scholarly journals Vietnamese Young Graduate Employees’ Evaluation of Sources of Self-efficacy at Work

2019 ◽  
Vol 12 (1) ◽  
pp. 46-54
Author(s):  
Thi Hong Thai Bui ◽  
Thi Anh Thu Nguyen ◽  
Thi Mui Nguyen
Keyword(s):  
Self Efficacy ◽  
Quality Of Work Life ◽  
Viet Nam ◽  
Emotional States ◽  
Verbal Persuasion ◽  
Economic Changes ◽  
Factors Affecting ◽  
Doi Moi ◽  
Mastery Experiences ◽  
Vicarious Experiences

Background:Self-efficacy at work is considered to be one of the factors affecting employees’ quality of work life and professional development. Understanding the sources of employees’ self-efficacy at work is essential, especially in the context of Viet Nam’s Doi Moi (Renovation) policy that has led to wide-reaching socio-economic changes in Viet Nam, including the workplace over the past 30 years.Methods:This article is based on a quantitative study of 166 Vietnamese graduates with less than 2-year working experience at their organizations, followed by 11 interviews. The study seeks to demonstrate their evaluation of the sources of self-efficacy at work.Findings:The results show that “physiological and emotional states”, “vicarious experiences” and “verbal persuasion” have a significantly positive correlation with self-efficacy at work while no remarkable association is observed for “mastery experiences”. In addition, the content of the interviews further clarifies the above-mentioned results.Conclusion:The findings suggest the important role of cultural-social factors and the characteristics of the workforce in Viet Nam in interpreting employee’s self-efficacy.

scholarly journals Investigation of self-Efficacy sources of classroom teachers based on various variablesSınıf öğretmenleri öz-yeterlik kaynaklarinin çeşitli değişkenlere göre incelenmesi

2019 ◽  
Vol 16 (1) ◽  
pp. 355
Author(s):  
Yeliz Temli Durmuş
Keyword(s):  
Self Efficacy ◽  
Survey Study ◽  
Classroom Teachers ◽  
Verbal Persuasion ◽  
Physiological Factor ◽  
Teaching Experiences ◽  
Psychological States ◽  
Mastery Experiences ◽  
Career Cycle ◽  
Vicarious Experiences

