scholarly journals Benefits of Integrating an Explicit Self-Efficacy Intervention With Calculation Strategy Training for Low-Performing Elementary Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Tuire Koponen ◽  
Tuija Aro ◽  
Pilvi Peura ◽  
Markku Leskinen ◽  
Helena Viholainen ◽  
...  
Keyword(s):  
Elementary Students ◽  
Self Efficacy ◽  
Pure Strategy ◽  
Skill Training ◽  
Integrated Approach ◽  
Strategy Training ◽  
Integrated Strategy ◽  
Quasi Experimental ◽  
Mastery Experiences ◽  
Vicarious Experiences

This study examined the malleability of math self-efficacy (SE) among children with poor calculation fluency via an intervention that targeted four sources of SE (mastery experiences, vicarious experiences, social persuasions, and emotional and physiological states). The effect of pure strategy training was contrasted with an intervention that integrated strategy training and explicit SE support. Moreover, the changes in SE source experiences and their relation with math SE, as well as the relation between math-SE profiles and calculation fluency development, were examined. In a quasi-experimental design, 60 Finnish children with calculation fluency problems in Grades 2 to 4 participated in strategy training (N = 38) or in an intervention that integrated SE support with strategy training (N = 32) for 12 weeks. The results showed that the explicit SE intervention integrated with strategy training enhanced math SE among children with poor calculation fluency and low SE (effect size, r = 0.61). Changes in mastery experiences and social persuasions were positively associated with changes in math SE among children who received the explicit SE intervention. An initially high math-SE profile and a profile indicating an increase from low to high math SE were related to growth in calculation fluency that approached the children's average age level during the interventions. In conclusion, an integrated approach that combined skill training and SE intervention was especially beneficial for children with poor calculation fluency and low math SE.

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.

scholarly journals Examining the sources of self-efficacy among instrumental music teachers

2019 ◽  
Author(s):  
◽  
Bradley James Regier
Keyword(s):  
Preservice Teachers ◽  
General Education ◽  
Effective Teaching ◽  
Instrumental Music ◽  
Self Efficacy ◽  
Music Teachers ◽  
Physiological State ◽  
Instrumental Music Teachers ◽  
Mastery Experiences ◽  
Vicarious Experiences

This dissertation comprises three projects that were designed to investigate the extent that mastery experiences, verbal persuasions, vicarious experiences, and physiological state contribute to instrumental music teachers' self-efficacy. The first investigation was a review of the literature about self-efficacy and its sources among general education teachers, music teachers, and preservice teachers. The second investigation was a survey study of how instrumental teachers' self-efficacy for teaching strategies is influenced by its four sources. Results indicated concert band directors' self-efficacy related the most with mastery experiences, followed by verbal persuasions, physiological state, and vicarious experiences, respectively. Further investigation indicated levels of self-efficacy related with years of experience and self-perceptions of effective teaching. The third investigation was a case study of preservice instrumental teachers' self-efficacy and concerns. Participants' beliefs were most impacted by their familiarity with a setting and perceived success of previous pedagogical experiences. Results from these three projects indicated that instrumental music teachers' self-efficacy (a) is most influenced by the relative success of previous teaching experiences, (b) relates to effective teaching behaviors, and (c) improves with experience and familiarity in a setting.

Teaching Self-Efficacy

2017 ◽  
Author(s):  
David Morris
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Affective States ◽  
Sources Of Information ◽  
Ample Evidence ◽  
Sense Of Efficacy ◽  
Mastery Experiences ◽  
Vicarious Experiences ◽  
Stress Fatigue

Teaching self-efficacy refers to the beliefs that teachers hold about their instructional capabilities. According to Bandura’s social cognitive theory, individuals develop a sense of efficacy by attending to four sources of information: mastery experiences (i.e., performance attainments), vicarious experiences (i.e., observing social models), social persuasions (i.e., messages received from others) and physiological and affective states (e.g., stress, fatigue, mood). Personal and contextual factors also play a role in the development of teaching self-efficacy. Understandings of teaching self-efficacy, its sources and its effects, have been limited by poor conceptualizations and methodological shortcomings. Nonetheless, researchers have provided ample evidence that teachers with a high sense of efficacy tend to be more psychologically healthy and effective than teachers who doubt their capabilities.

