kum; Wu, Anise M S

    2010-12-01

    A multiple mediation model was proposed to integrate core concepts of the social axioms framework and the social cognitive theory in order to understand gambling behavior. It was hypothesized that the influence of general fate control belief on problem gambling and negative mood would be mediated by gambling-specific beliefs. Data from 773 Chinese college recreational gamblers were collected. The bootstrapping procedure was used to test the multiple mediation hypotheses. Significant indirect effects of fate control belief on problem gambling and negative mood through two gambling-specific mediators were found. Gambling expectancy bias was a more salient mediator than gambling self-efficacy. Fate control belief was also found to have a significant direct effect on negative mood. In general, a high level of general fate control belief was related to greater gambling expectancy bias and lower self-efficacy in resisting gambling, which were in turn related to problem gambling and negative mood. Limitations and implications of the study were discussed. PMID:20143258

  20. Direct and indirect influences of fate control belief, gambling expectancy bias, and self-efficacy on problem gambling and negative mood among Chinese college students: a multiple mediation analysis.

    PubMed

    Tang, Catherine So-Kum; Wu, Anise M S

    2010-12-01

    A multiple mediation model was proposed to integrate core concepts of the social axioms framework and the social cognitive theory in order to understand gambling behavior. It was hypothesized that the influence of general fate control belief on problem gambling and negative mood would be mediated by gambling-specific beliefs. Data from 773 Chinese college recreational gamblers were collected. The bootstrapping procedure was used to test the multiple mediation hypotheses. Significant indirect effects of fate control belief on problem gambling and negative mood through two gambling-specific mediators were found. Gambling expectancy bias was a more salient mediator than gambling self-efficacy. Fate control belief was also found to have a significant direct effect on negative mood. In general, a high level of general fate control belief was related to greater gambling expectancy bias and lower self-efficacy in resisting gambling, which were in turn related to problem gambling and negative mood. Limitations and implications of the study were discussed.

  1. Development of Physics Self-Efficacy Scale

    NASA Astrophysics Data System (ADS)

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

    2007-04-01

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

  2. Investigation of Teachers' Mathematics Teaching Self-Efficacy

    ERIC Educational Resources Information Center

    Nurlu, Özge

    2015-01-01

    The aim of this research is to investigate primary school teachers' characteristics by comparing their mathematics teaching self-efficacy beliefs. In this research, qualitative research method is used. In order to determine the participant teachers, firstly, "Self-Efficacy Beliefs toward Mathematics Teaching Scale" (Dede, 2008) was…

  3. 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.

  4. Epistemological Beliefs, Mathematical Problem-Solving Beliefs, and Academic Performance of Middle School Students

    ERIC Educational Resources Information Center

    Schommer-Aikins, Marlene; Duell, Orpha K.; Hutter, Rosetta

    2005-01-01

    This study examined the structure of middle school students' general epistemological beliefs and domain-specific mathematical problem-solving beliefs by asking whether the 2 belief systems are related and whether they predict students' academic performance. Over 1,200 seventh- and eighth-grade students completed an Epistemological Questionnaire,…

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

    ERIC Educational Resources Information Center

    Rushi, Purva J.

    2007-01-01

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

  6. Why don't they like that? And can I do anything about it? The nature and correlates of parents' attributions and self-efficacy beliefs about preschool children's food preferences.

    PubMed

    Russell, Catherine Georgina; Worsley, Anthony

    2013-07-01

    Children's food preferences influence their food intakes, which then have important effects on their health status. Presently little is understood about the aetiology of children's food preferences within families. Parental beliefs are important in many domains of socialisation although their role in the development of children's food preferences has seldom been investigated. Parents of 2-5 year old children participated in semi-structured qualitative interviews, which were analysed with content analysis. The parents either had children with healthy food preferences (i.e. closely aligned with dietary guidelines) (N=20), unhealthy food preferences (i.e. not closely aligned with dietary guidelines) (N=18), or high levels of food neophobia (N=19). Parents described their beliefs about why children like and dislike foods (their attributions) and their ability to influence children's food preferences (their self-efficacy). Children's food preferences were attributed to (a) the influence of children's characteristics (e.g. food neophobia level and personality), (b) sensory attributes of foods (e.g. texture and appearance), and (c) socialisation experiences (e.g. peer modelling and parental feeding behaviours). Results provide preliminary evidence of differences in parents' attributions and self-efficacy beliefs in the feeding domain and highlight the need for greater understanding of the ways in which parents' beliefs affect children's food preferences.

  7. Virtual bystanders in a language lesson: examining the effect of social evaluation, vicarious experience, cognitive consistency and praising on students' beliefs, self-efficacy and anxiety in a virtual reality environment.

    PubMed

    Qu, Chao; Ling, Yun; Heynderickx, Ingrid; Brinkman, Willem-Paul

    2015-01-01

    Bystanders in a real world's social setting have the ability to influence people's beliefs and behavior. This study examines whether this effect can be recreated in a virtual environment, by exposing people to virtual bystanders in a classroom setting. Participants (n = 26) first witnessed virtual students answering questions from an English teacher, after which they were also asked to answer questions from the teacher as part of a simulated training for spoken English. During the experiment the attitudes of the other virtual students in the classroom was manipulated; they could whisper either positive or negative remarks to each other when a virtual student was talking or when a participant was talking. The results show that the expressed attitude of virtual bystanders towards the participants affected their self-efficacy, and their avoidance behavior. Furthermore, the experience of witnessing bystanders commenting negatively on the performance of other students raised the participants' heart rate when it was their turn to speak. Two-way interaction effects were also found on self-reported anxiety and self-efficacy. After witnessing bystanders' positive attitude towards peer students, participants' self-efficacy when answering questions received a boost when bystanders were also positive towards them, and a blow when bystanders reversed their attitude by being negative towards them. Still, inconsistency, instead of consistency, between the bystanders' attitudes towards virtual peers and the participants was not found to result in a larger change in the participants' beliefs. Finally the results also reveal that virtual flattering or destructive criticizing affected the participants' beliefs not only about the virtual bystanders, but also about the neutral teacher. Together these findings show that virtual bystanders in a classroom can affect people's beliefs, anxiety and behavior. PMID:25884211

  8. Virtual Bystanders in a Language Lesson: Examining the Effect of Social Evaluation, Vicarious Experience, Cognitive Consistency and Praising on Students' Beliefs, Self-Efficacy and Anxiety in a Virtual Reality Environment

    PubMed Central

    Qu, Chao; Ling, Yun; Heynderickx, Ingrid; Brinkman, Willem-Paul

    2015-01-01

    Bystanders in a real world's social setting have the ability to influence people’s beliefs and behavior. This study examines whether this effect can be recreated in a virtual environment, by exposing people to virtual bystanders in a classroom setting. Participants (n = 26) first witnessed virtual students answering questions from an English teacher, after which they were also asked to answer questions from the teacher as part of a simulated training for spoken English. During the experiment the attitudes of the other virtual students in the classroom was manipulated; they could whisper either positive or negative remarks to each other when a virtual student was talking or when a participant was talking. The results show that the expressed attitude of virtual bystanders towards the participants affected their self-efficacy, and their avoidance behavior. Furthermore, the experience of witnessing bystanders commenting negatively on the performance of other students raised the participants’ heart rate when it was their turn to speak. Two-way interaction effects were also found on self-reported anxiety and self-efficacy. After witnessing bystanders’ positive attitude towards peer students, participants’ self-efficacy when answering questions received a boost when bystanders were also positive towards them, and a blow when bystanders reversed their attitude by being negative towards them. Still, inconsistency, instead of consistency, between the bystanders’ attitudes towards virtual peers and the participants was not found to result in a larger change in the participants’ beliefs. Finally the results also reveal that virtual flattering or destructive criticizing affected the participants’ beliefs not only about the virtual bystanders, but also about the neutral teacher. Together these findings show that virtual bystanders in a classroom can affect people’s beliefs, anxiety and behavior. PMID:25884211

  9. Virtual bystanders in a language lesson: examining the effect of social evaluation, vicarious experience, cognitive consistency and praising on students' beliefs, self-efficacy and anxiety in a virtual reality environment.

    PubMed

    Qu, Chao; Ling, Yun; Heynderickx, Ingrid; Brinkman, Willem-Paul

    2015-01-01

    Bystanders in a real world's social setting have the ability to influence people's beliefs and behavior. This study examines whether this effect can be recreated in a virtual environment, by exposing people to virtual bystanders in a classroom setting. Participants (n = 26) first witnessed virtual students answering questions from an English teacher, after which they were also asked to answer questions from the teacher as part of a simulated training for spoken English. During the experiment the attitudes of the other virtual students in the classroom was manipulated; they could whisper either positive or negative remarks to each other when a virtual student was talking or when a participant was talking. The results show that the expressed attitude of virtual bystanders towards the participants affected their self-efficacy, and their avoidance behavior. Furthermore, the experience of witnessing bystanders commenting negatively on the performance of other students raised the participants' heart rate when it was their turn to speak. Two-way interaction effects were also found on self-reported anxiety and self-efficacy. After witnessing bystanders' positive attitude towards peer students, participants' self-efficacy when answering questions received a boost when bystanders were also positive towards them, and a blow when bystanders reversed their attitude by being negative towards them. Still, inconsistency, instead of consistency, between the bystanders' attitudes towards virtual peers and the participants was not found to result in a larger change in the participants' beliefs. Finally the results also reveal that virtual flattering or destructive criticizing affected the participants' beliefs not only about the virtual bystanders, but also about the neutral teacher. Together these findings show that virtual bystanders in a classroom can affect people's beliefs, anxiety and behavior.

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  11. Launching College Students on Academic Probation into the First Phase of Self-Efficacy: A Descriptive Case Survey

    ERIC Educational Resources Information Center

    Holland, Rochelle

    2005-01-01

    The purpose of this case survey was to examine the reasons that students provide regarding why they are on academic probation and the efficacy of discussing the family life cycle among this group. Initially, a pilot population of 93 students on academic probation, who are a part of a multi-cultural community college in New York City, were surveyed…

  12. 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

  13. 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…

  14. Interest, Attitudes and Self-Efficacy Beliefs Explaining Upper-Secondary School Students' Orientation Towards Biology-Related Careers

    ERIC Educational Resources Information Center

    Uitto, Anna

    2014-01-01

    The aim of the study was to discover the contribution of students' interest in school biology, as well as their self-efficacy and attitudes towards different science subjects and mathematics when explaining students' orientation towards biology-related careers at upper-secondary school. The data of 321 K-11 students (49% women) were…

  15. Pre-Service Teachers' Knowledge of Phonemic Awareness: Relationship to Perceived Knowledge, Self-Efficacy Beliefs, and Exposure to a Multimedia-Enhanced Lecture

    ERIC Educational Resources Information Center

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

    2015-01-01

    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…

  16. The Impact of a Professional Development Program Integrating Informal Science Education on Early Childhood Teachers' Self-Efficacy and Beliefs about Inquiry-Based Science Teaching

    ERIC Educational Resources Information Center

    Duran, Emilio; Ballone-Duran, Lena; Haney, Jodi; Beltyukova, Svetlana

    2009-01-01

    This report aimed to measure the impact of a unique professional development program entitled Project ASTER III (Active Science Teaching Encourages Reform) on teachers' self-efficacy and perceptions about inquiry-based science teaching. Project ASTER III enabled teachers to explore inquiry-based science teaching through exhibit-based…

  17. Social Alienation, Self-Efficacy and Career Goals as Related to the Academic Performance of Sophomore College Students

    ERIC Educational Resources Information Center

    Lewis, Joan

    2009-01-01

    The college sophomore has long been characterized as the "middle child" of the college experience. The limited focus by researchers on the college sophomore has become of increasing concern for the academic community given sophomore retention rates which are often not as high as desired. The study examined the degree to which social alienation,…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Alci, Bulent

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  1. Effects of Learning Approaches, Locus of Control, Socio-Economic Status and Self-Efficacy on Academic Achievement: A Turkish Perspective

    ERIC Educational Resources Information Center

    Suphi, Nilgun; Yaratan, Huseyin

    2012-01-01

    In this study the effects of learning approaches, locus of control (LOC), socio-economic status and self-efficacy on undergraduate students in North Cyprus was investigated. Four questionnaires were administered on 99 students in order to collect data regarding the learning approaches, LOC, self-efficacy and demographic factors. High cumulative…

  2. Mental Health Promotion in Schools by Strengthening Self-Efficacy

    ERIC Educational Resources Information Center

    Jerusalem, Matthias; Hessling, Johannes Klein

    2009-01-01

    Purpose: The purpose of this paper is to review two school intervention projects aiming to promote students' self-efficacy in Germany. Self-efficacy, defined as people's "beliefs in their capabilities to organize and execute the courses of action required to produce given attainments", is a core prevention criterion of mental health. It is…

  3. 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…

  4. 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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    PubMed

    Chen, M C; Lin, Huey-Ju

    2009-10-01

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

  7. 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.

