scholarly journals Self-efficacy in first-year university students: a descriptive study

2019 ◽  
Author(s):  
Paula Alvarez-Huerta ◽  
Iñaki Larrea ◽  
Alexander Muela ◽  
José Ramón Vitoria
Keyword(s):  
Social Sciences ◽  
Student Motivation ◽  
Self Efficacy ◽  
Future Research ◽  
First Year ◽  
Professional Career ◽  
And Gender ◽  
The University ◽  
First Year University ◽  
Motivation And Learning

The study and analysis of the self-efficacy beliefs of students has become an important line of educational research. The purpose of this study, conducted at the University of Mondragon (Spain), is to explore the different perceptions concerning the creative and entrepreneurial self-efficacy of students on their entrance to university. Results revealed clear patterns with regards to discipline and gender. Students commencing their degrees in social sciences show lower creative and entrepreneurial self-efficacy perceptions than their peers in other disciplines. Women show lower scores than men across different disciplines with the exception of women commencing engineering studies. Self-efficacy has been related to student motivation and learning and has been found influential in the choice of the professional career. The high significance of this construct in education makes the results of this study have clear implications for the development of learning environments that address the differences found between gender and disciplines. Directions for future research are also indicated.

PRIOR MATHEMATICS PERFORMANCE, STATISTICS ANXIETY, SELF-EFFICACY AND EXPECTATIONS FOR PERFORMANCE IN STATISTICS: A SURVEY OF SOCIAL SCIENCES STUDENTS IN A CARIBBEAN INSTITUTION OF HIGHER EDUCATION

2021 ◽  
Vol 20 (1) ◽  
pp. 4
Author(s):  
TALIA RANDA ESNARD ◽  
FAREENA MARYAM ALLADIN ◽  
KEISHA CHANDRA SAMLAL
Keyword(s):  
Social Sciences ◽  
Self Efficacy ◽  
Academic Discipline ◽  
Relative Effect ◽  
Mathematics Performance ◽  
First Year ◽  
Statistics Anxiety ◽  
Negative Effect ◽  
Performance Statistics ◽  
First Year University

The objectives of this study were to examine (i) the expectation for performance (EFP) in statistics of first year university students, (ii) the relative effect of previous mathematics performance (PMP), perceived statistical self-efficacy (SSE), and statistics anxiety (SA) for understanding these expectations, and (iii) whether students’ EFP scores differ based on sex and academic discipline. Findings point to average to high EFP in statistics, with no differences in these levels based on sex or academic discipline. PMP had little effect on students’ EFP, but, moderate effects on their levels of SA. While SSE positively affected both students’ SA, this measure produced a negative effect on their EFP in statistics. Both SSE and SA negatively affected students’ EFP in statistics, but with minimally higher levels for the latter.

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

scholarly journals Individual and group antecedents of satisfaction: One lab- multilevel study

2016 ◽  
Vol 32 (2) ◽  
pp. 565 ◽  
Author(s):  
Isabel M. Martínez ◽  
Eva Cifre
Keyword(s):  
Hierarchical Linear Modeling ◽  
Self Efficacy ◽  
Work Group ◽  
Gender Diversity ◽  
Group Cohesion ◽  
Future Research ◽  
Linear Modeling ◽  
Level 1 ◽  
And Gender ◽  
Individual Self

<p>This study examines the simultaneous effect of individual (self-efficacy) and group variables (cohesion and gender diversity) on satisfaction. A laboratory study was conducted involving 373 college students randomly distributed across 79 small groups, who performed a laboratory task in about five hours. Two-level Hierarchical Linear Modeling (HLM) method was used. Results show the main effect from individual self-efficacy to satisfaction (both level 1), the cross-level effect from group cohesion (level 2) to individual satisfaction (level 1), and the interaction effect between self-efficacy and gender diversity to satisfaction. These results suggest that in a work group, satisfaction has a background in individual and group variables. Group cohesion and gender diversity have important effects on satisfaction. The article concludes with practical strategies and with limitations and suggestions for future research.</p>

scholarly journals Effect of Self-esteem on Perceived Job Insecurity: The Moderating Role of Self-efficacy and Gender

2018 ◽  
Vol 64 (4) ◽  
pp. 10-22
Author(s):  
Adewale A. Adekiya
Keyword(s):  
Self Efficacy ◽  
Job Loss ◽  
Job Insecurity ◽  
Self Esteem ◽  
International Markets ◽  
High Rate ◽  
Future Research ◽  
And Gender ◽  
Perceived Job Insecurity