The aim of the study is to clarify classroom teachers’ self-efficacy sources perception. Four factors of self-efficacy and general total values based on various variables. Independent variables are gender, teaching experiences, and cities where participant work in. Mastery experiences, Vicarious Experiences, Verbal persuasion and Emotional and psychological states are defined as four factors that constitute sources of self-efficacy. In this quantitative survey study, convenient sampling was used. Self-efficacy is affected by instructional methods used by teachers, materials and infrastructure of learning environments. That is why author determine easily accessible two cities to compare different locations and opportunities. In total of 128 volunteer classroom teachers, 69 female participants (53.9%) and 59 male participants (46.1%) participated in the study.  Findings show female teachers have statistically significant higher scores on vicarious experiences and verbal persuasion than male participants according to Mann Whityney U test results [U1(3512)=-2,183; U2(3221)=-2,283; p<.05]. Teaching experiences showed statistically significant results about emotional and physiological factor. Teaching experiences did not have statistically significant effect on total scores of self-efficacy sources and also vicarious experiences factor. Kruskal Wallis H scores did not show statistically meaningful scores for teaching experiences effect on mastery experiences and verbal persuasion. On the other hand, Emotional and psychological states have statistically significant effect on sources of self-efficay [H(1218)=7,198; p<.05]. The items emphasize “negative feelings like anxiety, sadness. Location did not show any statistically significant differences on total scores of self-efficacy sources and also four factors of it. Female classroom teachers are affected by verbal constructive/positive feedbacks on their profession than male classroom teachers schools administrators can use the finding to motivate them. Verbal persuasion can be used to create high expectations from themselves and recognize their educational products. The higher teaching experiences teachers have the lowest worries they have. Teachers in induction stage of teacher career cycle could be supported to decrease about their emotional-physiological concerns on teaching to support self-efficacy sources.Extended English summary is in the end of Full Text PDF (TURKISH) file.ÖzetBu çalışmanın amacı sınıf öğretmenlerinin öz-yeterlik kaynaklarını kendi aldı ve deneyimlerini ifade etmelerine bağlı kalarak ortaya koymaktır. Öz-yeterlik kaynaklarının 4 boyutu ve toplam puanlarının çeşitli değişkenlere göre incelenmiştir.  Bağımsız değişkenler cinsiyet, öğretmenlik deneyimi, görev yapılan il olarak belirlenmiştir. Performans başarıları olarak da ifade edilebilen doğrudan deneyimler, dolaylı deneyimler, sözel ikna ve duygusal ve psikolojik durum köz-yeterlik kaynaklarının boyutlarıdır.  Nicel tarama araştırması olan bu çalışmada Uygun Örneklem kullanılmıştır. Öz-yeterlik öğretim yöntemleri, meğitim materyalleri, okul altyapısı gibi birçok faktörden etkilendiğini alanyazın desteklemektedir. Bu nedenle farklı iki ilde bu çalışmayı gerçekleştirmek amaçlanmıştır. Toplam 128 gönüllü sınıf öğretmeni çalışmaya katılmıştır. Katılımcıların 69’u kadın (%53,9), 59’u erkektir. (%46,1).Mann Whitney U testi sonuçlarına göre [U1(3512)=-2,183; U2(3221)=-2,283; p<.05] Kadın sınıf öğretmenleri erkek sınıf öğretmenlerinden istatistiksel olarak anlamlı dolaylı yaşantılar ve sözel ikna boyutlarında daha yüksek puanlar almıştır. Öğretmenlik deneyiminde fizyolojik ve duygusal durum boyutta toplam öz-yeterlik boyutlarının genel toplamında istatistiksel olarak anlamlı bir ilişkisi bulunmamıştır. Kruskal Wallis H puanları performans başarıları ve sözel ikna boyutlarında anlamlı bir ilişki bulunmamıştır. fizyolojik ve duygusal durum öğretmenlik deneyimiyle ilişkili bulunmuştur [H(1218)=7,198; p<.05]. Bu boyutun maddeleri incelendiğinde endişe, korku, gibi olumsuz Kabul edilebilecek durumların öğrenme ortamında yaşanmasının deneyimle azaldığı sonucuna varılabilir. Kadın sınıf öğretmenleri sözel ikna boyutundan istatistiksel olarak anlamlı bir şekilde etkilenmekte olduğundan okul yöneticileri/müdürlerin sözel iknayı öğretmenlerin motivasyonunu artırmada kullanabileceği düşünülebilir. Bu durumun öz-yeterlik kaynaklarını destekleyerek etkili bir öz-yeterlik hissiyle eğitim çıktıları desteklenebilir. Öğretmenlik deneyimi ve arttıkça öğretmenlerin öğrenme ortamında kaygılarının azaldığı belirlenmiştir. Mesleğine yeni başlayan öğretmenlerin duygusal-fizyolojik boyutta kaygıları olduğu çalışmanın bulguları arasındadır ve bu dönemdeki öğretmenlere motivasyon arttırıcı destekler verilebilir.

scholarly journals Strategies for Improving Self-Efficacy: A Qualitative Analysis of Detroit’s Downtown Boxing Gym

2019 ◽  
Vol 14 (1) ◽  
pp. 165-181 ◽  
Author(s):  
Amanda Sommerfeld Case ◽  
N. Keita Christophe
Keyword(s):  
Public Schools ◽  
Students Of Color ◽  
Self Efficacy ◽  
Positive Development ◽  
Verbal Persuasion ◽  
Underserved Students ◽  
Peer Modeling ◽  
Detroit Public Schools ◽  
Mastery Experiences ◽  
Vicarious Experiences

Structural inequalities present throughout U.S. public schools are known to contribute to the significant achievement gaps that persist between lower-income students of color and their more financially secure, White peers. Because of this, community programs have been identified as places where typically underserved students can receive the support required for positive development and academic achievement. The current study used qualitative methods to explore how one community program, Detroit’s Downtown Boxing Gym, fosters self-efficacy in school-aged youth from Detroit Public Schools. Focus group participants reported they are indeed experiencing increases in self-efficacy as a result of the mastery experiences, vicarious experiences, and verbal persuasion they receive at the gym. Specific recommendations for how other programs might foster self-efficacy, including establishing a program climate where students feel cared for, ensuring program staff truly believe students can be successful, identifying opportunities for students to have mastery experiences, and utilizing peer modeling, are discussed.

scholarly journals The Comparison of Students’ Perceived Levels of Self-Efficacy in Live, Online and Live Online Courses