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  10. 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

  11. 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…

  12. Self-Efficacy of College Intermediate French Students: Relation to Achievement and Motivation

    ERIC Educational Resources Information Center

    Mills, Nicole; Pajares, Frank; Herron, Carol

    2007-01-01

    The objective of this investigation was to examine the influence of self-efficacy and other motivational self-beliefs on the achievement of college intermediate French students (N= 303). Self-efficacy for self-regulation was a stronger predictor of intermediate French language achievement than were self-efficacy to obtain grades in French, French…

  13. 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…

  14. Mind over Matter: Contributing Factors to Self-Efficacy in Montessori Teachers

    ERIC Educational Resources Information Center

    Bhatia, Punum

    2012-01-01

    Interpreting Albert Bandura's term "self-efficacy" as the individual's belief in his own abilities to succeed in spite of the given circumstances, this study seeks to identify the influences which lead to self-efficacy in Montessori teachers. In order to evaluate perceptions of self-efficacy, 35 pre-service teachers in the…

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

    ERIC Educational Resources Information Center

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

    2004-01-01

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

  16. Attributional Style and Self-Efficacy in Singaporean Adolescents

    ERIC Educational Resources Information Center

    Yeo, Lay See; Tan, Kayce

    2012-01-01

    This investigation examined the relationship between adolescent students' attributional style and their perceived academic self-efficacy using the Children's Attributional Style Questionnaire (CASQ) (Seligman et al., 1984) and Multidimensional Scales of Perceived Self Efficacy (Bandura, 1989). Attributional style, defined as the way in which…

  17. Mathematics Self-Efficacy: Stereotype Threat versus Resilience

    ERIC Educational Resources Information Center

    Schweinle, Amy; Mims, Grace A.

    2009-01-01

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

  18. Political Beliefs and the Academic Responsibilities of Undergraduate Teaching

    ERIC Educational Resources Information Center

    Frueh, Jamie; Blaney, David L.; Dunn, Kevin; Goff, Patricia; Leonard, Eric K.; Sharoni, Simona

    2008-01-01

    This forum reconstructs a roundtable discussion about the academic responsibilities of International Relations professors with respect to their undergraduate students. Specifically, participants discuss the proper pedagogical role of professors' personal political beliefs and the best ways to encourage undergraduate students to engage political…

  19. Covariates of Self-Efficacy: Caregiver Characteristics Related to Mental Health Services Self-Efficacy

    ERIC Educational Resources Information Center

    Reich, S.; Bickman, L.; Heflinger, C. A.

    2004-01-01

    Increasingly, professionals are recognizing the need to involve parents and other caregivers in the mental health treatment of children. However, parents and caregivers may not feel efficacious when participating in mental health care. Self-efficacy is a mechanism of human agency that describes people's beliefs about their capabilities to exercise…

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

    ERIC Educational Resources Information Center

    Wiginton, Barry Lynn

    2013-01-01

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

  1. The Perceptions of Standardized Tests, Academic Self-Efficacy, and Academic Performance of African American Graduate Students: a Correlational and Comparative Analysis

    ERIC Educational Resources Information Center

    Marrah, Arleezah K.

    2012-01-01

    The academic performance of African American students continues to be a concern for educators, researchers, and most importantly their community. This issue is particularly prevalent in the standardized test scores of African American students where they score on average one or more standard deviations below their Caucasian and Asian American…

  2. Self-Efficacy and Computers.

    ERIC Educational Resources Information Center

    Olivier, Terry A.; Shapiro, Faye

    1993-01-01

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

  3. 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

  4. Future Time Orientation and Learning Conceptions: Effects on Metacognitive Strategies, Self-Efficacy Beliefs, Study Effort and Academic Achievement

    ERIC Educational Resources Information Center

    Gutiérrez-Braojos, Calixto

    2015-01-01

    During the past decade, research on the constructive learning process has been conducted mainly from two perspectives: student approaches to learning (SAL) and self-regulated learning (SRL). The SAL perspective has highlighted the role of learning conceptions with respect to other topics involved in constructive learning processes, whereas…

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

    ERIC Educational Resources Information Center

    Komarraju, Meera

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Jones, Anne; Sheppard, Lorraine

    2012-01-01

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

  7. The Relationship between Self-Efficacy and Achievement in At-Risk High School Students

    ERIC Educational Resources Information Center

    Gold, Jarrett Graham

    2010-01-01

    The focus of this quantitative survey study was the examination of the relationship between self-efficacy and academic achievement in 164 at-risk high school students. The study used Bandura's self-efficacy as the theoretical framework. The research questions involved understanding the levels of self-efficacy in at-risk high school students and…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  9. The Acculturation and Self-Efficacy of International College Students

    ERIC Educational Resources Information Center

    Clauson-Sells, Heather N.

    2014-01-01

    This study examines the relationships between acculturation, academic self-efficacy and academic achievement of international college students in the United States during the 2013-2014 academic year. The subjects were 83 international students from 17 different countries- 36 students were enrolled full-time in community college level English…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Margolis, Howard; McCabe, Patrick P.

    2006-01-01

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

  12. Self-efficacy and resilience in baccalaureate nursing students.

    PubMed

    Taylor, Heidi; Reyes, Helen

    2012-01-01

    The attrition of admitted students from nursing programs has been attributed to the perceived stress of nursing school. Students who possess the characteristics of self-efficacy and resilience may be persistent and therefore academically successful as demonstrated by test scores over the course of their education. In this article, the authors report on a study that explored self efficacy and resilience in relation to test scores among 136 baccalaureate nursing students in multiple courses during one, 16 week semester. No statistically significant differences were found in perceived self-efficacy or resilience total scores between early semester and late semester measurements. Significant differences were found on the Resilience Scale subscales of Perseverence and Existential Aloneness. Test scores were weakly correlated with resilience and self-efficacy scores. PMID:22499714

  13. Relations among Epistemological Beliefs, Academic Achievement, and Task Performance in Secondary School Students

    ERIC Educational Resources Information Center

    Lodewyk, Ken R.

    2007-01-01

    Students with differing profiles of epistemological beliefs--their beliefs about personal epistemology, intelligence, and learning--vary in thinking, reasoning, motivation, and use of strategies while working on academic tasks, each of which affect learning. This study examined students' epistemological beliefs according to gender, school…

  14. Relations Among the Structure of Learning Tasks, Achievement, and Changes in Self-Efficacy in Secondary Students

    ERIC Educational Resources Information Center

    Lodewyk, Ken R.; Winne, Philip H.

    2005-01-01

    Although much has been discovered about relations between self-efficacy and academic achievement, questions remain about links between achievement, the structure of learning tasks, and changes in students' self-efficacy as students engage with a single, complex authentic task. Students' self-efficacy for learning (SEL) and for performance (SEP)…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  16. Self-Efficacy for Reading and Writing: Influence of Modeling, Goal Setting, and Self-Evaluation.

    ERIC Educational Resources Information Center

    Schunk, Dale H.

    2003-01-01

    Discusses theory, research, and applications relevant to one type of personal belief: perceived self-efficacy. Presents research evidence showing how social models, goal setting, and self-evaluation affect self-efficacy, motivation, and learning. Concludes with implications of the theory and research for educational practice. (SG)

  17. 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…

  18. The Sources of Self-Efficacy: Educational Research and Implications for Music

    ERIC Educational Resources Information Center

    Hendricks, Karin S.

    2016-01-01

    Music teachers can empower students with control over their own music ability development by helping them foster positive self-efficacy beliefs. This article reviews general education and music research concerning Bandura's theoretical four sources of self-efficacy (enactive mastery experience, vicarious experience, verbal/social persuasion, and…

  19. Student and Teacher Self-Efficacy and the Connection to Reading and Writing

    ERIC Educational Resources Information Center

    Corkett, Julie; Hatt, Blaine; Benevides, Tina

    2011-01-01

    Self-efficacy or the belief in one's ability (Bandura, 1977) on the part of both teachers and students is thought to be directly related to teacher and student success. Few studies have compared teacher efficacy, student efficacy, and student ability at once. This study examined the relationship between teacher self-efficacy, student…

  20. 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…

  1. The Contribution of School Counselors' Self-Efficacy to Their Programmatic Service Delivery

    ERIC Educational Resources Information Center

    Mullen, Patrick R.; Lambie, Glenn W.

    2016-01-01

    Self-efficacy pertains to individuals' belief about their capability to accomplish a task; consequently, school counselors' positive self-efficacy is a theoretically based prerequisite for their facilitation of school-based interventions. In addition, school counselor-led interventions and comprehensive, developmental guidance programs benefit…

  2. Three Essential Components of College Teaching: Achievement Calibration, Self-Efficacy, and Self-Regulation

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    2009-01-01

    This paper introduces the concept of calibration under the umbrella of metacognition. It examines the current theoretical and empirical issues related to self-efficacy beliefs and traces the pathways through which self-efficacy is related to calibration. This paper concludes by outlining three essential components of college teaching of…

  3. 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…

  4. Teacher Self-Efficacy and Teacher Burnout: A Study of Relations

    ERIC Educational Resources Information Center

    Skaalvik, Einar M.; Skaalvik, Sidsel

    2010-01-01

    The purpose of this study was partly to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy and partly to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that…

  5. Leadership Attributes Valence in Self-Concept and Occupational Self-Efficacy

    ERIC Educational Resources Information Center

    Schyns, Birgit; Sczesny, Sabine

    2010-01-01

    Purpose: The purpose of this paper is to explore the relationship between leadership-relevant attributes and occupational self-efficacy in management students. It is assumed that leadership-relevant attributes are related to high self-efficacy beliefs. Design/methodology/approach: In the present study management students from three different…

  6. Developing and Validating a New Instrument to Measure the Self-Efficacy of Elementary Mathematics Teachers

    ERIC Educational Resources Information Center

    McGee, Jennifer Richardson

    2012-01-01

    The purpose of this study was the development and validation of an instrument to measure the self-efficacy of elementary mathematics teachers. 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 (1989) provided insight…

  7. Reading and Writing Self-Efficacy of Incarcerated Adults

    ERIC Educational Resources Information Center

    Jones, Lise Oen; Varberg, Jeanette; Manger, Terje; Eikeland, Ole-Johan; Asbjornsen, Arve

