scholarly journals Affect of teacher candidates’ academic self-efficacy beliefs on their motivations towards sciences

2011 ◽  
Vol 15 ◽  
pp. 2808-2812 ◽  
Author(s):  
Pınar Fettahlıoglu ◽  
Gülay Ekici
Keyword(s):  
Self Efficacy ◽  
Teacher Candidates ◽  
Efficacy Beliefs ◽  
Academic Self Efficacy

Stop, Drop, or Enroll? How Ability Beliefs Are Associated With College-Going Among Black Males

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Kelly A. Minor ◽  
Charity Brown Griffin ◽  
Aprile D. Benner
Keyword(s):  
Youth Development ◽  
Black Males ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
School Level ◽  
Academic Press ◽  
Academic Preparedness ◽  
Black Male Students ◽  
College Going ◽  
Academic Self Efficacy

High educational attainment is associated with beneficial outcomes for both individuals and society; however, Black males are underrepresented among college students. This study drew on a positive youth development (PYD) perspective to investigate the role of academic self-efficacy beliefs (a malleable strength) in predicting academic preparedness (a measure of PYD) and how academic preparedness, in turn, was associated with immediate postsecondary enrollment. We also investigated a school-level measure of climate—academic press—as a moderator. Our study’s sample of Black male students was drawn from the Education Longitudinal Study (ELS) of 2002 and used three waves of ELS data. We found significant direct and indirect (through academic preparedness) effects of academic self-efficacy beliefs on college enrollment, and the findings indicated no differences in indirect relationships based on academic press. We discuss recommendations for future studies and the practice of school counseling.

scholarly journals The Relationship Between Self-Esteem, Self-Efficacy, Family and Life Satisfaction, Loneliness and Academic Achievement During Adolescence / Odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije

2021 ◽  
Vol 23 ◽  
Author(s):  
Ina Reić Ercegovac ◽  
Toni Maglica ◽  
Maja Ljubetić
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Self Efficacy ◽  
Short Form ◽  
Well Being ◽  
Self Esteem ◽  
Efficacy Beliefs ◽  
Female Adolescents ◽  
The Relationship ◽  
Academic Self Efficacy

This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulić Prtorić Sorić, 2006), Family Satisfaction Scale (Vulić Prtorić, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement.Key words: academic achievement; adolescence; self-concept; satisfaction, loneliness---Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće.Ključne riječi: adolescencija; akademsko postignuće; samopoimanje; usamljenost; zadovoljstvo

scholarly journals An assessment of the factors that influence biology teacher candidates’ levels of academic self-efficacy

2010 ◽  
Vol 2 (2) ◽  
pp. 2377-2382 ◽  
Author(s):  
Sultan Altunsoy ◽  
Osman Çimen ◽  
Gülay Ekici ◽  
Ali Derya Atik ◽  
Ahmet Gökmen
Keyword(s):  
Self Efficacy ◽  
Teacher Candidates ◽  
Biology Teacher ◽  
Academic Self Efficacy

scholarly journals The relationship between prosocial and antisocial behaviors in sport, general self-efficacy and academic self-efficacy: Study in department of physical education and sport teacher education

2015 ◽  
Vol 12 (2) ◽  
pp. 1273 ◽  
Author(s):  
Mevlüt Yıldız ◽  
Ender Şenel ◽  
Hasan Şahan
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Antisocial Behaviors ◽  
Teacher Education Department ◽  
Positive Correlations ◽  
The Relationship ◽  
Academic Self Efficacy ◽  
General Self Efficacy

<p>The aim of this study was to examine the relationship between prosocial and antisocial behaviors in sport, general self-efficacy and academic self-efficacy beliefs of students studying in physical education and sport teacher education department. 118 students in department of physical education and sport teacher education at Mugla Sitki Kocman University voluntarily participated in the study.  31 of the participants were national athletes while 87 of them were non-national athletes. 50 of the participant were females while 68 of them were males. Prosocial and Antisocial Behavior in Sport Scale (PABSS) was used to determine the behaviors of students whether prosocial or antisocial. General self-efficacy scale<strong> </strong>was used to determine the self-efficacy beliefs of participants.<strong> </strong>Academic Self-Efficacy scale<strong> </strong>was used to determine academic self-efficacy beliefs of students. Positive correlations have been found between age and prosocial opponent. Positive correlations have been found between general self-efficacy and prosocial teammate, prosocial opponent. Positive correlations have been found between academic self-efficacy and prosocial teammate, prosocial opponent, general-self-efficacy. Consequently, students having high level of self-efficacy beliefs in physical education and sport teacher education department can adopt prosocial behaviors.</p>

scholarly journals The Relationship between Academic Self-Efficacy and Cognitive Flexibility: Physical Education and Sports Teacher Candidates

