Overcoming barriers to training utilizing technology: The influence of self-efficacy factors on multimedia-based training receptiveness

1998 ◽  
Vol 9 (1) ◽  
pp. 25-38 ◽  
Author(s):  
Richard T. Christoph ◽  
Gerald A. Schoenfeld ◽  
Judith W. Tansky
Keyword(s):  
Self Efficacy ◽  
Efficacy Factors

Browsing and the Hypermedia Interaction Cycle: A Model of Self- Efficacy and Goal Dynamics

1998 ◽  
Vol 75 (1) ◽  
pp. 35-54 ◽  
Author(s):  
Eric S. Fredin ◽  
Prabu David
Keyword(s):  
World Wide Web ◽  
Self Efficacy ◽  
World Wide ◽  
News Story ◽  
The World ◽  
Regulatory Model ◽  
Efficacy Factors

The Hypermedia Interaction Cycle (HIC) proposed in this paper is an iterative, self-regulatory model that captures the dynamics of hypermedia interaction from a user's perspective. The interaction cycle was divided into three distinct phases: preparation, exploration, and consolidation. The dynamics between two motivational components, namely self-efficacy factors and goal conditions, were examined within the HIC using a browsing task that involved searching for news-story ideas on the World Wide Web. Findings suggest that a cyclical model involving shifting states of goals and self-efficacy can capture some of the dynamics of motivation within the HIC. Furthermore, there was evidence of a self-regulatory pattern between the motivational components in the model.

Effects of Experience Abroad and Language Proficiency on Self-Efficacy Beliefs in Language Learning

2017 ◽  
Vol 120 (4) ◽  
pp. 670-694 ◽  
Author(s):  
Hyang-Il Kim ◽  
Kyung-Ae Cha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Factor Structure ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Efficacy Beliefs ◽  
New Perspective ◽  
Efficacy Factors ◽  
Do So

Experience abroad has been recognized as one of the best investments for second or foreign language learning. A lot of research has examined its impact on language learning from linguistic as well as non-linguistic perspectives. Nonetheless, literature on the relationships between and among experience abroad, language proficiency, and self-efficacy beliefs in language learning seems to still be cursory and thus the present study chose to focus on these aspects in more detail. To do so, 259 Korean English as a foreign language students answered the Questionnaire of English Self-Efficacy as well as completed a background questionnaire. Statistical analyses identified two underlying factors of self-efficacy beliefs—production and comprehension—that helped analyze the data from a new perspective. Using this two-factor structure of self-efficacy, it was found that the combination of experience abroad and English proficiency were indeed related to these self-efficacy factors. In addition, the results indicate that students may have benefitted most in self-efficacy formation in production and comprehension aspects when they have four to six months of experience abroad.

scholarly journals Faktor eksternal yang mempengaruhi academic self-efficacy: Sebuah tinjauan literatur

Cognicia ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 36-39
Author(s):  
Chozina Nauvalia
Keyword(s):  
Self Efficacy ◽  
External Factors ◽  
Family Factors ◽  
Learning Activities ◽  
Great Level ◽  
Academic Expectations ◽  
Academic Efficacy ◽  
Factors Affecting ◽  
Academic Self Efficacy ◽  
Efficacy Factors

Academic self-efficacy is one’s belief in his/her ability to do assignments, regulate their learning activities, or realize their academic expectations. Indeed, a great level of academic efficacy is needed by one student so he or she can meet his/her academic expectations. The purpose of this study was to examine the results of research related to external factors affecting academic self-efficacy. Literature identification was conducted on databases such as google scholar, Science direct, SAGE Journals, and Springerlink using the keywords ”efikasi diri akademik”, ”academic self-efficacy”, and ”academic self-efficacy factors”. The results of this study found that family factors, friendship factors, and teacher support factors are external factors that can affect the level of individual’s academic self-efficacy.

scholarly journals Binary Logistic Regression Analysis of Teacher Self-Efficacy Factors Influencing Literacy and Numeracy

2019 ◽  
Vol 9 (1) ◽  
pp. 209
Author(s):  
Jarrod Sio Jyh Lih ◽  
Ramlee Bin Ismail
Keyword(s):  
Student Achievement ◽  
Logistic Regression ◽  
Student Engagement ◽  
Teacher Efficacy ◽  
Self Efficacy ◽  
Binary Logistic Regression ◽  
Teaching Experience ◽  
Academic Qualification ◽  
Teacher Self Efficacy ◽  
Efficacy Factors

This paper discusses the teacher efficacy factors contributing to student achievement in literacy and numeracy in 105primary schools within Sibu division, Sarawak, Malaysia. The study observed high levels of practice for teacherefficacy. The t-test and one-way analysis of variance (ANOVA) were used to analyze the differences between gender,teaching experience and academic qualification. The study reported significant differences in respondent perceptionsbased on teaching experience. Here, the post hoc Tukey test revealed that efficaciousness grows with years of teachingexperience. A correlation test observed a significant relationship between the independent variable with studentachievement in literacy. Binary logistic regression was applied to predict the influence of teacher efficacy on literacyand numeracy. The findings revealed that a dimension of teacher self-efficacy – efficacy in student engagement -emerged as the best predictor for student achievement for English literacy (LBI). The result indicated that for every1-point increase in the self-reported efficacy for student engagement, the school was .014 times less likely to achieve100% literacy rate for LBI. In conclusion, the teacher’s self-efficacy in student engagement had a negative influence onthe mastery of basic literacy for the English language, hence necessitating a closer inspection of the variable within thecontext of LINUS2.0. However, more comprehensive studies are needed to ascertain its consistency as well asinvestigating positive predictors for literacy.