    2012-01-01

    This paper is the first to examine the Reading and Writing Self-Efficacy Scale among incarcerated adults. The aim was to examine whether performance of reading and spelling tests (Reading Speed, Nonsense Words and Spelling) explained individual differences in the participants' efficacy beliefs in reading and writing. Six hundred subjects rated…

  8. Factors Affecting Students' Self-Efficacy in Higher Education

    ERIC Educational Resources Information Center

    van Dinther, Mart; Dochy, Filip; Segers, Mien

    2011-01-01

    Researchers working in educational settings are increasingly paying attention to the role students' thoughts and beliefs play in the learning process. Self-efficacy, a key element of social cognitive theory, appears to be an important variable because it affects students' motivation and learning. This article investigates empirical literature…

  9. Self-Efficacy Perceptions of Social Studies Candidate Teachers

    ERIC Educational Resources Information Center

    Simsek, Nihat

    2011-01-01

    The aim of this study was to determine the self efficacy beliefs of pre-service social studies teachers. For this purpose, the scales developed in various areas were examined, the opinions of experts were taken and a final scale was created to be used for this study. The validity and reliability of the scale were checked. The validity coefficient…

  10. Effects of posttraumatic stress disorder and child sexual abuse on self-efficacy development.

    PubMed

    Diehl, Amy S; Prout, Maurice F

    2002-04-01

    The symptoms of child sexual abuse and posttraumatic stress disorder (PTSD) affect a child's self-efficacy. A child's self-efficacy beliefs impact the course and treatment of PTSD, because perceived self-efficacy plays a mediating role in children's ability to cope with trauma. Self-efficacy research indicates that emotional competence can be learned and may provide treatment for PTSD that provides symptom reduction as well as a means of substituting problem-solving coping skills for emotion-focused coping skills.

  11. Self-efficacy as a positive youth development construct: a conceptual review.

    PubMed

    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

  12. Using the Health Belief Model to Examine the Link between HPV Knowledge and Self-Efficacy for Preventive Behaviors of Male Students at a Two-Year College in New York City.

    PubMed

    Grace-Leitch, Lisa; Shneyderman, Yuliya

    2016-01-01

    The human papillomavirus (HPV) is one of the most common and easily transmitted sexually transmitted infections in the United States; infected individuals are frequently unaware that they are carriers, and transmission occurs unknowingly. Infection can lead to genital warts or cervical, penile, anal, or oral cancer. The object of this study was to examine the link between HPV knowledge and self-efficacy for preventive behaviors among college students as well as HPV vaccine acceptability. A cross-sectional survey of students at a two-year college in New York City was conducted electronically. The current study focuses on male students (N = 120). We found that HPV knowledge was low among this sample, but that self-efficacy and vaccine acceptability were high. Self-efficacy and perceived susceptibility to HPV predicted vaccine acceptability, but not condom use. The challenge for health care practitioners and health educators is to provide focused, comprehensive education about HPV without causing undue fear.

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

    PubMed Central

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

    2016-01-01

    Academic self-efficacy encompasses judgments regarding one’s ability to perform academic tasks and is correlated with achievement and persistence. This study describes changes in biology self-efficacy during a first-year course. Students (n = 614) were given the Biology Self-Efficacy Scale at the beginning and end of the semester. The instrument consisted of 21 questions ranking confidence in performing biology-related tasks on a scale from 1 (not at all confident) to 5 (totally confident). The results demonstrated that students increased in self-efficacy during the semester. High school biology and chemistry contributed to self-efficacy at the beginning of the semester; however, this relationship was lost by the end of the semester, when experience within the course became a significant contributing factor. A proportion of high- and low- achieving (24 and 40%, respectively) students had inaccurate self-efficacy judgments of their ability to perform well in the course. In addition, female students were significantly less confident than males overall, and high-achieving female students were more likely than males to underestimate their academic ability. These results suggest that the Biology Self-Efficacy Scale may be a valuable resource for tracking changes in self-efficacy in first-year students and for identifying students with poorly calibrated self-efficacy perceptions. PMID:27193290

  14. Sources of self-efficacy in an undergraduate introductory astronomy course for non-science majors

    NASA Astrophysics Data System (ADS)

    Carter, Brooke L.

    The role of the astronomy laboratory on non-science major student self-efficacy is investigated through combining quantitative and qualitative methodologies. The Astronomy Diagnostic Test 2.0 is distributed to an introductory astronomy laboratory for non-science major class in the Spring of 2005. The ADT 2.0 is used to draw comparisons between interview subjects and the remaining class. Eight subjects were interviewed three times throughout the semester in order to determine the important contributing factors to the subjects' self-efficacy beliefs. Results of the quantitative data suggest that the interview participants' general science self-efficacy did not significantly increase over the course of the semester. Results of the quantitative data suggest the most important contributor to the subjects' self-efficacy in the laboratory is verbal persuasion. The results of this limited study suggest that the astronomy laboratory experience is a strong contributor to student self-efficacy beliefs.

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

    ERIC Educational Resources Information Center

    Patterson, Deanna

    2011-01-01

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

  16. Hope as a Mediator of Loneliness and Academic Self-Efficacy among Students with and without Learning Disabilities during the Transition to College

    ERIC Educational Resources Information Center

    Feldman, David B.; Davidson, Oranit B.; Ben-Naim, Shiri; Maza, Etai; Margalit, Malka

    2016-01-01

    The transition to college often occasions excitement as well as elevated stress for students. The latter may be especially the case for those with learning disabilities (LD), who can encounter problems both socially and academically. This study follows students both with and without LD during the first month of college to explore the relationships…

  17. The Effects of an Inquiry-Internet Research Project on Motivation, Self-Efficacy, and Academic Autonomy in Heterogenously Grouped High School Latin I Students

    ERIC Educational Resources Information Center

    Wagman, Janet Campbell

    2005-01-01

    The purpose of this study was to analyze and induce change to lessen the achievement gap in heterogeneously grouped high school Latin classes where some students may be at academic risk, due to insufficient knowledge, inability to connect with the subject, and poor performances. The researcher engaged in action research, a branch of qualitative…

  18. Assessing Perceived Empathic and Social Self-Efficacy Across Countries

    PubMed Central

    Di Giunta, Laura; Eisenberg, Nancy; Kupfer, Anne; Steca, Patrizia; Tramontano, Carlo; Caprara, Gian Vittorio

    2010-01-01

    The Perceived Empathic Self-Efficacy Scale (PESE) and the Perceived Social Self-Efficacy Scale (PSSE) were developed to assess, respectively, individuals’ self-efficacy beliefs regarding both empathic responding to others’ needs or feelings and managing interpersonal relationships. In this study of young adults, a unidimensional factorial structure of both scales was found in Italy, the United States, and Bolivia. Complete invariance at the metric level and partial invariance at the scalar level were found across gender and countries for both scales. The construct and incremental validity of both PESE and PSSE were further examined in a different sample of Italian young adults. Patterns of association of the PESE or PSSE with self-esteem, psychological well-being, and the use of adaptive and maladaptive coping strategies were found, often over and beyond their associations with empathy or extraversion, respectively. PMID:21228911

  19. 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…

  20. Analysis of the Relation between Academic Procrastination, Academic Rational/Irrational Beliefs, Time Preferences to Study for Exams, and Academic Achievement: A Structural Model

    ERIC Educational Resources Information Center

    Balkis, Murat; Duru, Erdinc; Bulus, Mustafa

    2013-01-01

    The purpose of this study was to investigate the relations between academic rational/irrational beliefs, academic procrastination, and time preferences to study for exams and academic achievement by using the structural equation model. The sample consisted of 281 undergraduate students who filled in questionnaires at the 7-week-long summer course.…

  1. Career self-efficacy, career outcome expectations and vocational interests among Japanese university students.

    PubMed

    Adachi, Tomoko

    2004-08-01

    The Social Cognitive Career Model proposes that career interests arise from beliefs about capability to execute a course of activity (self-efficacy), and beliefs about the consequences of performing particular activities (outcome expectations). In our study, 301 Japanese university students were given questionnaires including the Vocational Preference Inventory and scales assessing Career Self-efficacy and Career-outcome Expectations. Hierarchical multiple regression analyses indicated both self-efficacy and outcome expectations were significantly related to vocational interests. Outcome expectations accounted for significant incremental variance in explaining interests across six of Holland's vocational environments. Implications of social cognitive theory for career development and interventions among Japanese university students are discussed.

  2. The Art and Science of Teaching Literacy: Empowering the Literacy Leaders of Tomorrow a Study of Pre-Service Teachers' Beliefs, Self-Efficacy, and Knowledge of Literacy Instruction

    ERIC Educational Resources Information Center

    Densmore-James, Susan

    2011-01-01

    The purpose of this experimental study was two-fold. The first purpose was to explore the levels of self-efficacy of pre-service teachers regarding their own reading and writing processes and their abilities to be effective literacy leaders. The second purpose was to implement two different interventions in literacy instruction for pre-service…

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

    ERIC Educational Resources Information Center

    Mangum, James Irvin, III

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Phan, Huy P.

    2012-01-01

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

  5. Informational Sources, Self-Efficacy and Achievement: A Temporally Displaced Approach

    ERIC Educational Resources Information Center

    Phan, Huy Phuong

    2012-01-01

    Personal self-efficacy is an important theoretical orientation that helps to explain students' learning and academic achievements. One area of research inquiry has involved the four major sources of information and their predictive effects on self-efficacy. As an extension for examination, the purpose of our investigation was to explore the…

  6. The Role of Work Experience and Self-Efficacy in STEM Student Retention

    ERIC Educational Resources Information Center

    Raelin, Joseph A.; Bailey, Margaret B.; Hamann, Jerry; Pendleton, Leslie K.; Reisberg, Rachelle; Whitman, David L.

    2015-01-01

    The authors report the results of a three-year longitudinal study of retention among undergraduate engineering students enrolled at four major universities. The study demonstrates that self-efficacy can be a critical factor in student persistence and can be broken down into three components: work, career, and academic self-efficacy. The authors…

  7. A Qualitative Case Study Exploring Self-Efficacy and Its Influence on Fourth Grade Mathematics Students

    ERIC Educational Resources Information Center

    Prindle, Catherine M.

    2014-01-01

    The perception of higher self-efficacy in young children has been determined to be a better predictor of intellectual and academic performance than simply the acquisition of skills alone. This empirical qualitative single-case study was conducted in order to explore the influence of self-efficacy instruction on perceptions toward and achievement…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  9. The Relationship between Self-Efficacy and Student Physician Assistant Clinical Performance.

    ERIC Educational Resources Information Center

    Opacic, Deborah A.

    2003-01-01

    Multivariate analysis of data from measures of self-efficacy, values, outcomes expectation, health care experience, and grade point average for 300 physician assistant students revealed that self-efficacy is a significant predictor of clinical performance. The importance of considering noncognitive variables in addition to academic ones was…

  10. Predicting End-of-Semester Interest and Self-Efficacy from Course and Professor Ratings

    ERIC Educational Resources Information Center

    Riconscente, Michelle M.; Seli, Helena

    2012-01-01

    Prior research has shown that both self-efficacy and interest are related to important academic processes outcomes such as use of deep strategies, persistence, attention, and achievement. However, little research has examined whether course and professor characteristics are predictive of undergraduates' self-efficacy and interest. The present…

  11. The Effects of Extensive Reading and Reading Strategies on Reading Self-Efficacy

    ERIC Educational Resources Information Center

    Burrows, Lance

    2012-01-01

    This study is a quasi-experimental, longitudinal investigation into the role that extensive reading and reading strategies play in the cultivation of reading self-efficacy. Conducted over the course of one academic year, how changes in reading self-efficacy translate into changes in reading comprehension was examined. In addition, the…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  13. Buffering or Strengthening: The Moderating Effect of Self-Efficacy on Stressor-Strain Relationship

    ERIC Educational Resources Information Center

    Xie, Dong

    2007-01-01

    This study investigated the moderating effect of self-efficacy on stressor-strain relationship among 30 telephone interviewers in an academic survey research center. Participants filled out measures of the Skills Confidence Inventory and the Scale of Perceived Social Self-Efficacy. They reported their state anxiety and recorded the number of…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  15. Self Efficacy: Operationalizing Challenge Education.