AbstractThe high rate of job loss in most crude oil dependent countries, which may be attributed to the recent drop in the price of this commodity in international markets, has intensified the perception of threats associated with potential job loss among the employees who are still employed. Hence, perceived job insecurity, its associated outcome, coupled with how it can be mitigated has become a global phenomenon, which requires the attention of managers and practitioners alike. In this work, we built upon Hobfall’s conservation of resource theory (CRT) to present a research model that links employee’s self-efficacy and gender to the strength or weakness of the relationship between self-esteem and self-perceived job insecurity. Research data were collected from 153 randomly selected Nigerian Bank employees out of 217 drawn from a total population of 509. Based on the results from relevant statistical analysis, it is discovered that, while increase in self-esteem would lead to a significant decrease in job insecurity perception, such significant decrease is, however, not associated with self-efficacy and gender meaning that these variables are not moderators in the self-esteem/perceived job insecurity relationship. In line with these outcomes, we conclude by recommending that managers should focus on developing intervention strategies aimed at improving employee self-esteem with a view of reducing perceived job insecurity. In addition, important areas in need of future research were also identified.

The impact of self-efficacy on first onset and prognosis of major depressive disorder: findings from a longitudinal study in a sample of Chinese first-year university students

2021 ◽  
pp. 1-6
Author(s):  
JianLi Wang ◽  
Debiao Liu ◽  
Guoling Li ◽  
Jin Zhu ◽  
Song Yue ◽  
...  
Keyword(s):  
Major Depressive Disorder ◽  
Depressive Disorder ◽  
University Students ◽  
Longitudinal Studies ◽  
Self Efficacy ◽  
First Year ◽  
Major Depressive ◽  
First Onset ◽  
First Year University ◽  
The Impact

Abstract Background Self-efficacy is a pivotal factor in the etiology and prognosis of major depression. However, longitudinal studies on the relationship between self-efficacy and major depressive disorder (MDD) are scarce. The objectives were to investigate: (1) the associations between self-efficacy and the 1-year and 2-year risks of first onset of MDD and (2) the associations between self-efficacy and the 1-year and 2-year risks of the persistence/recurrence of MDD, in a sample of first-year university students. Methods We followed 8079 first-year university students for 2 years from April 2018 to October 2020. MDD was ascertained by the Chinese version of the Composite International Diagnostic Interview (CIDI-3.0) based on self-report. Self-efficacy was measured by the 10-item General Self-efficacy (GSE) scale. Random effect logistic regression modeling was used to estimate the associations. Results Among participants without a lifetime MDD, the data showed that participants with high baseline GSE scores were associated with a higher risk of first onset of MDD over 2 years [odds ratio (OR) 1.04, 95% confidence interval (CI) 1.01–1.08]. Among those with a lifetime MDD, participants with high baseline GSE scores were less likely to have had a MDD over 2 years (OR 0.93, 95% CI 0.88–0.99) compared to others. Conclusions A high level of GSE may be protective of the risk of persistent or recurrent MDD. More longitudinal studies in university students are needed to further investigate the impact of GSE on the first onset of MDD.

scholarly journals Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

2019 ◽  
Vol 9 (4) ◽  
pp. 299 ◽  
Author(s):  
Cosme-Jesús Gómez-Carrasco ◽  
José Monteagudo-Fernández ◽  
Juan-Ramón Moreno-Vera ◽  
Marta Sainz-Gómez
Keyword(s):  
Training Program ◽  
Primary Education ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Descriptive Statistics ◽  
And Gender ◽  
The University ◽  
Motivation And Learning ◽  
The Impact ◽  
Pearson Correlations

We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.

scholarly journals Turn-taking and gender differences in language classroom

2018 ◽  
Vol 23 (1-2) ◽  
pp. 54-67
Author(s):  
Kaukab Abid Azhar ◽  
Nayab Iqbal
Keyword(s):  
Gender Differences ◽  
Female Students ◽  
Male Students ◽  
First Year ◽  
Female Teacher ◽  
Male And Female ◽  
Language Classroom ◽  
And Gender ◽  
The University ◽  
Mixed Gender

The study aims at studying gender differences in the ways male and female students take turns and participate in a mixed-gender classroom. Two groups of first-year English compulsory classes held at two different departments (Geography and Economics) at the University of Karachi took part in the study. The results revealed that in the Geography Department, where there was a female teacher, male students were more dominating as compared to the female students who hardly participated in the class. They took more turns and participated better in the classroom discussion. In addition, they also interrupted the teacher and the female counterparts when they tried to contribute to the discussion. On the other hand, at the Department of Economics, female students had more number of turns. They dominated the classroom as compared to the male students. Besides, the study revealed that the gender of the teacher played an important part in shaping the discourse taking place in the classroom.

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