scholarly journals Dukungan Sosial dan Self-Efficacy dengan Penyesuaian Diri Pada Santri Tingkat Pertama di Pondok Pesantren

2017 ◽  
Vol 7 (2) ◽  
pp. 116
Author(s):  
Salwa Sa’idah ◽  
Hermien Laksmiwati
Keyword(s):  
Social Support ◽  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Correlation Method ◽  
Boarding School ◽  
First Year ◽  
First Year Students ◽  
Efficacy Factors

The purpose of this study was to determine: (1) the correlations between social support and addjustment, (2) between self-efficacy and addjustment, and (3) between social support and self-efficacy to adjustment among first year students of an Islamic Boarding School in Gresik, East Java, Indonesia. This study used quantitative approach with correlation method involving 90 first year students who were recruited using boring sampling. Three Likert model questionnaires of social support, self-efficacy, and self-adjustment were used to collect data. Data were analyzed using multiple regression analysis. The results show that: (1) social support has no significant correlation to self-adjustment which can be seen from its significance value (p) of 0,914 (p>.,005); (2) self-efficacy has a significance correlation to self-adjustment which can be seen from its significance value of 0,000 (p<0,005). The result shows that determination coefficient (R2) is 0,588 in the significant value of 0,000 (p<0,005). It means that there is a significant relationship between social support and self-efficacy to self-adjustment. The contribution of both social support and self-efficacy factors to self-adjustment is 58%. Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui: (1) hubungan antara dukungan sosial dengan penyesuaian diri (2) hubungan antara self-efficacy dengan penyesuaian diri (3) hubungan antara dukungan sosial dan self-efficacy dengan penyesuaian diri pada santri tingkat pertama di Pondok Pesantren Daruttaqwa Gresik. Metode yang digunakan dalam penelitian ini adalah metode penelitian kuantitatif. Teknik pengambilan sampel menggunakan teknik sampel jenuh dan diperoleh jumlah sampel sebanyak 90 santri. Pengumpulan data menggunakan kuesioner. Peneliti menggunakan tiga skala Likert, yaitu skala dukungan sosial, self-efficacy dan penyesuaian diri. Teknik analisis data menggunakan teknik regresi linier berganda. Hasil penelitian menunjukkan bahwa: (1) dukungan sosial tidak memiliki hubungan yang signifikan dengan penyesuaian diri, dapat dilihat dari signifikansi sebesar 0,914. (2) Self-efficacy memiliki hubungan yang signifikan dengan penyesuaian diri, dapat dilihat dari signifikansi sebesar 0,000. Hasil uji regresi menunjukkan bahwa nilai R2 adalah 0,588, artinya kontribusi variabel dukungan sosial dan self-efficacy terhadap penyesuaian diri sebesar 58%.

Relative contribution of genetic, individual, and self-efficacy factors to smoking cessation in a Chinese rural population

2017 ◽  
Vol 26 (2) ◽  
pp. 161-166
Author(s):  
Qiang Wang ◽  
Suyun Li ◽  
Huijie Li ◽  
Xiaorong Yang ◽  
Fan Jiang ◽  
...  
Keyword(s):  
Smoking Cessation ◽  
Rural Population ◽  
Self Efficacy ◽  
Relative Contribution ◽  
Efficacy Factors

scholarly journals Students' Behavioral Intention to Use Learning Management System: The Mediating Role of Perceived Usefulness and Ease of Use

2021 ◽  
Vol 11 (11) ◽  
pp. 538-545
Author(s):  
Albert Andry E. Panergayo ◽  
◽  
John Vincent C. Aliazas
Keyword(s):  
Online Learning ◽  
Behavioral Intention ◽  
Self Efficacy ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Ease Of Use ◽  
Mediating Role ◽  
Behavioral Intention To Use ◽  
Efficacy Factors

This paper investigates the mediating role of perceived usefulness and perceived ease of use on the effect of online learning self-efficacy factors: learning in an online environment, time management, and technology use to the students' behavioral intention to use learning management system. A cross-sectional explanatory research design was employed to collect and interpret the data gathered from 470 senior high students. Mediation analyses were initiated using PROCESS v3.5 following the procedure of Hayes (2013). Findings revealed that the three online learning self-efficacy factors, perceived usefulness, and perceived ease of use could explain the variation of students' behavioral intention to use. The results further showed that perceived usefulness and ease of use are both significant mediators in the relationship between online learning self-efficacy factors and student's behavioral intention to use. These results suggest that the future intention to use is higher when the students' perception of LMS found it valuable and easy to use. Development and adoption of LMS in educational institutions should consider the usefulness and manageability features to increase usage, fostering successful LMS-based course implementation.

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