    ERIC Educational Resources Information Center

    McGowan, Michael L.

    1986-01-01

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

  16. A Bourdieuian Analysis: Teachers' Beliefs about English Language Learners' Academic Challenges

    ERIC Educational Resources Information Center

    Shim, Jenna Min

    2014-01-01

    Using Pierre Bourdieu's concept of "habitus," this work analyzes five teachers' beliefs about English language learners' academic challenges. In reference to reproductive and inventive qualities of "habitus," this article argues that teachers' beliefs that are linked to their socio-cultural backgrounds can delimit or enhance…

  17. Parental Beliefs and Values Related to Family Risk, Educational Intervention, and Child Academic Competence.

    ERIC Educational Resources Information Center

    Campbell, Frances A.; And Others

    1991-01-01

    Studied the relation of child-rearing beliefs and values of parents of children entering kindergarten to children's academic achievements. Examined effects of a child-centered educational preschool program for socioeconomically disadvantaged children on parents' beliefs and values. Parents of children at risk differed from other parents in beliefs…

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

    ERIC Educational Resources Information Center

    Pruett, Karen Ann

    2011-01-01

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

  19. Did My M.D. Really Go to University to Learn? Detrimental Effects of Numerus Clausus on Self-Efficacy, Mastery Goals and Learning

    PubMed Central

    Sommet, Nicolas; Pulfrey, Caroline; Butera, Fabrizio

    2013-01-01

    Exams with numerus clausus are very common in Medicine, Business Administration and Law. They are intended to select a predefined number of academic candidates on the basis of their rank rather than their absolute performance. Various scholars and politicians believe that numerus clausus policies are a vector of academic excellence. We argue, however, that they could have ironic epistemic effects. In comparison with selective policies based on criterion-based evaluations, selection via numerus clausus creates negative interdependence of competence (i.e., the success of some students comes at the expense of the others). Thus, we expect it to impair students’ sense of self-efficacy and—by extension—the level of mastery goals they adopt, as well as their actual learning. Two field studies respectively reported that presence (versus absence) and awareness (versus ignorance) of numerus clausus policies at University was associated with a decreased endorsement of mastery goals; this effect was mediated by a reduction in self-efficacy beliefs. Moreover, an experimental study revealed that numerus clausus negatively predicted learning; this effect was, again, mediated by a reduction in self-efficacy beliefs. Practical implications for the selection procedures in higher education are discussed. PMID:24376794

  20. Did my M.D. really go to University to learn? Detrimental effects of numerus clausus on self-efficacy, mastery goals and learning.

    PubMed

    Sommet, Nicolas; Pulfrey, Caroline; Butera, Fabrizio

    2013-01-01

    Exams with numerus clausus are very common in Medicine, Business Administration and Law. They are intended to select a predefined number of academic candidates on the basis of their rank rather than their absolute performance. Various scholars and politicians believe that numerus clausus policies are a vector of academic excellence. We argue, however, that they could have ironic epistemic effects. In comparison with selective policies based on criterion-based evaluations, selection via numerus clausus creates negative interdependence of competence (i.e., the success of some students comes at the expense of the others). Thus, we expect it to impair students' sense of self-efficacy and--by extension--the level of mastery goals they adopt, as well as their actual learning. Two field studies respectively reported that presence (versus absence) and awareness (versus ignorance) of numerus clausus policies at University was associated with a decreased endorsement of mastery goals; this effect was mediated by a reduction in self-efficacy beliefs. Moreover, an experimental study revealed that numerus clausus negatively predicted learning; this effect was, again, mediated by a reduction in self-efficacy beliefs. Practical implications for the selection procedures in higher education are discussed.

  1. Filipino Mothers’ Self-Efficacy in Managing Anger and in Parenting, and Parental Rejection as Predictors of Child Delinquency

    PubMed Central

    Daganzo, Mary Angeline A.; Peña Alampay, Liane; Lansford, Jennifer E.

    2015-01-01

    The authors tested a model in which Filipino mothers’ self-efficacy in managing anger/irritation influenced child delinquency via two parenting variables: parental self-efficacy and parental rejection. Structured interviews were conducted with 99 mothers twice with an interval of one year with efficacy beliefs and rejection measured in the first year and child delinquency data collected in the following year. Path analyses showed that self-efficacy in managing anger/irritation negatively predicted child delinquency indirectly through the sequential mediation of parental self-efficacy and parental rejection. Results provided further evidence for the importance of efficacy beliefs, particularly self-efficacy in managing anger/irritation and parental self-efficacy, in the domain of child development. PMID:26635423

  2. Transcultural self-efficacy perceptions of baccalaureate nursing students.

    PubMed

    Halter, Margaret; Grund, Faye; Fridline, Mark; See, Sharon; Young, Lisa; Reece, Carol

    2015-05-01

    Addressing the health care needs of a 21st-century nation that is experiencing increased diversity and disparity will require new models of educating future providers. The cultural competence and confidence model was the guiding framework in a study evaluating the influence of cultural educational offerings on the transcultural self-efficacy (TSE) perceptions in baccalaureate nursing students. The Transcultural Self-Efficacy Tool was used to measure perceived TSE in a pretest (N = 260), posttest (N = 236) study over an academic year. Significant changes were demonstrated in overall self-efficacy and on the cognitive, practical, and affective subscales. A classification and regression tree analysis identified social orientation as the demographic variable most predictive of the TSE level. This study supports previous research where positive changes were found in students' TSE based on the inclusion of cultural interventions in the nursing curriculum.

  3. The relation between perceived parental involvement and academic achievement: the roles of Taiwanese students' academic beliefs and filial piety.

    PubMed

    Chen, Wei-Wen; Ho, Hsiu-Zu

    2012-01-01

    The excellent academic performance among East-Asian students has drawn international attention from educators and psychologists. However, the process that underlies student academic achievement for this particular group has rarely been documented. The present study examines how the relation between perceived parental involvement and Taiwanese students' academic achievement is mediated by student academic beliefs (i.e., beliefs about effort, academic self-concept, and perceived control). The study further explores whether this mediating effect varies with types of filial piety. Participants were 468 first-year students from colleges and universities in Taiwan. Multiple-group mediating models were analyzed using structural equation modeling (SEM). Results indicated that, for the Taiwanese sample, students' academic beliefs mediated the relation between perceived parental involvement and academic achievement. Furthermore, the mediational effect was significant for the reciprocal filial type, but not for the authoritarian filial type. The importance of the quality of the parent-child relationship and the internalization process related to children's assumptions of their parents' educational values indicate the need for a contextual view when examining predictors of student academic achievement.

  4. Measuring Students' Self-Efficacy for Communication

    ERIC Educational Resources Information Center

    Gaffney, Amy L. Housley

    2011-01-01

    Design students are asked to regularly communicate their ideas to a diverse audience. Students' abilities may be affected by their perceived self-efficacy, the perception of abilities to perform a task. Because self-efficacy is conceived of as context-specific, it is vital to consider self-efficacy as it specifically relates to design studios and…

  5. Promoting Self-Efficacy in Youth

    ERIC Educational Resources Information Center

    Reivich, Karen

    2010-01-01

    Researchers have linked self-efficacy to a wide array of outcomes including psychological adjustment, resilience, physical health, achievement, and self-regulation, among others. In this article, the author describes self-efficacy and the factors that contribute to it, highlights the positive outcomes that self-efficacy leads to, and provides…

  6. 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. PMID:22697449

  7. The Role of Invitational Education and Intelligence Beliefs in Academic Performance

    ERIC Educational Resources Information Center

    Hossein, Mahdian; Asadzadeh, Hassan; Shabani, Hassan; Ahghar, Ghodsi; Ahadi, Hassan; Shamir, Abootaleb Seadatee

    2011-01-01

    The purpose of the present study is to examine the role of Invitational Education and intelligence beliefs in the academic performance of high school students. The research population comprised all male and female students studying at high schools in the academic year of 2009-2010 in Kashmar, a city in Iran. Selected through multi-stage random…

  8. Teaching Beliefs and Teaching Styles of Mathematics Teachers and Their Relationship with Academic Achievement

    ERIC Educational Resources Information Center

    Canto-Herrera, Pedro; Salazar-Carballo, Humberto

    2010-01-01

    The purpose of this study was to study the relationship between beliefs and teaching styles of teachers of mathematics and their students' academic performance in high schools of Yucatan. For this purpose, a questionnaire was administered to 72 high school mathematics teachers and the student academic achievement score of 1241 were used. A…

  9. Academic Optimism of Individual Teachers: Confirming a New Construct

    ERIC Educational Resources Information Center

    Beard, Karen Stansberry; Hoy, Wayne K.; Hoy, Anita Woolfolk

    2010-01-01

    Teacher sense of academic optimism is individual teachers' beliefs that they can teach effectively, their students can learn, and parents will support them so the teacher can press hard for learning. This new construct is grounded in the social cognitive and self-efficacy theories, social capital theory, work on school culture and climate and…

  10. 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…

  11. Running the Race to Improve Self-Efficacy

    ERIC Educational Resources Information Center

    Putman, Michael

    2009-01-01

    The idea of believing in oneself is a construct that goes by several names: (1) self-efficacy; (2) self-concept; and (3) self-esteem. How well a person thinks he or she will do in the completion of a task plays a significant role in how well that person will actually do. Positive self-beliefs have been linked to many benefits, including increased…

  12. Perfectly Hard Work: Academic Beliefs and Learning to Navigate University

    ERIC Educational Resources Information Center

    Page, Laura

    2004-01-01

    This article describes the educational and psychological goal of self-questioning and thinking reflectively about one's beliefs as a way of facilitating progress and satisfaction in university life and in augmenting decision-making skills. One simple and powerful way for counselors to help in the process of belief development and formation of…

  13. Embodied Censorship: Academic Writing Rituals and the Production of Belief

    ERIC Educational Resources Information Center

    Hahn, Edward

    2014-01-01

    As compositionists have constructed a critical discourse on whiteness, they have tacitly theorized how students' bodies can stifle efforts to both reflect on unfamiliar beliefs and critique their own beliefs. While Composition's latent theories of "embodied censorship" challenge the notion that rationality or empathy can enable…

  14. Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism

    PubMed Central

    Ruble, Lisa A.; Usher, Ellen L.; McGrew, John H.

