Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports

System ◽  
2020 ◽  
Vol 93 ◽  
pp. 102312
Author(s):  
Xuyan Qiu ◽  
Man-Kit Lee
Keyword(s):  
Self Efficacy ◽  
Exploratory Study ◽  
Collaborative Writing ◽  
Efficacy Beliefs ◽  
Self Reports ◽  
Regulated Learning ◽  
L2 Learners

The development of self-efficacy beliefs during general practice vocational training: An exploratory study

2009 ◽  
Vol 31 (1) ◽  
pp. 39-44 ◽  
Author(s):  
Valérie Dory ◽  
Marie-Dominique Beaulieu ◽  
Dominique Pestiaux ◽  
Denis Pouchain ◽  
Bernard Gay ◽  
...  
Keyword(s):  
General Practice ◽  
Self Efficacy ◽  
Exploratory Study ◽  
Vocational Training ◽  
Efficacy Beliefs

scholarly journals An Investigation into the Effects of Demographic Factors on EFL Learners’ Self-Efficacy Beliefs

2021 ◽  
Vol 9 (4) ◽  
pp. 300-308
Author(s):  
Mohammadreza Valizadeh
Keyword(s):  
Self Efficacy ◽  
Grade Level ◽  
Extrinsic Motivation ◽  
Demographic Factors ◽  
Efficacy Beliefs ◽  
The Self ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Living Circumstances

This study investigated the level of self-efficacy beliefs of Turkish university learners who majored in English. Moreover, the effects of demographic factors of gender, grade level, types of initial motivation to enter a university, and living circumstances on participants’ self-efficacy levels were explored. The participants were 301 undergraduate Turkish university learners who majored in English. Their self-efficacy was evaluated using a students’ self-efficacy scale, which measured their self-efficacy within the category of self-efficacy for self-regulated learning. The data were analysed quantitatively. A relatively good (moderate) level of self-efficacy for self-regulated learning was found for Turkish English as a Foreign Language (EFL) university learners. There was a significant difference between the self-efficacy of males and females in favour of females. However, the magnitude of the differences in the means was below medium. Moreover, the participants’ self-efficacy level did not vary by grade level and living circumstances (i.e., living alone, living with parents, living in a shared room/apartment, living in a dormitory) during the academic year. Additionally, there was not a significant difference in the self-efficacy levels of the group with initial intrinsic motivation and the group with initial extrinsic motivation to enter a university. The results of this research can be insightful for the field of educational psychology.

Self-efficacy: core of employee success

2019 ◽  
Vol 33 (3) ◽  
pp. 9-12 ◽  
Author(s):  
Paul Lyons ◽  
Randall Bandura
Keyword(s):  
Personal Growth ◽  
Self Efficacy ◽  
Practical Experience ◽  
Efficacy Beliefs ◽  
The Body ◽  
Content Type ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Individual Self

Purpose This viewpoint demonstrates the importance and significance of individual self-efficacy beliefs and perceptions with regard to performance and in relation to self-regulated learning. The concept of self-efficacy has been widely researched and reported mainly in academic journals. This viewpoint aims to clearly explain the concept and its formation, give some details of its relationship with performance and persistence in effort, and present some specific advice for managers and supervisors pertaining to guiding and assisting employees. Design/methodology/approach This paper is built upon the following: a thorough review of the literature regarding the topic of self-efficacy, the practical experience of the authors in mentoring and supervising employees, and a desire to offer specific, helpful advice to managers/supervisors in enhancing and stimulating employee self-efficacy and personal learning. Findings The body of research across several domains, such as business, education (mostly pre-college), psychology, and athletics, clearly reveals that personal self-efficacy beliefs/perceptions can be highly motivational with regard to performance and improvement in learning tactics and strategies. This study finds that little attention has been given to advising managers/supervisors in assisting employees to enhance personal self-efficacy, hence the effort to provide direct advice. Originality/value There have been a few attempts to link self-efficacy with self-regulated learning. Both concepts are valuable when it comes to individual effectiveness in performance and in one’s personal growth; and this study highlights the coordination between the two. Originality and value are represented in the advice offered for managers/supervisors using the ordered, process steps of self-regulated learning as an organizing basis.

scholarly journals Effects of Collaborative Online Learning on EFL Leaners’ Writing Performance and Self-efficacy

2016 ◽  
Vol 9 (5) ◽  
pp. 119 ◽  
Author(s):  
Hung-Cheng Tai
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Structural Equation ◽  
Collaborative Writing ◽  
Efficacy Beliefs ◽  
Learning System ◽  
Equation Modeling ◽  
Entrance Examination ◽  
Writing Performance

<p>This study explored the effects of collaborative writing instruction on undergraduate nursing students’ writing performance and self-efficacy beliefs within an online learning system. A single-group experimental study utilized two instruments, the NCEEC (National College Entrance Examination Center) writing grading criteria (the SRCT) and a modified writing self-efficacy questionnaire (the WSQ), was conducted. The intervention was applied in the context of a four-month freshmen semester at the beginning of a two-year vocational education program conducted in fall 2010. Two hundred and nine learners were recruited through convenience sampling from four classes at a nursing vocational university in southwestern Taiwan. Quantitative data were analyzed using descriptive statistics, repeated measures MANOVA, explorative factor analysis (EFA), and structural equation modeling (SEM). The results showed that this instructional method effectively improved the learners’ writing performances and also influenced the latent structures of the learners’ self-efficacy from theoretical constructs toward pedagogical meanings, with the learners’ writing self-efficacy beliefs being altered by the instruction and becoming consistent with the assessment criteria. In addition, both the learners’ pre- and post-test self-efficacy levels had significant causal relationships with their individual learning progressions. These correlations between self-efficacy and writing performance suggest further teaching implications.</p>

Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem

2013 ◽  
Vol 23 ◽  
pp. 158-162 ◽  
Author(s):  
Antonio Zuffianò ◽  
Guido Alessandri ◽  
Maria Gerbino ◽  
Bernadette Paula Luengo Kanacri ◽  
Laura Di Giunta ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Personality Traits ◽  
Self Efficacy ◽  
Self Esteem ◽  
Efficacy Beliefs ◽  
Unique Contribution ◽  
Self Regulated Learning ◽  
Regulated Learning
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