2021 ◽  
Vol 3 (1) ◽  
pp. 47-54
Author(s):  
Tarosh Wangwongwiroj ◽  
Pratchayapong Yasri
Keyword(s):  
Self Efficacy ◽  
Online Courses ◽  
Verbal Persuasion ◽  
Online Questionnaire ◽  
Significance Level ◽  
Psychological States ◽  
Face To Face ◽  
Mastery Experiences ◽  
The Mean ◽  
Vicarious Experiences

Education during COVID-19 pandemic has been greatly disrupted. While live courses where students meet face-to-face in classrooms are physically limited, online courses become more popular where students learn from pre-recorded videos at their own pace. In contrast, live online courses are learning modes where students and teachers meet via webinar tools such as zoom, skype, google meet, webex, teams, to name a few. This study compared students’ perceived levels of self-efficacy in these three different settings. Self-efficacy is defined as belief in one’s own ability to accomplish a task, which can be influenced by mastery experiences, verbal persuasion, vicarious experiences, and physiological states. An online questionnaire with 12 closed-ended statements based on a 5-Likert scale was developed, representing the four factors in the three modes of learning. A total of 105 voluntary responses were received. Statistical differences in the mean scores were determined by a paired sample t-test. The results at the significance level of 95% showed that the mean score of mastery experiences was the greatest in live courses (4.5), followed by live online (4.4) and online courses (3.3). The same was observed in vicarious experiences where live courses gained the greatest mean (4.5), followed by live online (4.3) and online courses (1.7). The means of verbal persuasion between live (4.5) and live online courses (4.3) did not differ significantly, but the lowest was in online courses (1.6). Interestingly, the reverse trend was found in psychological states in which the greatest was found in online (4.7), followed by live online (4.5) and live courses (3.6). The analysis above was based upon students who had no technical difficulties to access live online courses. However, this may not be applicable to contexts where internet connect is problematic. For educational implications, the findings revealed that live online courses are proven to be the most appropriate mode of learning during the pandemic. In contrast, online courses are associated with lower levels of mastery experiences, vicarious experiences, and verbal persuasion perceived by learners; whereas live courses lowered psychological states.

The Sources and Maintenance of Professional Golfers’ Self-Efficacy Beliefs

2013 ◽  
Vol 27 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Gio Valiante ◽  
David B. Morris
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Efficacy Beliefs ◽  
Emotional States ◽  
Thought Patterns ◽  
Mastery Experiences ◽  
Professional Golfers ◽  
Over Time

The purpose of this study was to explore the self-efficacy beliefs of male professional golfers (N = 12). Three themes emerged from the qualitative analysis of interview responses. First, enactive mastery experiences were the most powerful source of self-efficacy. Second, golfers maintained high self-efficacy over time by recalling prior success, strategically framing experiences, and enlisting supportive verbal persuasions from themselves and from others. Finally, self-efficacy influenced professional golfers’ thought patterns, outcome expectations, and emotional states. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory.

Effects of High-Fidelity Virtual Training Simulators on Learners' Self-Efficacy

2014 ◽  
Vol 6 (2) ◽  
pp. 38-52 ◽  
Author(s):  
Heather A. Holbrook ◽  
Katherine S. Cennamo
Keyword(s):  
Self Efficacy ◽  
Emotional Arousal ◽  
Performance Outcomes ◽  
High Fidelity ◽  
Verbal Persuasion ◽  
Training Simulator ◽  
Virtual Training ◽  
Personal Performance ◽  
Vicarious Experiences ◽  
And Task

Perceptions of one's ability to perform a task, or self-efficacy, is one aspect of the multifaceted nature of an individual's identity. It is generally accepted that having a high perceived self-efficacy about a certain task can lead to positive performance outcomes. Bandura (1977) has suggested that efficacy influences and expectations can come from four sources: personal performance accomplishments; vicarious experiences; verbal persuasion; and emotional arousal. Trainers and training agencies use a variety of simulations and simulators to provide learners with valuable and necessary training experiences. This mixed methods study explored the influence of one high-fidelity virtual training simulator on the learners' self-efficacy. Participants in this study were recruits enrolled in a law enforcement academy. Data were collected through pre- and post-simulation-use surveys that combined general self-efficacy questions (Schwarzer & Jerusalem, 1995) and task-specific self-efficacy questions (Bandura, 1977, 1997, 2006; Bandura, Adams, Hardy, & Howells, 1980), observations of participants using the simulator, and post simulator interviews. The most prominent theme that emerged from the data was emotional arousal due to the realism of the virtual environment. Emotional arousal seemed to impact both their perceived self-efficacy and task performance; yet, despite the variety of emotional arousal they experienced, the participants perceived their training in the high-fidelity virtual training simulator as valuable.