    2011-01-01

    Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura’s 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources. PMID:21691453

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

    NASA Astrophysics Data System (ADS)

    Miller, Maria Decanio

    Historical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority populations might help increase participation in STEM field preparation during the high school career. A population of 272 students was chosen through convenience sampling methods, including 80 Hispanic females. Students were administered a 27-item questionnaire taken directly from the Smist (1993) Science Self-efficacy Questionnaire (SSEQ). Three science self-efficacy factors were successfully extracted and included Academic Engagement Self-efficacy (M=42.57), Laboratory Self-efficacy (M=25.44), and Biology Self-efficacy ( M=19.35). Each factor showed a significant positive correlation ( p<.01) to each of the other two factors. ANOVA procedures compared all female subgroups in their science self-efficacy perceptions. Asian/Pacific and Native American females had higher self-efficacy mean scores as compared to White, Black and Hispanic females on all three extracted science self-efficacy factors. Asian/Pacific females had the highest mean scores. No statistically significant correlations were found between science-self-efficacy and a measure of science achievement. Two high-ability and two low-ability Hispanic females were randomly chosen to participate in a brief structured interview. Three general themes emerged. Classroom Variables, Outside School Variables, and Personal Variables were subsequently divided into sub themes influenced by participants' views of science. It was concluded that Hispanic female science self-efficacy was among the subgroups which self-scored the lowest

  16. Study Drugs and Academic Integrity: The Role of Beliefs about an Academic Honor Code in the Prediction of Nonmedical Prescription Drug Use for Academic Enhancement

    ERIC Educational Resources Information Center

    Reisinger, Kelsy B.; Rutledge, Patricia C.; Conklin, Sarah M.

    2016-01-01

    The role of beliefs about academic integrity in college students' decisions to use nonmedical prescription drugs (NMPDs) in academic settings was examined. In Spring 2012 the authors obtained survey data from 645 participants at a small, undergraduate, private liberal arts institution in the Northeastern United States. A broadcast e-mail message…

  17. 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…

  18. Operationalizing Self-Efficacy, Related Social Cognitive Variables, and Moderating Effects: Implications for Rehabilitation Research and Practice

    ERIC Educational Resources Information Center

    O'Sullivan, Deirdre; Strauser, David R.

    2009-01-01

    Self-efficacy, a core construct of Bandura's social cognitive theory, has wide appeal and usefulness in the health and social sciences. Self-efficacy is frequently used across disciplines to assess an individual's beliefs about her likelihood to engage in a certain behavior. Because of the behavioral-change approaches common in rehabilitation…

  19. Parent-Teacher Relationship, Instructor Self-Efficacy and Their Effects on Student Goal Attainment in Special Education

    ERIC Educational Resources Information Center

    Wilkinson, Ann M.

    2013-01-01

    For the past 35 years, researchers examining the factors that contribute to student achievement have identified teacher self-efficacy (a teacher's belief that they have the ability to influence student achievement) as one contributing characteristic. Bandura's theory of self-efficacy has been applied to a wealth of research looking at the early…

  20. Middle School Students' Self-Efficacy, Attitudes, and Achievement in a Computer-Enhanced Problem-Based Learning Environment

    ERIC Educational Resources Information Center

    Liu, Min; Hsieh, Peggy (Pei-Hsuan); Cho, Yoonjung; Schallert, Diane

    2006-01-01

    This study examined the effect of a computer-enhanced problem-based learning (PBL) environment on middle school students' learning, investigating the relationship among students' self-efficacy, attitude toward science, and achievement. As Bandura defined it (1986), self-efficacy refers to the beliefs people have about whether or not they can…

  1. 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…

  2. An Examination of Middle School Students' STEM Self-Efficacy with Relation to Interest and Perceptions of STEM

    ERIC Educational Resources Information Center

    Brown, Patrick L.; Concannon, James P.; Marx, Donna; Donaldson, Christopher W.; Black, Alicia

    2016-01-01

    The purpose of this teacher research study is to ascertain students' interest in STEM and beliefs about STEM before and after STEM specific instruction, explore possible differences in STEM self-efficacy by gender, and explore differences in STEM self-efficacy by group role. Our primary data sources include a modified attitudinal survey and…

  3. A combined planning and self-efficacy intervention to promote physical activity: a multiple mediation analysis.

    PubMed

    Koring, Milena; Richert, Jana; Parschau, Linda; Ernsting, Anna; Lippke, Sonia; Schwarzer, Ralf

    2012-01-01

    Many individuals are motivated to improve their physical activity levels, but often fail to act upon their intention. Interventions fostering volitional strategies, such as action planning, coping planning, and self-efficacy beliefs, can help to translate intentions into behavior. This study examines the effectiveness and the mechanisms of a combined planning and self-efficacy intervention to promote physical activity among motivated individuals. Participants (N = 883) were randomly assigned to the intervention or to a waiting-list control condition. Multivariate analysis of variance revealed that the intervention resulted in significantly more physical activity, higher levels of action planning, coping planning, and volitional self-efficacy beliefs (p < 0.01). In addition, multiple mediation analysis showed that action planning, coping planning, and volitional self-efficacy mediate between the intervention and physical activity. The study shows that the intervention successfully fostered physical activity and unfolds the underlying self-regulatory mechanisms of the intervention's effectiveness.

  4. The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.

    PubMed

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E; Merritt, Eileen G; Patton, Christine L

    2013-12-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the Responsive Classroom® (RC) approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more RC practices compared with those using fewer RC practices. RC practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that RC practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science.

  5. The Influence of Formal and Informal Formative Pre-Service Experiences on Teacher Self-Efficacy

    ERIC Educational Resources Information Center

    Tuchman, Elie; Isaacs, Jenny

    2011-01-01

    Formal pre-service training has been shown to be effective in building teacher self-efficacy beliefs. However, the impact of other, less formal, "teacher-like" pre-service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative…

  6. The Relationship between Formative Assessment and Teachers' Self-Efficacy

    ERIC Educational Resources Information Center

    Eufemia, Francine

    2012-01-01

    This exploratory study sought to examine the relationship between teachers' use of formative assessment and their self-efficacy beliefs. Specifically, this study involved a quantitative analysis of the relationship between teachers' beliefs, knowledge base, and the use of formative assessment to make informed instructional changes and…

  7. Exercise Self-Efficacy and Perceived Wellness among College Students in a Basic Studies Course

    ERIC Educational Resources Information Center

    Sidman, Cara L.; D'Abundo, Michelle Lee; Hritz, Nancy

    2009-01-01

    University basic studies courses provide a valuable opportunity for facilitating the knowledge, skills, and beliefs that develop healthy behaviors to last a lifetime. Belief in one's ability to participate in physical activity, exercise self-efficacy, is a psychological construct that has had a documented impact on physical activity. Although…

  8. 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…

  9. Self-efficacy and enjoyment of middle school children performing the progressive aerobic cardiovascular endurance run (PACER).

    PubMed

    Kane, Irene; Robertson, Robert J; Fertman, Carl I; Nagle, Elizabeth F; McConnaha, Wendell R; Rabin, Bruce S

    2013-10-01

    Self-efficacy and enjoyment were examined among 34 middle school children (M age = 12.5 yr.) performing the Progressive Aerobic Cardiovascular Endurance Run (PACER). Exercise self-efficacy (running) and physical activity enjoyment were measured after viewing a video illustrating the PACER, and subsequently following a PACER test. Significantly greater pre- than post-exercise self-efficacy was reported; enjoyment scores did not differ. Ratings of self-efficacy were higher before exercise than after, but enjoyment scores were not significantly different. A significant correlation was found between post-exercise self-efficacy and enjoyment, but not between pre-exercise self-efficacy and enjoyment. Although positive correlations were found between PACER laps and pre-/post-exercise self-efficacy, correlations with ratings of enjoyment were not significant. Exercise self-efficacy was associated with children's beliefs about the task-specific PACER aerobic exercise; however, exercise enjoyment was stable. Children's self-efficacy and enjoyment beliefs should be considered when developing interventional strategies to promote aerobic exercise participation. PMID:24611251

  10. An application of belief-importance theory in the domain of academic achievement.

    PubMed

    Petrides, K V; Frederickson, Norah

    2011-03-01

    BACKGROUND. Belief-importance (belimp; Petrides, 2010a,b) theory posits that personality traits confer on the individual a propensity to perceive convergences and divergences between their belief that they can attain goals and the importance that they place on these goals. The theory suggests that these convergences and divergences have important implications for affect, motivation, and action. AIMS. To test belimp theory using performance-based criteria relating to academic achievement and constructs from the personality domain. SAMPLES. Two hundred and forty-two students, of whom 121 were male and 117 were female (4 unreported). They were approximately 18 years old at the time of testing. METHODS. Data were collected on the belief and importance of academic achievement, the Giant Three personality dimensions, and trait emotional intelligence (trait EI). Academic achievement was operationalized via Key Stage 3 and A-level assessment results. RESULTS. Four hypotheses concerning academic achievement were tested and confirmed, with the Motivation quadrant scoring higher than the other three belimp quadrants (Hubris, Depression, and Apathy). Four hypotheses concerning personality were tested, of which two were confirmed, with the Hubris quadrant scoring highest on psychoticism and the Depression quadrant scoring highest on neuroticism. Four hierarchical regressions demonstrated the incremental validity of the belief and importance belimp coordinates over the Giant Three personality dimensions in the prediction of academic achievement. CONCLUSIONS. The results are encouraging for belimp theory and complement similarly supportive findings in Petrides (2010b,c).

  11. 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.

  12. Development and initial validation of a survey to assess students' self-efficacy in medical school.

    PubMed

    Artino, Anthony R; Dong, Ting; DeZee, Kent J; Gilliland, William R; Waechter, Donna M; Cruess, David F; Durning, Steven J

    2012-09-01

    Self-efficacy is a personal belief in one's capability to successfully execute the behaviors necessary to attain designated types of performances. Sometimes described as task-specific self-confidence, self-efficacy is a key component in many contemporary theories of motivation and learning. The purpose of this study was to develop a survey for measuring students' medical skills self-efficacy and to collect reliability and validity evidence for the instrument. A secondary purpose was to explore differences in students' self-efficacy from year 1 of medical school to year 4. We created 19 survey items based on the 6 core competencies of the Accreditation Council for Graduate Medical Education, and we collected data from 304 medical students. Results from an exploratory factor analysis suggested three interpretable factors: patient care self-efficacy (eight items, Cronbach's alpha = 0.92), interpersonal skills self-efficacy (three items, Cronbach's alpha = 0.76), and evidence-based medicine self-efficacy (three items, Cronbach's alpha = 0.79). We then compared students' self-efficacy at different stages of training using a one-way multivariate analysis of variance. Consistent with our expectations, we found several statistically significant differences, suggesting students' self-efficacy increased considerably from year 1 of medical school to year 4, F(9, 725) = 30.58, p < 0.001, Wilks' lambda = 0.46. Using this survey, medical educators and researchers have a psychometrically sound tool for measuring students' medical skills self-efficacy during undergraduate medical education. Practical implications and future directions are discussed.

  13. Development and initial validation of a survey to assess students' self-efficacy in medical school.

    PubMed

    Artino, Anthony R; Dong, Ting; DeZee, Kent J; Gilliland, William R; Waechter, Donna M; Cruess, David F; Durning, Steven J

    2012-09-01

    Self-efficacy is a personal belief in one's capability to successfully execute the behaviors necessary to attain designated types of performances. Sometimes described as task-specific self-confidence, self-efficacy is a key component in many contemporary theories of motivation and learning. The purpose of this study was to develop a survey for measuring students' medical skills self-efficacy and to collect reliability and validity evidence for the instrument. A secondary purpose was to explore differences in students' self-efficacy from year 1 of medical school to year 4. We created 19 survey items based on the 6 core competencies of the Accreditation Council for Graduate Medical Education, and we collected data from 304 medical students. Results from an exploratory factor analysis suggested three interpretable factors: patient care self-efficacy (eight items, Cronbach's alpha = 0.92), interpersonal skills self-efficacy (three items, Cronbach's alpha = 0.76), and evidence-based medicine self-efficacy (three items, Cronbach's alpha = 0.79). We then compared students' self-efficacy at different stages of training using a one-way multivariate analysis of variance. Consistent with our expectations, we found several statistically significant differences, suggesting students' self-efficacy increased considerably from year 1 of medical school to year 4, F(9, 725) = 30.58, p < 0.001, Wilks' lambda = 0.46. Using this survey, medical educators and researchers have a psychometrically sound tool for measuring students' medical skills self-efficacy during undergraduate medical education. Practical implications and future directions are discussed. PMID:23029858

  14. 'An exploration of the health beliefs of Chinese nurses' and nurse academics' health beliefs: A Q-methodology study'.

