scholarly journals Sources of Speaking EFL Self-Efficacy of Japanese University Students

2021 ◽  
Vol 2020 (1) ◽  
pp. 114
Author(s):  
Dawn Kobayashi
Keyword(s):  
Academic Success ◽  
University Students ◽  
Self Efficacy ◽  
Global Education ◽  
Learning Experiences ◽  
University Graduates ◽  
Japanese University ◽  
Mastery Experiences ◽  
English Speaking ◽  
Education And Employment

Raising the English-speaking fluency of university graduates is a key concern. The ability to communicate in English serves as a gateway to global education and employment opportunities, at the same time, the English level of Japanese is one of the lowest in Asia. Self-efficacy, which is a person’s confidence in their abilities to complete a specific task, may help in understanding why. It is formed through the interpretation of learning experiences and is a predictor of academic success. However, its role in EFL speaking in Japan remains under-researched. Consequently, in this study 15 university students were interviewed about their EFL speaking learning experiences at junior and senior high school in relation to sources of self-efficacy. Findings suggest a tendency for passive speaking mastery experiences, insufficient peer modelling and a strong preference from students for more communicative activities. 大学卒業者の英語力の向上は重要な課題である。英語でのコミュニケーション能力は、グローバルな教育や雇用機会への入り口となるが、一方で日本人の英語レベルはアジアでも最低レベルである。その理由を理解するには、特定の課題を成功させるための自己効力感（self-efficacy）が役立つかもしれない。自己効力感は学習経験の解釈を通して形成され、学業の成功を予測するものである。しかし、日本のEFL スピーキングにおけるその役割については、まだ十分な研究がなされていない。そこで本研究では、15 名の大学生を対象に、中学・高校でのEFL スピーキングの学習経験と自己効力感との関連についてインタビューを行った。その結果、学生には受動的なスピーキング習得の傾向がみられ、ピア・モデリングが不十分であり、学生がより多くのコミュニケーション活動を好む傾向があることが示唆された。

scholarly journals Measuring University Students’ Perceptions and Attitudes toward Sudden Transition to Online Learning and Academic Self- Efficacy

2021 ◽  
Vol 9 (4) ◽  
pp. 153
Author(s):  
Mona Saad Alamri
Keyword(s):  
Online Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Student Attitudes ◽  
Learning Experiences ◽  
Statistical Correlation ◽  
Social Distancing ◽  
Sudden Transition ◽  
Academic Self Efficacy

Online learning has unquestionably shaped contemporary education. The emergence and spread in recent months of the COVID-19 virus, with the attendant preventative implementation of social distancing, has significantly enhanced online learning’s influence. In the Kingdom of Saudi Arabia, where strict social distancing precautions were implemented early in the pandemic, thousands of college students were rapidly shifted from conventional to online instructional environments. Now that these students have a semester of experience with online learning, the time is propitious to explore these students’ online learning experiences. One concept in connection with which students’ online learning experiences have not been extensively studied is that of academic self-efficacy. The present study seeks to investigate Jeddah University students’ experiences with online learning in light of their assessments of their academic self-efficacy. Employing a combined descriptive/correlational research design organized around a pair of survey instruments—one designed to query students’ online learning experiences and a second designed to measure their senses of their academic self-efficacy—the present study investigates attitudes of a population of 1,167 Jeddah University undergraduate students randomly selected from the available pool of 16,893 individuals. The study finds that student attitudes with respect to both online learning and self-efficacy are high. It shows, furthermore, significant statistical correlation between students’ highly positive experiences with online instruction and their high senses of their academic self-efficacy. By developing the understanding regarding student attitudes and self-efficacy, this research opens avenues for further research into the connections between online learning and students’ self-perceptions. Moreover, the study’s findings hold significant implications for bettering Saudi Arabian e-learning, an outcome fully in keeping with the policy goals outlined in the 2030 vision.

Perfectionism, Self-Efficacy, and Depression: Preliminary Analysis of the Japanese Version of the Almost Perfect Scale–Revised

2009 ◽  
Vol 104 (3) ◽  
pp. 896-898 ◽  
Author(s):  
Keiko Nakano
Keyword(s):  
Factor Analysis ◽  
University Students ◽  
Self Efficacy ◽  
Depression Scale ◽  
Japanese Version ◽  
Total Sample ◽  
Self Report ◽  
Japanese Culture ◽  
Japanese University ◽  
High Standards