Determinants of Managerial Skill Spillover from FDI Enterprise to SMEs Vietnam

2018 ◽  
Vol 34 (1) ◽  
Author(s):  
Dang Thi Huong
Keyword(s):  
Foreign Direct Investment ◽  
International Business ◽  
Business Strategy ◽  
Direct Investment ◽  
Viet Nam ◽  
Factors Affecting ◽  
Managerial Skills ◽  
Working Paper ◽  
Doi Moi ◽  
Managerial Skill

This paper investigates the determinants of managerial skill spillover from FDI enterprise to SMEs Vietnam. By using expert interviewing method and survey, the paper initially identifies and evaluates factors affecting the transfer of managerial skills from FDI enterprises to SEMs in Vietnam. These factors include: Attitude and willingness to receive the spillover; Managerial capacity; Spillover channels and environment supporting spillover. Based on the results, the paper proposes some suggestions to promote the transfer of managerial skills from FDI enterprises into SMEs in Vietnam. Keywords Spillover, managerial skill, FDI enterprises References 1. Bộ Kế hoạch và Đầu tư, 2013. Kỷ yếu Hội nghị 25 năm đầu tư trực tiếp nước ngoài tại Việt Nam. Hà Nội2. Cục Đầu tư nước ngoài - Bộ KH-ĐT, 2014. Một số nghiên cứu về chuyển giao công nghệ qua FDI. Hà Nội.3. Phan Xuân Dũng, 2004. Chuyển giao công nghệ ở Việt Nam, thực trạng và giải pháp. Hà Nội. Nhà xuất bản Chính trị quốc gia. 4. Bùi Văn Hùng, 2013. Chuyển giao công nghệ thông qua các dự án FDI và những vấn đề đặt ra. Tạp chí KH-CN Việt Nam, số 15 – năm 2013. 5. Trần Lan Hương & Trần Tuấn Linh, 2012. Chính sách thúc đẩy xuất khẩu của Thái Lan và bài học kinh nghiệm cho Việt Nam. Tạp chí Kinh tế và phát triển, số đặc biệt, 9/2012.6. Nguyễn Thị Hường, 2002. Quản trị dự án và doanh nghiệp có vốn đầu tư nước ngoài FDI, nhà xuất bản Thống kê.7. Phùng Xuân Nhạ, 2010. Điều chỉnh chính sách đầu tư trực tiếp nước ngoài ở Việt Nam trong tiến trình hội nhập kinh tế quốc tế, nhà xuất bản ĐHQGHN.8. Trịnh Minh Tâm, 2016. Nghiên cứu tác động của FDI tới đổi mới công nghệ ở Việt Nam. Luận án tiến sỹ, Đại học Kinh tế quốc dân.9. Karpaty & Lundberg, 2004. Foreign direct investment and productivity spillovers in Swedish manufacturing. Working paper No.2, Orebro, University, Orebro.10. Kuemmerle, 1999. The drivers of foreign direct investment into research and development: An empirical investment. Journal of International Business Strategy, 30, 1-24.11. Nguyễn & Anwar, 2011. Foreign direct investment and trade: The case of Vietnam. Research in International Business and Finance, 25, 39-52.

scholarly journals Seafarers’ Quality of Life: Organizational Culture, Self-Efficacy, and Perceived Fatigue

2018 ◽  
Vol 15 (10) ◽  
pp. 2150 ◽  
Author(s):  
Jae-hee Kim ◽  
Soong-nang Jang
Keyword(s):  
Quality Of Life ◽  
Organizational Culture ◽  
Organizational Support ◽  
Self Efficacy ◽  
Work Life ◽  
Quality Of Work Life ◽  
Factors Affecting ◽  
Quality Of Work ◽  
Intervention Point

Using the Culture-Work-Health model, this study investigates the factors influencing the quality of life of seafarers. This study conducted a survey of 320 seafarers who have lived and worked on a ship for more than six months. This self-administered questionnaire included questions on organizational culture and support, self-efficacy, perceived fatigue, as well as the quality of work life. Organizational culture and self-efficacy were identified as factors affecting the quality of work life, while organizational support was found to have an indirect effect through self-efficacy and perceived fatigue. The final model accounts for 63.1% of the variance in seafarers’ quality of life. As such, this study shows that self-efficacy is important for the quality of life of seafarers, having both direct and indirect effects. Moreover, organizational support may prove to be the primary intervention point for relieving perceived fatigue and enhancing self-efficacy, thus improving the quality of work life.