    PubMed

    Cai, Dan; Stone, Teresa E; Petrini, Marcia A; McMillan, Margaret

    2016-03-01

    Q-methodology was used to investigate the health beliefs of Chinese clinical nurses and nurse academics. Twenty-eight participants from one hospital and nursing school in China were involved. The four stages of this study included: (i) concourse development from literature review, Internet searches, and key informant interviews; (ii) A pilot study to develop the Q-sample from the concourse; (iii) participants sorted the Q-sample statements along a continuum of preference (Q-sorting); and (iv) PQ data analysis using principal component analysis and varimax rotation. Five viewpoints were revealed: (i) factor 1--health management and the importance of evidence; (ii) factor 2--challenging local cultural belief, and Eastern and Western influences; (iii) factor 3--commonsense; (iv) factor 4--health and clinical practice; and (v) factor 5--health and nursing education. This study presents a need for nurses and nurse academics to think critically, examine their long-held health beliefs, and promote the use of evidence-based practice.

  15. 'An exploration of the health beliefs of Chinese nurses' and nurse academics' health beliefs: A Q-methodology study'.

    PubMed

    Cai, Dan; Stone, Teresa E; Petrini, Marcia A; McMillan, Margaret

    2016-03-01

    Q-methodology was used to investigate the health beliefs of Chinese clinical nurses and nurse academics. Twenty-eight participants from one hospital and nursing school in China were involved. The four stages of this study included: (i) concourse development from literature review, Internet searches, and key informant interviews; (ii) A pilot study to develop the Q-sample from the concourse; (iii) participants sorted the Q-sample statements along a continuum of preference (Q-sorting); and (iv) PQ data analysis using principal component analysis and varimax rotation. Five viewpoints were revealed: (i) factor 1--health management and the importance of evidence; (ii) factor 2--challenging local cultural belief, and Eastern and Western influences; (iii) factor 3--commonsense; (iv) factor 4--health and clinical practice; and (v) factor 5--health and nursing education. This study presents a need for nurses and nurse academics to think critically, examine their long-held health beliefs, and promote the use of evidence-based practice. PMID:26727168

  16. Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science

    ERIC Educational Resources Information Center

    Chen, Jason A.; Pajares, Frank

    2010-01-01

    We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N=508).…

  17. Think, Feel, Act: Motivational and Emotional Influences on Military Students' Online Academic Success

    ERIC Educational Resources Information Center

    Artino, Anthony R.

    2009-01-01

    This study employed a social-cognitive view of self-regulated learning to examine how several personal factors relate to academic success in an online course. Service academy undergraduates (N = 481) completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration);…

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

    ERIC Educational Resources Information Center

    Federici, Roger A.; Skaalvik, Einar M.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Bozdogan, Derya; Özen, Rasit

    2014-01-01

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

  20. Indo Caribbean Immigrant Beliefs about Play and Its Impact on Early Academic Performance

    ERIC Educational Resources Information Center

    Roopnarine, Jaipaul L.; Jin, Bora

    2012-01-01

    In this study, the authors use psycho-cultural models of ethnic parental theories and acculturation to look at Indo Caribbean immigrant beliefs concerning the relationship between the amount of time children play and their early academic performance. During home interviews, fifty-seven Indo Caribbean couples offered their opinions about the…

  1. How Students' Beliefs about Their Intelligence Influence Their Academic Performance. Information Capsule. Volume 1012

    ERIC Educational Resources Information Center

    Blazer, Christie

    2011-01-01

    Students' academic success may be influenced not only by their actual ability, but also by their beliefs about their intelligence. Studies have found that students enter a classroom with one of two distinct conceptions of their intellectual ability: some students believe their intelligence is expandable (growth mindset), while others believe their…

  2. The Influence of Academic Articles on an ESL Teacher's Stated Beliefs

    ERIC Educational Resources Information Center

    Kamiya, Nobuhiro; Loewen, Shawn

    2014-01-01

    The current study investigated the relationship between one English as a second language (ESL) teacher's encounters with three academic articles on the topic of oral corrective feedback (CF) and the impact that they had on his stated beliefs regarding CF. The teacher had 14 years of English teaching experience and an MA TESOL degree. Two…

  3. Support Teachers' Beliefs about the Academic Achievement of Students with Special Educational Needs

    ERIC Educational Resources Information Center

    Silva, Jos Castro; Morgado, Jos

    2004-01-01

    Jos Castro Silva, lecturer in sciences of education, and Jos Morgado, assistant professor, both work at the Instituto Superior de Psicologica Aplicada in Lisboa, Portugal. In this article, they describe their study of support teachers beliefs about the academic achievement of school students with special educational needs. The support teachers who…

  4. The Relation of Motivational Beliefs and Self-Regulatory Processes to Homework Completion and Academic Achievement.

    ERIC Educational Resources Information Center

    Bembenutty, Hefer; Zimmerman, Barry J.

    This study examined individual differences in the ways students responded to a self-regulation learning training. It was predicted that students' motivational beliefs would be associated with at-risk college students' use of self-regulated learning strategies, homework completion, and academic performance. Participants were 58 college students in…

  5. Examining the Academic Achievement of Latino Adolescents: The Role of Parent and Peer Beliefs and Behaviors

    ERIC Educational Resources Information Center

    Hayes, DeMarquis; Blake, Jamilia J.; Darensbourg, Alicia; Castillo, Linda G.

    2015-01-01

    The achievement gap between Latino and White youth is well documented. This is of particular concern as children enter middle school because of the decline in school engagement and achievement noted in many students. The impact parent and peer beliefs and behaviors have on academic achievement, engagement, and achievement values of Latino middle…

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

    NASA Astrophysics Data System (ADS)

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

    2015-06-01

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

  7. Teacher Training and Pre-service Primary Teachers' Self-Efficacy for Science Teaching

    NASA Astrophysics Data System (ADS)

    Velthuis, Chantal; Fisser, Petra; Pieters, Jules

    2014-06-01

    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 teacher training universities, so that they can adapt their curriculum to accommodate these factors. Participants included 292 pre-service primary teachers, a cross-sectional sample from two different universities in the Netherlands across the four different years of study in the training program. Based upon our results, we conclude that the science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for science teaching. Differences at the university level in courses taken during the first year between science content courses and science methods courses also influenced the pre-service teachers' development of science teaching self-efficacy. After their first year, the pre-service teachers from the university with science content courses had significantly higher self-efficacy than pre-service teachers from the university that offered science methods courses. After the second year of teacher training, however, this difference in self-efficacy was no longer present.

  8. Psychometric evaluation of dietary self-efficacy and outcome expectation scales in female college freshmen.

    PubMed

    Kedem, Leia E; Evans, Ellen M; Chapman-Novakofski, Karen

    2014-11-01

    Lifestyle interventions commonly measure psychosocial beliefs as precursors to positive behavior change, but often overlook questionnaire validation. This can affect measurement accuracy if the survey has been developed for a different population, as differing behavioral influences may affect instrument validity. The present study aimed to explore psychometric properties of self-efficacy and outcome expectation scales-originally developed for younger children-in a population of female college freshmen (N = 268). Exploratory principal component analysis was used to investigate underlying data patterns and assess validity of previously published subscales. Composite scores for reliable subscales (Cronbach's α ≥ .70) were calculated to help characterize self-efficacy and outcome expectation beliefs in this population. The outcome expectation factor structure clearly comprised of positive (α = .81-.90) and negative outcomes (α = .63-.67). The self-efficacy factor structure included themes of motivation and effort (α = .75-.94), but items pertaining to hunger and availability cross-loaded often. Based on cross-loading patterns and low Cronbach's alpha values, respectively, self-efficacy items regarding barriers to healthy eating and negative outcome expectation items should be refined to improve reliability. Composite scores suggested that eating healthfully was associated with positive outcomes, but self-efficacy to do so was lower. Thus, dietary interventions for college students may be more successful by including skill-building activities to enhance self-efficacy and increase the likelihood of behavior change.

  9. Teachers' Self-Efficacy for Writing

    ERIC Educational Resources Information Center

    Lavelle, Ellen

    2006-01-01

    Introduction: While "teaching self-efficacy" has been supported as an important construct related to teacher competence (eg. Goddard, Hoy & Hoy, 2000), little is known about how in-service teachers think about themselves as writers, or writing self-efficacy, particularly as it relates to writing performance. The present study is a preliminary…

  10. Self-Efficacy and Cognitive Achievement.

    ERIC Educational Resources Information Center

    Schunk, Dale H.

    This paper reviews self-efficacy research with special emphasis on students in school. Bandura's emphasis on domain-specific assessment is useful for understanding student learning and fits well with current research on instructional processes. A self-efficacy model of student learning is presented, comprising entry characteristics, self-efficacy…

  11. Understanding the modeling skill shift in engineering: the impact of self-efficacy, epistemology, and metacognition

    NASA Astrophysics Data System (ADS)

    Yildirim, Tuba Pinar

    A focus of engineering education is to prepare future engineers with problem solving, design and modeling skills. In engineering education, the former two skill areas have received copious attention making their way into the ABET criteria. Modeling, a representation containing the essential structure of an event in the real world, is a fundamental function of engineering, and an important academic skill that students develop during their undergraduate education. Yet the modeling process remains under-investigated, particularly in engineering, even though there is an increasing emphasis on modeling in engineering schools (Frey 2003). Research on modeling requires a deep understanding of multiple perspectives, that of cognition, affect, and knowledge expansion. In this dissertation, the relationship between engineering modeling skills and students' cognitive backgrounds including self-efficacy, epistemic beliefs and metacognition is investigated using model-eliciting activities (MEAs). Data were collected from sophomore students at two time periods, as well as senior engineering students. The impact of each cognitive construct on change in modeling skills was measured using a growth curve model at the sophomore level, and ordinary least squares regression at the senior level. Findings of this dissertation suggest that self-efficacy, through its direct and indirect (moderation or interaction term with time) impact, influences the growth of modeling abilities of an engineering student. When sophomore and senior modeling abilities are compared, the difference can be explained by varying self-efficacy levels. Epistemology influences modeling skill development such that the more sophisticated the student beliefs are, the higher the level of modeling ability students can attain, after controlling for the effects of conceptual learning, gender and GPA. This suggests that development of modeling ability may be constrained by the naivete of one's personal epistemology

  12. The Influence of Academic Values and Belongingness Concerns on Achievement Goals, Self-Efficacy, and Perceived Stress in First Quarter Freshmen: Relationships to Academic Performance and the Mediating Role of Procrastination

    ERIC Educational Resources Information Center

    Kennedy, Gary J.

    2009-01-01

    This study assesses the influence of student values on long-term self-regulatory decisions defined in terms of a tendency to procrastinate and how these values, indirectly through procrastination, but also directly, affect important motivational, affective, social and behavioral academic outcomes of first quarter freshmen. Results of a structural…

  13. A social path to functioning in schizophrenia: From social self-efficacy through negative symptoms to social functional capacity.