scholarly journals Strength and sources of self-efficacy beliefs by physical education student teachers

2014 ◽  
Vol 20 (2) ◽  
pp. 143-150
Author(s):  
Roberto Tadeu Iaochite ◽  
Samuel de Souza Neto
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Self Efficacy ◽  
Education Student ◽  
Sources Of Information ◽  
Demographic Questionnaire ◽  
Mastery Experiences ◽  
Teacher Self Efficacy ◽  
Vicarious Experiences ◽  
Social Persuasion

In the teaching domain, self-efficacy (SE) is related to teachers' judgment about their own ability to achieve learning outcomes and student engagement. SE is formed by four sources of information: mastery experiences, vicarious experiences, social persuasion, and psychophysiological states. We measured and analyzed SE and its sources for teaching physical education. Student teachers (n = 114) from three universities responded to two Likert scales - Physical Education Teacher Self-Efficacy Scale and Teacher Self-Efficacy Scale Sources - and a social demographic questionnaire. SE for teaching was classified as moderate, and vicarious experiences and social persuasion were the main sources of information. Results were discussed for future researches related to teaching practices in undergraduate programs as well as in-service teacher training.

Examining Relationships Among Concert Band Directors’ Efficacious Sources, Self-Efficacy for Teaching Strategies, and Effective Teaching Skills

2020 ◽  
Vol 68 (4) ◽  
pp. 436-450
Author(s):  
Bradley J. Regier
Keyword(s):  
Effective Teaching ◽  
Teaching Strategies ◽  
Self Efficacy ◽  
Physiological State ◽  
Concert Band ◽  
Band Directors ◽  
Teaching Skills ◽  
Self Perceptions ◽  
Mastery Experiences ◽  
Vicarious Experiences

The purpose of this study was to investigate the extent that concert band directors’ self-efficacy for teaching strategies was influenced by its four sources: mastery experiences, verbal persuasions, vicarious experiences, and physiological state. A secondary purpose was to investigate possible relationships between directors’ self-efficacy and self-perceptions of effective teaching. Participants were high school concert band directors ( N = 610). They responded to the Concert Band Directors’ Self-Efficacy for Teaching Strategies Scale, Sources of Self-Efficacy for Concert Band Teaching Scale, and a scale for effective teaching abilities. Directors’ self-efficacy for teaching strategies were influenced most by mastery experiences, followed by verbal persuasions, physiological state, and vicarious experiences. Participants’ self-efficacy scores associated with their experience level and the influence of each source on self-efficacy differed between early-, mid-, and late-career directors. Furthermore, participants who reported greater self-efficacy for teaching strategies also rated themselves as more confident for using effective teaching skills.

scholarly journals IMPORTANCE OF FIRST-YEAR ENGINEERING DESIGN PROJECTS TO SELF-EFFICACY: DO FIRST-YEAR STUDENTS FEEL LIKE ENGINEERS?

2012 ◽  
Author(s):  
Jon Michael ◽  
J Booth ◽  
Thomas E Doyle
Keyword(s):  
Self Efficacy ◽  
Engineering Students ◽  
First Year ◽  
Primary Concern ◽  
First Year Students ◽  
Engineering Programs ◽  
Design Project ◽  
Mastery Experiences ◽  
Design Projects ◽  
Vicarious Experiences

Self-efficacy, a belief that one can achieve a certain level of attainment, is important to student retention in engineering and technology fields. Developing ways to increase self-efficacy should be a primary concern for engineering programs. Several key tasks will be investigated including (a) the importance of design projects to self-efficacy in first-year engineering, and (b) making first-year engineering students feel like engineers. A team-based “Cornerstone” design project was undertaken by first-year engineering students as part of a Design and Graphics course. Two groups of first- year engineering students were surveyed, (1) students who had completed the course and design project in first term, and (2) students who were enrolled in the second term offering of the same course, before completing the design project. The survey focused on Bandura’s four identified sources of self-efficacy: (a) Mastery experiences, (b) Vicarious experiences, (c) Social persuasions, and (d) Physiological states, as well as a fifth often added characteristic (e) Drive and motivation. Additionally, students were asked to quantify their agreement or disagreement to the statement “I feel like an Engineer.” This paper will present the results between these two groups and will be of interest to faculty involved in freshmen design.

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