Enhancing self-efficacy through life skills workshops

2020 ◽  
Vol 22 (3) ◽  
pp. 64-87
Author(s):  
Heather Mozley ◽  
Rebecca D'Silva ◽  
Sally Curtis
Keyword(s):  
Self Efficacy ◽  
Qualitative Data ◽  
Positive Impact ◽  
Emotional States ◽  
Attrition Rates ◽  
Educational Transition ◽  
Educational Disadvantage ◽  
Future Challenges ◽  
Vicarious Experiences ◽  
General Self Efficacy

University attrition rates are often higher for students from groups under-represented in Higher Education (HE), for example those who have experienced social and educational disadvantage. Points of educational transition have been identified as key risk factors for progression and retention, and interventions to increase self-efficacy may act protectively to reduce higher attrition rates.This study presents an evaluation of an intervention implemented at one UK medical school, which aimed to enhance participants' self-efficacy and sense of belonging. Participants completed Schwarzer's General Self-Efficacy Scale and written evaluations. Qualitative data were examined inductively using thematic analysis. Average self-efficacy scores showed a statistically significant improvement six months after the intervention. Key themes including ‘it's not just me’ and ‘learning from the experiences of others’ were identified from the qualitative data and explored within a framework of self-efficacy.The intervention appeared to have a positive impact on self-efficacy through two key sources. Firstly, creating positive “physiological and emotional states’ enabled participants to engage in constructive discussions of personal difficulties they faced, such as imposter syndrome. Secondly, ‘vicarious experiences’, hearing how others had coped during difficult situations, improved participants' beliefs in their ability to cope with future challenges and imagine being successful. These factors may be key in supporting transitions for under-represented university students engaged with a range of disciplines.

scholarly journals PENGUATAN EFIKASI DIRI PADA PRIBADI INTROVERT

2021 ◽  
Vol 2 (1) ◽  
pp. 203-216
Author(s):  
Lukman Hakim
Keyword(s):  
Social Services ◽  
Self Efficacy ◽  
Public Speaking ◽  
Emotional States ◽  
Vicarious Experience ◽  
Verbal Persuasion ◽  
Mastery Experience ◽  
Training Activities ◽  
Positive Experiences ◽  
The Individual

This article aims to explain the concept of strengthening self-efficacy in individuals who experience personal introverts through a community approach. The offer of the concept of activities designed by the supervisor by reaching out to intellectual, humanist and religiosity activities by emphasizing three main aspects of the individual namely cognitive, effective and psychomotor. Whereas in self-efficacy, increasing activities are needed: positive experiences (Mastery experience), other people's experiences (Vicarious experience), verbal persuasion and physiological and emotional states. Then the supervisor's offer to improve introverted individual selfefficacy is; Effective communication training activities and public speaking training, Creating live maps and presenting live maps, Community service activities or social services, Regular Community meetings, and My Forum sharing activities

scholarly journals Creating Self-Efficacy In Internal Auditors For Information Technology Audits: An On-The-Job Training Perspective

2014 ◽  
Vol 18 (3) ◽  
pp. 213 ◽  
Author(s):  
Nitaya Wongpinunwatana ◽  
Patcharamai Panchoo
Keyword(s):  
Information Technology ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Verbal Persuasion ◽  
Internal Auditor ◽  
Internal Auditors ◽  
Mastery Experiences ◽  
Research Findings ◽  
And Performance ◽  
It Audit

The objective of this study is to investigate how to create self-efficacy in internal auditors for information technology (IT) audits. This research conducts a case study to demonstrate that eight constructs affect internal auditor self-efficacy and performance. These constructs are personal factor, behavioral factor, environmental factor, verbal persuasion, emotional arousal, mastery experiences, modeling, and efficacy in an IT audit. This research applies social cognitive and motivational theories and analyzes these theories with the data collected from participants working at two telecommunication and two agricultural companies. The results indicate that the eight constructs affect self-efficacy and trainee performance. A model of creating self-efficacy in IT audit training for internal auditors is proposed from the research findings. Audit managers may consider using the modeling to boost self-efficacy in internal auditors for IT audits.

Sign in / Sign up

Export Citation Format

Share Document