    PubMed

    Vaskinn, Anja; Ventura, Joseph; Andreassen, Ole A; Melle, Ingrid; Sundet, Kjetil

    2015-08-30

    Self-efficacy is important to functioning in schizophrenia. The exact pathway is less clear, possibly because most studies used composite rather than domain-specific self-efficacy scores. We examined if a specific measure of social self-efficacy is more important to a social (from negative symptoms to social functional capacity) compared to a non-social (from neurocognition to non-social functional capacity) path to functioning. Associations between social self-efficacy and negative symptoms, neurocognition and social and non-social functional capacity were examined in a cross-sectional study of schizophrenia (n=51). Two models were investigated using bootstrapping methods to test for mediation. In Model I, social self-efficacy was entered as a mediator; in Model II as a predictor. Social self-efficacy was unrelated to neurocognition and non-social functional capacity. Associations with negative symptoms and social functional capacity were significant. Negative symptoms were found to mediate between social self-efficacy and social functional capacity. Support was found for a social path to functioning in schizophrenia, going from social self-efficacy through negative symptoms to social functional capacity. Our results are consistent with the idea that negative symptoms can develop as a reaction to self-defeatist beliefs. Future studies should use domain-specific self-efficacy to further understand predictors of functioning in schizophrenia.

  14. Changes in task self-efficacy and emotion across competitive performances in golf.

    PubMed

    Boardley, Ian D; Jackson, Ben; Simmons, Alexander

    2015-08-01

    This research aimed to investigate (a) the effect of golfers' perceptions of coach motivation efficacy on golfers' precompetition task self-efficacy, (b) the effect of performance on pre-to-postround changes in self-efficacy, (c) the effect of pre-to-postround changes in self-efficacy on pre-to-postround changes in affect and emotion, and (d) whether any effects of performance on pre-to-postcompetition changes in affect and emotion were mediated by pre-to-postcompetition changes in self-efficacy. In Study 1, a scale measuring golf self-efficacy was developed and validated using data from 197 golfers. In Study 2, 200 golfers completed this measure alongside measures of coach motivation efficacy, and positive and negative affect before a golf competition; all measures (except coach motivation efficacy) were again completed following the competition. Structural equation modeling showed that coach motivation efficacy positively predicted precompetition self-efficacy, performance positively predicted pre-to-postcompetition changes in self-efficacy, which had positive and negative effects, respectively, on pre-to-postcompetition changes in positive and negative affect; mediation analyses demonstrated that pre-to-postcompetition changes in self-efficacy mediated effects of performance on pre-to-postcompetition changes in positive and negative affect. In Study 3, the Study-2 procedures were replicated with a separate sample of 212 golfers, except measures of excitement, concentration disruption, somatic anxiety, and worry replaced those for positive and negative affect. Structural analyses showed the findings from Study 2 were largely replicated when specific emotions were investigated in place of general indices of affect. This investigation makes novel contributions regarding the potential importance of perceptions of coach efficacy for golfers' own efficacy beliefs, and the role personal efficacy beliefs may play in facilitating the effects of performance on affective

  15. Changes in task self-efficacy and emotion across competitive performances in golf.

    PubMed

    Boardley, Ian D; Jackson, Ben; Simmons, Alexander

    2015-08-01

    This research aimed to investigate (a) the effect of golfers' perceptions of coach motivation efficacy on golfers' precompetition task self-efficacy, (b) the effect of performance on pre-to-postround changes in self-efficacy, (c) the effect of pre-to-postround changes in self-efficacy on pre-to-postround changes in affect and emotion, and (d) whether any effects of performance on pre-to-postcompetition changes in affect and emotion were mediated by pre-to-postcompetition changes in self-efficacy. In Study 1, a scale measuring golf self-efficacy was developed and validated using data from 197 golfers. In Study 2, 200 golfers completed this measure alongside measures of coach motivation efficacy, and positive and negative affect before a golf competition; all measures (except coach motivation efficacy) were again completed following the competition. Structural equation modeling showed that coach motivation efficacy positively predicted precompetition self-efficacy, performance positively predicted pre-to-postcompetition changes in self-efficacy, which had positive and negative effects, respectively, on pre-to-postcompetition changes in positive and negative affect; mediation analyses demonstrated that pre-to-postcompetition changes in self-efficacy mediated effects of performance on pre-to-postcompetition changes in positive and negative affect. In Study 3, the Study-2 procedures were replicated with a separate sample of 212 golfers, except measures of excitement, concentration disruption, somatic anxiety, and worry replaced those for positive and negative affect. Structural analyses showed the findings from Study 2 were largely replicated when specific emotions were investigated in place of general indices of affect. This investigation makes novel contributions regarding the potential importance of perceptions of coach efficacy for golfers' own efficacy beliefs, and the role personal efficacy beliefs may play in facilitating the effects of performance on affective

  16. An Exploratory Study on Initial STEM Classes and African American Freshman Males Who Are STEM Majors at a Large Mid-Atlantic State University: Factors Affecting Self-Efficacy Beliefs and Persistence in the STEM Pipeline

    NASA Astrophysics Data System (ADS)

    Calhoun, William Jason

    The purpose of this study was to test how well social cognitive career theory (SCCT) explains the effects of an introductory freshman year science course on the career perspectives of African American males at a large, public mid-Atlantic state university. Embracing SCCT as the foundation of this project, the dissertation intended to gather data from these young men to develop insight into how and in what ways their self-efficacy throughout the semester was influenced by their first science course, and changing their outlook on Science, Technology, Engineering, and Mathematics (STEM) careers while in school and after graduation. To a small number of freshman African American male students who have declared themselves STEM majors, I utilized a qualitative study investigating this phenomenon. The major findings detailed themes that affected these young men including concerns about mathmatics preparation, isolation, balance, microagression, and help-seeking. Results indicate that there was an impact on the confidence, achievement, and goal setting for these young men due to these factors and that social cognitive career theory was an appropriate framework from which to test these questions.

  17. At-Risk Boys' Social Self-Efficacy and Physical Activity Self-Efficacy in a Summer Sports Camp

    ERIC Educational Resources Information Center

    Su, Xiaoxia; Xiang, Ping; McBride, Ron E.; Liu, Jiling; Thornton, Michael A.

    2016-01-01

    This study examined at-risk boys' social self-efficacy and physical activity self-efficacy within Bandura's self-efficacy framework. A total of 97 boys, aged between 10 and 13 years, attending a summer sports camp completed questionnaires assessing their social self-efficacy, physical activity self- efficacy, prosocial behaviors, and effort.…

  18. An Analysis on the Effect of Computer Self-Efficacy over Scientific Research Self-Efficacy and Information Literacy Self-Efficacy

    ERIC Educational Resources Information Center

    Tuncer, Murat

    2013-01-01

    Present research investigates reciprocal relations amidst computer self-efficacy, scientific research and information literacy self-efficacy. Research findings have demonstrated that according to standardized regression coefficients, computer self-efficacy has a positive effect on information literacy self-efficacy. Likewise it has been detected…

  19. "La Importancia de la Hermandad Latina": Examining the Psychosociocultural Influences of Latina-Based Sororities on Academic Persistence Decisions

    ERIC Educational Resources Information Center

    Delgada-Guerro, Marla; Gloria, Alberta M.

    2013-01-01

    Using a psychosociocultural (PSC) approach, we examined how self-beliefs, social support, and cultural fit influenced the academic persistence decisions of 115 Latina sorority members. Upper-division Latinas reported higher self-efficacy than lower-division Latinas; however, lower-division students reported higher college stress and more perceived…

  20. The Interplay between Motivation, Self-Efficacy, and Approaches to Studying

    ERIC Educational Resources Information Center

    Prat-Sala, Merce; Redford, Paul

    2010-01-01

    Background: The strategies students adopt in their study are influenced by a number of social-cognitive factors and impact upon their academic performance. Aims: The present study examined the interrelationships between motivation orientation (intrinsic and extrinsic), self-efficacy (in reading academic texts and essay writing), and approaches to…

  1. Perceptions and Writing Experiences of Nursing Students: A Mixed Methods Exploration of Writing Self-Efficacy

    ERIC Educational Resources Information Center

    Sprenger, Lori

    2013-01-01

    The investigated research problem was the need to identify the facilitators and barriers to competent academic writing by examining writing self-efficacy and academic writing experiences of entry-level BSN students. The study's participants included entry-level bachelor of science in nursing (BSN) students in a Midwestern state. The mixed methods…

  2. Effects of coping skills training on generalized self-efficacy and locus of control.

    PubMed

    Smith, R E

    1989-02-01

    A number of studies have shown that mastery experiences strengthen self-efficacy expectancies that are specific to the mastery situation. In this study I assessed the effects of cognitive-behavioral coping skills training on generalized expectancies concerning self-efficacy and locus of control in test-anxious college students. Compared with a waiting-list control group, the trained subjects exhibited significant decreases on trait and state measures of test anxiety and a higher level of academic performance on classroom tests, as well as changes in specific self-efficacy expectancies relating to test-anxiety management and academic performance. Consistent with generalization predictions derived from self-efficacy theory, the coping skills group also exhibited decreases in general trait anxiety and increased scores on a trait measure of generalized self-efficacy. Locus of control was unaffected by the program, and changes in general self-efficacy were unrelated to changes in locus of control, suggesting the possibility that different parameters of experience are related to changes in the two types of generalized expectancies. PMID:2926626

  3. Self-efficacy, transition, and patient outcomes in the sickle cell disease population.

    PubMed

    Molter, Brittany L; Abrahamson, Kathleen

    2015-06-01

    Severe pain is a common symptom of sickle cell disease (SCD). Transitions between adult and pediatric care are a point of particular vulnerability for patients, increasing the risk for poor pain management. The purpose of this literature review was to investigate the relationships among self-efficacy, transition, and SCD health outcomes. A systematic literature search was performed within CINAHL, Academic Search Premier, MEDLINE, and PubMed on published papers between 2003 and 2013. After applying exclusion criteria, 20 articles were used in the final review. Few studies were identified that directly tested the relationship between self-efficacy and SCD outcomes. Although there are few studies on this topic, most demonstrated positive correlations between self-efficacy during transition and positive patient outcomes in the SCD population. Additional studies are needed to support causation. Studies were commonly limited by small sample sizes and attrition. Furthermore, there is a large gap in the literature regarding how self-efficacy can be increased in these patients. Interventions that promote self-efficacy have the potential to improve SCD pain outcomes, but more research is needed to develop interventions to increase these adolescents' self-efficacy. If providers can identify individuals in this population with low self-efficacy, they may be able to intervene early to improve patient outcomes. Most identified studies point to the positive correlation between self-efficacy and positive health outcomes in adolescents with SCD. Self-efficacy has the potential to guide self-care interventions and further research with the SCD population.

  4. Developing Self-Efficacy through Sport.

    ERIC Educational Resources Information Center

    Feltz, Deborah L.; Weiss, Maureen R.

    1982-01-01

    A coach's role is to develop and sustain the athlete's self-efficacy by ensuring performance success, communicating effectively, using role-modeling techniques, reducing anxiety-producing factors, and using positive reinforcement. (JN)

  5. Social and Cultural Meanings of Self-Efficacy

    PubMed Central

    Burke, Nancy J.; Bird, Joyce A.; Clark, Melissa A.; Rakowski, William; Guerra, Claudia; Barker, Judith C.; Pasick, Rena J.

