scholarly journals Using Writing in Science Class to Understand and Activate Student Engagement and Self-Efficacy

2020 ◽  
pp. 89-105 ◽  
Author(s):  
Eileen Kogl Camfield ◽  
Laura Beaster-Jones ◽  
Alex D. Miller ◽  
Kirkwood M. Land
Keyword(s):  
Student Engagement ◽  
Self Efficacy ◽  
Science Class ◽  
Writing In Science

scholarly journals The Effect of Subjective Well-Being, Peer Support, and Self-Efficacy on Student Engagement of Class X Students of Four State Senior High School in Sidoarjo [Pengaruh SWB, PS, dan Efikasi Diri terhadap SE Siswa Kelas X di Empat SMAN di Kabupaten Sidoarjo]

2021 ◽  
Vol 36 (1) ◽  
Author(s):  
Tania Nurmalita ◽  
Nono Hery Yoenanto ◽  
Duta Nurdibyanandaru
Keyword(s):  
High School ◽  
Student Engagement ◽  
Peer Support ◽  
Self Efficacy ◽  
Well Being ◽  
Senior High School ◽  
School Level ◽  
Subjective Well Being ◽  
High School Level ◽  
The Impact

An initial survey showed that school students at the Sekolah Menengah Atas Negeri (SMAN; State Senior High School) level in the Sidoarjo Regency of East Java Province, Indonesia, suffered low levels of student engagement (SE).  This research examined the impact of subjective well-being, peer support, and self-efficacy on the student engagement of the students in the Class 10 of four SMAN in the Sidoarjo Regency. 328 students were involved in this research, filling in a survey related to the four variables of the study.  The results of regression testing indicated that subjective well-being, peer support, and self-efficacy had significant influence on increases in student engagement (SE). The implication of this research was that the efforts by the school, parents, and other parties was related to attention being given, outside of improvement in the quality of the academic atmosphere. Psychological well-being, peer support, as well as increases in self-efficacy, may assist students to become actively involved in the learning process.   Survey awal menunjukkan siswa di tingkat Sekolah Menengah Atas (SMA) Kabupaten Sidoarjo memiliki student engagement (SE) yang rendah. Penelitian ini mengkaji dampak dari subjective well-being, peer support, dan efikasi diri terhadap student engagement (SE) pada siswa kelas X yang berasal dari empat Sekolah Menengah Atas Negeri (SMAN) di Kabupaten Sidoarjo. 328 siswa terlibat dalam penelitian ini dengan mengisi survei terkait empat variabel studi. Hasil uji regresi menunjukkan bahwa subjective well-being, peer support, dan efikasi diri memberikan pengaruh signifikan terhadap peningkatan student engagement (SE). Implikasi penelitian ini adalah adanya upaya sekolah, orangtua, dan pihak lain terkait untuk memberikan perhatian di luar peningkatan kualitas atmosfir akademik. Kesejahteraan psikologik, dukungan sosial teman sebaya, maupun peningkatan efikasi diri dapat membantu siswa lebih terlibat aktif dalam proses pembelajaran.

scholarly journals An Investigation of Pre-Service EFL Teachers’ Self-Efficacy Beliefs

2019 ◽  
Vol 3 (1) ◽  
pp. 41
Author(s):  
ÖZGÜL BALCI ◽  
FAHRETTİN ŞANAL ◽  
SELMA DURAK ÜĞÜTEN
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
State University ◽  
Sense Of Efficacy ◽  
Multiple Comparison Test ◽  
Efl Teachers ◽  
High Level ◽  
The University

The purpose of this study was to investigate pre-service English as a foreign language (EFL) teachers’ self-efficacy beliefs. The study was a descriptive study based on a single screening model. A total of 291 freshman, sophomore, junior and senior students studying at a state university in Turkey during the fall semester of the academic year 2018-2019 participated in the study. Teachers’ Sense of Efficacy Scale (TSES) which was originally developed by Tschannen-Moran & Woolfolk Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu, and Sarıkaya (2005) was used to determine pre-service EFL teachers’ self-efficacy beliefs. Pre-service EFL teachers’ self-efficacy beliefs were analyzed by descriptive statistics.  Differences in participants’ self-efficacy perceptions by class level were analyzed by one-way ANOVA. The Tukey multiple comparison test was used to determine significant differences among the different class levels. Research results revealed that pre-service EFL teachers had relatively high-level teacher self-efficacy perceptions in general and for classroom management, student engagement and instructional strategies subscales. Also, it was found that juniors had significantly higher scores than sophomores in both total scale and student engagement subscale. Total and subscale scores at other class levels did not differ significantly.  It was suggested that pre-service EFL teachers’ self-efficacy perceptions should be considered with greater attention in the ELT program at the university and special efforts are required to strengthen seniors’ self-efficacy perceptions.

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