The Almost Perfect Scale–Revised is a self-report measure of perfectionism. The present study examined the psychometric properties of the scale's Japanese version and its relation to self-efficacy and depression. Japanese university students ( N = 249) completed the Japanese version of the Almost Perfect Scale-Revised along with the General Self-Efficacy Scale–12 and the Self-Rating Depression Scale. Exploratory factor analysis indicated three factors: Discrepancy, High Standards, and Order. Estimates of internal consistency reliability for the three subscales were high. Confirmatory factor analysis of the Almost Perfect Scale–Revised in another group of Japanese university students ( N = 206) supported the 3-factor structure. Cluster analyses using the three subscales yielded four clusters. In addition to adaptive perfectionists, maladaptive perfectionists, and nonperfectionists, identified in previous studies, a normal perfectionists group was identified, with mean scores similar to those of the total sample and depression and self-efficacy scores close to those of nonperfectionists. Adaptive perfectionists, characterized by high scores on High Standards and Order and low scores on Discrepancy, also had higher scores on self-efficacy and lower scores on depression than maladaptive perfectionists and even nonperfectionists. The influence of Japanese culture is discussed.

Career Self-Efficacy, Career Outcome Expectations and Vocational Interests among Japanese University Students

2004 ◽  
Vol 95 (1) ◽  
pp. 89-100 ◽  
Author(s):  
Tomoko Adachi
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Vocational Interests ◽  
Japanese University ◽  
The Social ◽  
Career Model ◽  
Vocational Preference

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.

Self-Efficacy, Motivation, and Perceived Importance of English as an L2 Among Japanese University Students

2018 ◽  
Vol 42 (4) ◽  
pp. 13
Author(s):  
Simon Ball ◽  
Christopher Edelman
Keyword(s):  
Second Language ◽  
Action Research ◽  
University Students ◽  
Self Efficacy ◽  
Quantitative Data ◽  
Tertiary Level ◽  
Perceived Efficacy ◽  
Level Of Education ◽  
Japanese University ◽  
Perceived Importance

The purpose of this study was to conduct action research examining the relationships between university students’ self-reported efficacy in the four skills, their perception of the importance of learning English, and their motivations for studying English as a second language (L2). Quantitative data was collected through a Likert scale questionnaire measuring these three constructs. The participants involved in the study were from intact classes at a university in Kansai. The data was analysed using SPSS (ver. 24). The results showed that although participants perceived English as being very important for their professional future, their motivation and self-perceived efficacy were low. This short study provides useful reflection for other educators at the tertiary level of education. 本論の目的は、大学生の自己評価による英語4技能の能力と、英語学習の重要性に対する認識と、英語学習に対する意欲の3つの関係性を探るため、アクションリサーチを行うことである。これら三要素の関係性を明らかにするために、リッカート法によるアンケートを用いて定量的データ収集を行った。本論は関西にある大学の学生の協力のもとに行われた。データ分析にはSPSS (ver.24)を用いた。その結果、学生は自分の将来のために英語を重要だと認識しているが、英語学習に対する意欲および自分の英語力に対する評価は低いことが分かった。本論は、大学教員にとって 有益な情報を提供する。

scholarly journals Self-Efficacy Beliefs of University Students: Examining Factor Validity and Measurement Invariance of the New Academic Self-Efficacy Scale

2022 ◽  
Vol 12 ◽  
Author(s):  
Andrea Greco ◽  
Chiara Annovazzi ◽  
Nicola Palena ◽  
Elisabetta Camussi ◽  
Germano Rossi ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Academic Success ◽  
University Students ◽  
Measurement Invariance ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Academic Experiences ◽  
Academic Tasks ◽  
Academic Self Efficacy

Academic self-efficacy beliefs influence students’ academic and career choices, as well as motivational factors and learning strategies promoting effective academic success. Nevertheless, few studies have focused on the academic self-efficacy of university students in comparison to students at other levels. Furthermore, extant measures present several limitations. The first aim of this study was to develop a reliable and valid scale assessing university students’ self-efficacy beliefs in managing academic tasks. The second aim was to investigate differences in academic self-efficacy due to gender, years of enrollment, and student status. The study involved 831 students (age M = 21.09 years; SD = 1.34 years; 66.3% women) enrolled in undergraduate programs. Indicators of academic experiences and performance (i.e., number of exams passed and average exam rating) were collected. A new scale measuring students’ academic self-efficacy beliefs was administered. Results from a preliminary Exploratory Factor Analysis were consistently supported by findings from a Confirmatory Factor Analysis. Multigroup CFA supported the presence of measurement invariance. Analyses revealed that the new scale has eight factors: “Planning Academic Activities,” “Learning Strategies,” “Information Retrieval,” “Working in Groups,” “Management of Relationships with Teachers,” “Managing Lessons,” “Stress Management,” and “Thesis Work.” Self-efficacy dimensions showed significant relations with academic experiences and students’ performance indicators, as well as differences due to gender, years of enrollment, and student status. Findings are discussed in terms of practical implications for the implementation of intervention programs aimed at fostering self-efficacy beliefs and academic success.

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