    2010-01-01

    This article describes the influences of social context on women’s health behavior through illustration of the powerful influences of social capital (the benefits and challenges that accrue from participation in social networks and groups) on experiences and perceptions of self-efficacy. The authors conducted inductive interviews with Latino and Filipino academics and social service providers and with U.S.-born and immigrant Latinas and Filipinas to explore direct and indirect influences of social context on health behaviors such as mammography screening. Iterative thematic analysis identified themes (meanings of efficacy, spheres of efficacy, constraints on efficacy, sources of social capital, and differential access to and quality of social capital) that link the domain of social capital with the behavioral construct perceived self-efficacy. The authors conclude that social capital addresses aspects of social context absent in the current self-efficacy construct and that these aspects have important implications for scholars’ and practitioners’ understandings of health behavior and intervention development. PMID:19805794

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

    NASA Astrophysics Data System (ADS)

    Patchin, Stephen H.

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

  7. How can self-efficacy be increased? Meta-analysis of dietary interventions.

    PubMed

    Prestwich, Andrew; Kellar, Ian; Parker, Richard; MacRae, Siobhan; Learmonth, Matthew; Sykes, Bianca; Taylor, Natalie; Castle, Holly

    2014-01-01

    Targeting individuals' beliefs that they are able to eat healthily can improve dietary-related behaviours. However, the most effective behaviour change techniques (BCTs) to promote dietary self-efficacy have not been systematically reviewed. This research addressed this gap. Studies testing the effect of interventions on healthy eating and underlying dietary-related self-efficacy, within randomised controlled trials, were systematically reviewed in MEDLINE, EMBASE and PSYCINFO. Two reviewers independently coded intervention content in both intervention and comparison groups. Data pertaining to study quality were also extracted. Random effects meta-analysis was used to calculate an overall effect size on dietary self-efficacy for each study. The associations between 26 BCTs and self-efficacy effects were calculated using meta-regression. In some of the analyses, interventions that incorporated self-monitoring (tracking one's own food-related behaviour), provided feedback on performance, prompted review of behavioural goals, provided contingent rewards (rewarding diet success), or planned for social support/social change increased dietary self-efficacy significantly more than interventions that did not. Stress management was consistently associated with self-efficacy effects across all analyses. There was strong evidence for stress management and weaker evidence for a number of other BCTs. The findings can be used to develop more effective, theory- and evidence-based behavioural interventions. PMID:25053214

  8. Masculine Ideology, Sexual Communication, and Sexual Self-Efficacy Among Parenting Adolescent Couples.

    PubMed

    Norton, Melanie K; Smith, Megan V; Magriples, Urania; Kershaw, Trace S

    2016-09-01

    This study examined the relationship between traditional masculine role norms (status, toughness, anti-femininity) and psychosocial mechanisms of sexual risk (sexual communication, sexual self-efficacy) among young, low-income, and minority parenting couples. Between 2007 and 2011, 296 pregnant adolescent females and their male partners were recruited from urban obstetrics clinics in Connecticut. Data regarding participants' beliefs in masculine role norms, frequency of general sex communication and sexual risk communication, and sexual self-efficacy were collected via computer-assisted self-interviews. Generalized estimating equation (GEE) models were used to test for actor effects (whether a person's masculine role norms at baseline influence the person's own psychosocial variables at 6-month follow-up) and partner effects (whether a partner's masculine role norms at baseline influence an actor's psychosocial variables at 6-month follow-up). Results revealed that higher actor status norms were significantly associated with more sexual self-efficacy, higher actor toughness norms were associated with less sexual self-efficacy, and higher actor anti-femininity norms were significantly associated with less general sex communication, sexual risk communication, and sexual self-efficacy. No partner effects were found. These results indicate a need for redefining masculine role norms through family centered approaches in pregnant or parenting adolescent couples to increase sexual communication and sexual self-efficacy. Further research is needed to understand partner effects in the context of a relationship and on subsequent sexual risk behavior.

  9. Attributions and self-efficacy for physical activity in multiple sclerosis.

    PubMed

    Nickel, D; Spink, K; Andersen, M; Knox, K

    2014-01-01

    Self-efficacy is an important predictor of health-related physical activity in multiple sclerosis (MS). While past experiences are believed to influence efficacy beliefs, the explanations individuals provide for these experiences also may be critical. Our objective was to test the hypothesis that perceived success or failure to accumulate 150 min of physical activity in the previous week would moderate the relationship between the attributional dimension of stability and self-efficacy to exercise in the future. Forty-two adults with MS participated in this cross-sectional descriptive study. Participants completed questions assessing physical activity, perceived outcome for meeting the recommended level of endurance activity, attributions for the outcome, and exercise self-efficacy. Results from hierarchical multiple regression revealed a significant main effect for perceived outcome predicting self-efficacy that was qualified by a significant interaction. The final model, which included perceived outcome, stability, and the interaction term, predicted 37% of the variance in exercise self-efficacy, F (3, 38) = 7.27, p = .001. Our findings suggest that the best prediction of self-efficacy in the MS population may include the interaction of specific attributional dimensions with success/failure at meeting the recommended physical activity dose. Attributions may be another target for interventions aimed at increasing the physical activity in MS.

  10. How can self-efficacy be increased? Meta-analysis of dietary interventions.

    PubMed

    Prestwich, Andrew; Kellar, Ian; Parker, Richard; MacRae, Siobhan; Learmonth, Matthew; Sykes, Bianca; Taylor, Natalie; Castle, Holly

    2014-01-01

    Targeting individuals' beliefs that they are able to eat healthily can improve dietary-related behaviours. However, the most effective behaviour change techniques (BCTs) to promote dietary self-efficacy have not been systematically reviewed. This research addressed this gap. Studies testing the effect of interventions on healthy eating and underlying dietary-related self-efficacy, within randomised controlled trials, were systematically reviewed in MEDLINE, EMBASE and PSYCINFO. Two reviewers independently coded intervention content in both intervention and comparison groups. Data pertaining to study quality were also extracted. Random effects meta-analysis was used to calculate an overall effect size on dietary self-efficacy for each study. The associations between 26 BCTs and self-efficacy effects were calculated using meta-regression. In some of the analyses, interventions that incorporated self-monitoring (tracking one's own food-related behaviour), provided feedback on performance, prompted review of behavioural goals, provided contingent rewards (rewarding diet success), or planned for social support/social change increased dietary self-efficacy significantly more than interventions that did not. Stress management was consistently associated with self-efficacy effects across all analyses. There was strong evidence for stress management and weaker evidence for a number of other BCTs. The findings can be used to develop more effective, theory- and evidence-based behavioural interventions.

  11. Masculine Ideology, Sexual Communication, and Sexual Self-Efficacy Among Parenting Adolescent Couples.

    PubMed

    Norton, Melanie K; Smith, Megan V; Magriples, Urania; Kershaw, Trace S

    2016-09-01

    This study examined the relationship between traditional masculine role norms (status, toughness, anti-femininity) and psychosocial mechanisms of sexual risk (sexual communication, sexual self-efficacy) among young, low-income, and minority parenting couples. Between 2007 and 2011, 296 pregnant adolescent females and their male partners were recruited from urban obstetrics clinics in Connecticut. Data regarding participants' beliefs in masculine role norms, frequency of general sex communication and sexual risk communication, and sexual self-efficacy were collected via computer-assisted self-interviews. Generalized estimating equation (GEE) models were used to test for actor effects (whether a person's masculine role norms at baseline influence the person's own psychosocial variables at 6-month follow-up) and partner effects (whether a partner's masculine role norms at baseline influence an actor's psychosocial variables at 6-month follow-up). Results revealed that higher actor status norms were significantly associated with more sexual self-efficacy, higher actor toughness norms were associated with less sexual self-efficacy, and higher actor anti-femininity norms were significantly associated with less general sex communication, sexual risk communication, and sexual self-efficacy. No partner effects were found. These results indicate a need for redefining masculine role norms through family centered approaches in pregnant or parenting adolescent couples to increase sexual communication and sexual self-efficacy. Further research is needed to understand partner effects in the context of a relationship and on subsequent sexual risk behavior. PMID:27539234

  12. The Last Word: An Interview with Frank Pajares--God, the Devil, William James, the Little Prince, and Self-Efficacy

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    2007-01-01

    This article presents an interview with Frank Pajares, an internationally recognized scholar in the field of motivation and self-efficacy. During the interview, Pajares talked about William James, what he learned from reading "The Little Prince," his self-efficacy beliefs, and his famous speech wherein he spoke of God, the Devil, and solving the…

  13. Self-Efficacy Is Associated with Less Burden and More Gains from Behavioral Problems of Alzheimer's Disease in Hong Kong Chinese Caregivers

    ERIC Educational Resources Information Center

    Cheng, Sheung-Tak; Lam, Linda C. W.; Kwok, Timothy; Ng, Natalie S. S.; Fung, Ada W. T.

    2013-01-01

    Purpose: To test the effects of different self-efficacy beliefs on caregiver appraisals and depressive symptoms. We hypothesized that self-efficacy has a direct effect on depression while moderating the effects of behavioral problems on both negative (i.e., burden) and positive (i.e., uplifting) appraisals. Design and Methods: Ninety-nine Chinese…

  14. When Being Able Is Not Enough. The Combined Value of Positive Affect and Self-Efficacy for Job Satisfaction in Teaching

    ERIC Educational Resources Information Center

    Moe, Angelica; Pazzaglia, Francesca; Ronconi, Lucia

    2010-01-01

    This study examines how good strategies and praxis interplay with positive affect and self-efficacy to determine a teacher's job satisfaction, in the hypothesis that teaching effectively does not in itself guarantee satisfaction: positive affect and self-efficacy beliefs are needed. Self-assessment scales, designed to assess the use of efficient…

  15. Helping African American Children Self-Manage Asthma: The Importance of Self-Efficacy

    ERIC Educational Resources Information Center

    Kaul, Teri

    2011-01-01

    Background: Asthma is the leading cause of chronic illness among children in the United States, with a disproportionately higher incidence among minority children. In an attempt to increase understanding of the factors that may influence self-management of chronic disease, the study examined the relationship between self-efficacy belief and asthma…

  16. Preliminary Investigation of the Sources of Self-Efficacy among Teachers of Students with Autism

    ERIC Educational Resources Information Center

    Ruble, Lisa A.; Usher, Ellen L.; McGrew, John H.

    2011-01-01

    Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the…

  17. A Measurement Invariance Analysis of the General Self-Efficacy Scale on Two Different Cultures

    ERIC Educational Resources Information Center

    Teo, Timothy; Kam, Chester

    2014-01-01

    The 10-item General Self-Efficacy Scale (GSES) was developed to assess an individual's beliefs to cope with a variety of situations in life. Despite the GSES being used in numerous research from researchers in different countries and presented in different languages, little is known about the use of its validity in an Asian culture. The aim…

  18. Beyond Language Barriers: Teaching Self-Efficacy among East Asian International Teaching Assistants

    ERIC Educational Resources Information Center

    Kim, Eunha

    2009-01-01

    The present study examined roles that perceived English fluency and sociocultural adaptation difficulty play in predicting self-efficacy beliefs for teaching in a sample of 119 international teaching assistants (ITAs) from East Asian countries of China, Japan, Korea and Taiwan. Results showed that a positive relationship between perceived English…

  19. 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…

  20. The Relationship between Emotional Intelligence, Self-Efficacy, and Clinical Performance in Associate Degree Nursing Students

    ERIC Educational Resources Information Center

    Rice, Eileen W.

    2013-01-01

    The purpose of this study was to explore self-efficacy, an individual's beliefs about his or her ability to perform a series of tasks, and emotional intelligence, an individual's ability to perceive, use, understand, and manage emotions, as predictors for successful clinical performance in nursing students. The participants were 49 female and 7…