scholarly journals The Role of Writing and Reading Self-efficacy in First-year Preservice EFL Teachers’ Writing Performance

2015 ◽  
Vol 199 ◽  
pp. 38-43 ◽  
Author(s):  
Seray Tanyer
Keyword(s):  
Self Efficacy ◽  
First Year ◽  
Writing Performance ◽  
Efl Teachers

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

scholarly journals Stability of coping and the role of self-efficacy in the first year following mild traumatic brain injury

2017 ◽  
Vol 181 ◽  
pp. 184-190 ◽  
Author(s):  
Myrthe E. Scheenen ◽  
Harm J. van der Horn ◽  
Myrthe E. de Koning ◽  
Joukje van der Naalt ◽  
Jacoba M. Spikman
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Mild Traumatic Brain Injury ◽  
Self Efficacy ◽  
First Year

scholarly journals The Role of EFL Teachers' Self-Efficacy and Emotional Resilience in Appraisal of Learners' Success

2022 ◽  
Vol 12 ◽  
Author(s):  
Yuxiu Xue
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Emotional Resilience ◽  
Teacher Resilience ◽  
Current Review ◽  
Efl Teachers ◽  
Successful Education ◽  
Difficult Situations ◽  
Significant Factors

Different elements in education should be taken into account in the development of education which affects learners' success. Educators are one of the main elements of any educational program, primarily in mainstream education, and there is considerable research recognizing this and the fact that educators have a significant effect on learners' success. Therefore, education can be enhanced simply by enhancing educators' effectiveness. Moreover, because of the importance of educators' factors, many researchers have emphasized educator attributes over the last 20 years. In an attempt to better explain the interaction between educator-related concepts in the setting of English as a Foreign Language (EFL), educator self-efficacy has a significant impact on the educators' everyday lives as well as on their learners and is regarded as an important factor in successful education and instruction. Furthermore, as one of the characteristics, teacher resilience is a multifaceted and developmental concept that has newly captured the interest of some scholars, specifically in the last 20 years, allowing educators not only to face difficult situations to survive but also to recover and prosper. To this end, the current review tries to emphasize these two significant factors in regulating learners' success. Corresponding to this review, some suggestions for further research are provided and pedagogical implications are proposed.

scholarly journals Moderating Effects of Hardiness and optimism on negative life events and coping self-efficacy in first-year undergraduate students

2020 ◽  
Vol 36 (3) ◽  
pp. 451-456
Author(s):  
Mohammad Abbasi ◽  
Ezatollah Ghadampour ◽  
Mohammad Hojati ◽  
Abas Senobar
Keyword(s):  
Life Events ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Negative Life Events ◽  
First Year ◽  
Life Orientation Test ◽  
School Year ◽  
And Coping ◽  
The Relationship

Introducción: Este estudio analiza el papel de la resistencia y el optimismo en los eventos negativos de la vida y la autoeficacia de afrontamiento en 228 estudiantes universitarios de primer año de la Universidad de Lorestan (Irán). El objetivo del estudio era doble: (1) analizar las asociaciones entre resistencia, optimismo, eventos de vida negativos y autoeficacia de afrontamiento; y (2) determinar si la resistencia y el optimismo moderan la relación entre los eventos negativos de la vida y la autoeficacia de afrontamiento. Método: Este estudio correlacional descriptivo se realizó en el año escolar 2016-17. En este estudio, al principio seleccionamos 228 estudiantes. Luego, los estudiantes completaron el Cuestionario de Eventos de la Vida Adolescente (ALEQ), la Prueba de Orientación de la Vida revisada (LOT-R), la Escala de Resistencia de Kobasa y la Escala de Autoeficacia (CSE). Se utilizaron análisis jerárquicos de regresión lineal para examinar el papel moderador de la resistencia y el optimismo. Resultados: Los resultados revelan que existe una relación significativa entre resistencia, optimismo, eventos vitales negativos y autoeficacia de afrontamiento. La resistencia y el optimismo también fueron moderadores en la relación entre los eventos negativos de la vida y la autoeficacia de afrontamiento. Conclusión: Los hallazgos respaldaron la hipótesis de que niveles más altos de resistencia y optimismo se asociarían con niveles más altos de autoeficacia de afrontamiento, y que niveles más bajos de resistencia y optimismo se asociarían con niveles más bajos de autoeficacia de afrontamiento. Finalmente, nuestros resultados implican que la resistencia y el optimismo son un moderador importante de los eventos negativos de la vida del estudiante sobre la autoeficacia de afrontamiento. Introduction. This study analyzes the role of Hardiness and optimism on negative life events and coping self-efficacy in 228 first-year undergraduate students from lorestan university (iran). The aim of the study was two-fold: (1) to analyze the associations between Hardiness, optimism, negative life events and coping self-efficacy; and (2) to determine whether Hardiness and optimism moderates the relationship between negative life events and coping self-efficacy. Method. This descriptive correlational study was conducted in the school year of 2016-17. In this study, at first we selected 228 students. Then the students completed the Adolescent Life Events Questionnaire (ALEQ), Revised Life Orientation Test (LOT-R), Kobasa's Hardiness Scale, and Coping Self-Efficacy Scale (CSE). Hierarchical linear regression analyses were used to examine the moderating role of Hardiness and optimism. Results. Results reveal that there is a significant Relationship between Hardiness, optimism, negative life events and coping self-efficacy. Hardiness and optimism was also a moderator in the relationship between negative life events and coping self-efficacy. Conclusion. The findings supported the hypothesis that higher levels of Hardiness and optimism would be associated with higher levels of Coping Self-Efficacy, and that lower levels of Hardiness and optimism would be associated with lower levels of Coping Self-Efficacy. Finally, our results imply that Hardiness and optimism is an important moderator of student’s negative life events on Coping Self-Efficacy.

scholarly journals The Predictive Role of Chinese EFL Teachers’ Individual Self-Efficacy and Collective Efficacy in Their Work Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Jianbo Yang
Keyword(s):  
Collective Efficacy ◽  
Middle School Teachers ◽  
Work Engagement ◽  
Self Efficacy ◽  
School Teachers ◽  
University Professors ◽  
Efl Teachers ◽  
Predictive Role ◽  
Individual Self

Both teacher individual self-efficacy (TSE) and collective efficacy (TCE) are indispensable since they impact the amount to which teachers are engaged in their work. Although several studies have been carried out considering the referred points, it seems to be a must to conduct such studies among Chinese teachers to measure the link between these three variables. In this study, the author has made endeavors to scrutinize the interplay among TSE, TCE, and work engagement (WE), and also the significant role of self-efficacy and collective efficacy in WE. Participants were 346 university professors and middle school teachers, from 25 provinces of China. Results substantiate that TSE and TCE predict teachers’ WE. In other words, the more efficacious a teacher is, the more he is engaged in his work. In the discussion part, the consistency between the current study and some other studies with the same topic is unpacked. Then, some limitations are discussed and further implications are suggested.

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