2021 ◽  
Vol 9 (SPE3) ◽  
Author(s):  
Şirin Pepe
Keyword(s):  
Physical Education ◽  
Cognitive Flexibility ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Personal Information ◽  
Arithmetic Means ◽  
Package Program ◽  
And Control ◽  
The Relationship ◽  
Academic Self Efficacy

The aim of this study is to examine the relationship between academic self-efficacy and cognitive flexibility levels of physical education and sports teacher candidates. The universe of the study consisted of 480 teacher candidates studying in the physical education and sports teaching departments of the sports sciences faculties within Selçuk, Erciyes, Süleyman Demirel and Mehmet Akif Ersoy Universities, and the sample group consisted of 192 volunteers from the specified population. Participants in the study were asked to fill in a personal information form, academic self-efficacy and cognitive flexibility scales. IBM SPSS 22.0 (Statistical Package for the Social Sciences) statistical package program was used to analyze the data. Arithmetic means and standard deviations of the scores of the volunteers from the scales were presented as X±Sd. Pearson Product Moment Correlation Analysis was applied to reveal the relationship of the data obtained from the scales. The value of p<0,05 was considered significant. As a result, it was determined that the academic self-efficacy and cognitive flexibility levels of physical education and sports teacher candidates were above average. A moderate positive correlation was found between academic self-efficacy and alternatives and control subtitles of cognitive flexibility and total of cognitive flexibility. It is thought that this situation is due to the ability of physical education and sports teacher candidates to transfer their experiences in sports life to their education life.

scholarly journals The Effects of Argumentation Implementation on Environmental Education Self Efficacy Beliefs and Perspectives According to Environmental Problems

2018 ◽  
Vol 6 (4) ◽  
pp. 199 ◽  
Author(s):  
Pınar Fettahlıoğlu
Keyword(s):  
Environmental Education ◽  
Science Teacher ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Environmental Science ◽  
Environmental Problems ◽  
Efficacy Beliefs ◽  
University Education ◽  
Mixed Method Research ◽  
Categorical Analysis

The purpose of this study is to investigate the effect of argumentation implementation applied in the environmental science course on science teacher candidates’ environmental education self-efficacy beliefs and perspectives according to environmental problems. In this mixed method research study, convergent parallel design was utilized. Quantitative part of this study was based upon one group pretest-posttest design. Qualitative part of this study was based upon holistic case study. The sample of the study consisted of 26 3rd year science teacher candidates in A State University Education Faculty Science Education Department in the spring term of 2013-2014 academic years. The data collection tools were environmental education self-efficacy beliefs scale developed by Ozdemir, Aydın and Vural (2009) and drawings drawn by science teacher candidates to determine their perspectives on environmental problems. The experimental study took 7 weeks (21 hours). The first week involved the acquaintance with the students and briefing them about the study. Also, in this week, an educational plan related to the argumentation implementation was prepared and applied. And this week finally, scales were administered as pretest. The study started in the second week. The study took five weeks as three hours a week. Last week scales were administered as posttest. In quantitative data analysis paired samples t-test was used. For the analysis of qualitative data, categorical analysis technique, one of the content analysis techniques, was used. At the end of the study, it was observed that the science teacher candidates’ self-efficacy beliefs according to environmental education statistically differed in favor of the post-test. In addition, it was also found that, at the end of the study, science teacher candidates' perceptions of environmental problems differed according to their self-efficacy beliefs.

Self-Concept, Attributional Style and Self-Efficacy Beliefs of Students with Learning Disabilities with and without Attention Deficit Hyperactivity Disorder

2002 ◽  
Vol 25 (2) ◽  
pp. 141-151 ◽  
Author(s):  
Waheeda Tabassam ◽  
Jessica Grainger
Keyword(s):  
Learning Disabilities ◽  
Attributional Style ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Self Concept ◽  
Students With Learning Disabilities ◽  
Hyperactivity Disorder ◽  
Students With Ld ◽  
Academic Self Efficacy ◽  
Typically Achieving

A considerable comorbidity, ranging from 40% to 80%, has been reported in the literature between learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). This study examined how students with LD and students with comorbid ADHD (LD/ADHD) differ from typically achieving peers in self-concept, self-efficacy beliefs and attributional style. The study also explored the relationship between academic self-concept, academic self-efficacy beliefs and academic-attributional style. Both students with LD and students with LD/ADHD reported significantly lower scores on academic self-concept, academic attributional style and academic self-efficacy beliefs than typically achieving peers. No significant differences were found between students with LD and with LD/ADHD on these variables. However, the LD/ADHD group reported significantly lower scores on peer-relation self-concept than the other two groups. Results revealed that the academic self-perceptions of students with learning disabilities were not significantly influenced by their comorbidity with ADHD. The correlational analysis demonstrated a close relationship between self-concept, self-efficacy beliefs and attributional style. The need for further research and implications for self-concept enhancement of students with LD and with LD/ADHD are discussed.

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