The impact of self-regulatory strategy use on self-efficacy beliefs and motivated learning behavior in study abroad contexts: The case of university students in Italy, Poland and Turkey

System ◽  
2022 ◽  
pp. 102735
Author(s):  
Mirosław Pawlak ◽  
Kata Csizér
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Strategy Use ◽  
Learning Behavior ◽  
Regulatory Strategy ◽  
The Impact

scholarly journals Impact of Perceived Academic Stress and Depression on Self Efficacy Beliefs among University Students during Online Learning in Peninsula, Malaysia

2021 ◽  
Vol 1 (3) ◽  
pp. 260-269
Author(s):  
Mutiu Salami ◽  
Rahmattullah Khan ◽  
Muhammed Yusuf ◽  
Asma Perveen ◽  
Mohammed Y.M. Mai
Keyword(s):  
Online Learning ◽  
University Students ◽  
School Psychologists ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Efficacy Beliefs ◽  
Academic Stress ◽  
Stress Scale ◽  
The Impact ◽  
General Self Efficacy

Due to the COVID-19 pandemic, a new challenge has developed specifically among students faced with online learning. The challenge that arises from this type of learning is that the students faced some uncertainties and negative emotional states. This study examined the impact of perceived academic stress and depression on self-efficacy beliefs among university students studying online. One hundred twenty-three participants from two public Universities in Peninsula Malaysia participated through an online google form, which consists of three instruments which are Perception of Academic Stress Scale (PASS), General Self-efficacy (GSE), as well as Depression, Anxiety and Stress Scale (DASS). Findings from Pearson correlation revealed a low negative correlation between general self-efficacy and stress (r = -.269, p < 0.01). On the other hand, the result of a simple linear regression between self-efficacy and perceived academic stress was significant with B = -2.30, p < 0.05. Students with higher levels of academic stress tend to experience depressive symptoms, while self-efficacy was a predictor of perceived academic stress. Considering the current unpredictable pandemic situation, with support from school psychologists and counselors, students are expected to heighten their cognitive drives and beliefs, including the motivation to overcome the challenges inherent in online learning.

Do students' self-efficacy beliefs moderate the effects of performance goals on self-regulatory strategy use?

2004 ◽  
Vol 24 (2) ◽  
pp. 231-247 ◽  
Author(s):  
Ivar Bra˚ten * ◽  
Marit S. Samuelstuen ◽  
Helge I. Strømsø
Keyword(s):  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Strategy Use ◽  
Performance Goals ◽  
Regulatory Strategy

The impact of self-efficacy on first onset and prognosis of major depressive disorder: findings from a longitudinal study in a sample of Chinese first-year university students

2021 ◽  
pp. 1-6
Author(s):  
JianLi Wang ◽  
Debiao Liu ◽  
Guoling Li ◽  
Jin Zhu ◽  
Song Yue ◽  
...  
Keyword(s):  
Major Depressive Disorder ◽  
Depressive Disorder ◽  
University Students ◽  
Longitudinal Studies ◽  
Self Efficacy ◽  
First Year ◽  
Major Depressive ◽  
First Onset ◽  
First Year University ◽  
The Impact

Abstract Background Self-efficacy is a pivotal factor in the etiology and prognosis of major depression. However, longitudinal studies on the relationship between self-efficacy and major depressive disorder (MDD) are scarce. The objectives were to investigate: (1) the associations between self-efficacy and the 1-year and 2-year risks of first onset of MDD and (2) the associations between self-efficacy and the 1-year and 2-year risks of the persistence/recurrence of MDD, in a sample of first-year university students. Methods We followed 8079 first-year university students for 2 years from April 2018 to October 2020. MDD was ascertained by the Chinese version of the Composite International Diagnostic Interview (CIDI-3.0) based on self-report. Self-efficacy was measured by the 10-item General Self-efficacy (GSE) scale. Random effect logistic regression modeling was used to estimate the associations. Results Among participants without a lifetime MDD, the data showed that participants with high baseline GSE scores were associated with a higher risk of first onset of MDD over 2 years [odds ratio (OR) 1.04, 95% confidence interval (CI) 1.01–1.08]. Among those with a lifetime MDD, participants with high baseline GSE scores were less likely to have had a MDD over 2 years (OR 0.93, 95% CI 0.88–0.99) compared to others. Conclusions A high level of GSE may be protective of the risk of persistent or recurrent MDD. More longitudinal studies in university students are needed to further investigate the impact of GSE on the first onset of MDD.

scholarly journals The Impact of Agentic and Communal Exercise Messages on Individuals’ Exercise Class Attitudes, Self-Efficacy Beliefs, and Intention to Attend

2017 ◽  
Vol 39 (6) ◽  
pp. 397-411 ◽  
Author(s):  
Timothy C. Howle ◽  
James A. Dimmock ◽  
Nikos Ntoumanis ◽  
Nikos L.D. Chatzisarantis ◽  
Cassandra Sparks ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Exercise Class ◽  
The Impact

scholarly journals Scale Evaluating the Information Literacy Self-Efficacy of Medical Students Created and Tested in a Six-Year Belgian Medical Program

2019 ◽  
Vol 14 (2) ◽  
pp. 128-130
Author(s):  
Brittany Richardson
Keyword(s):  
Medical Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Medical Information ◽  
Medical Curriculum ◽  
High Reliability ◽  
Efficacy Beliefs ◽  
Medical Program ◽  
The Impact ◽  
Academic Year

A Review of: De Meulemeester, A., Buysse, H., & Peleman, R. (2018). Development and validation of an Information Literacy Self-Efficacy Scale for medical students. Journal of Information Literacy, 12(1), 27-47. Retrieved from https://ojs.lboro.ac.uk/JIL/article/view/PRA-V12-I1-2 Abstract Objective – To create and validate a scale evaluating the information literacy (IL) self-efficacy beliefs of medical students. Design – Scale development. Setting – Large, public research university in Belgium. Subjects – 1,252 medical students enrolled in a six-year medical program in the 2013-2014 academic year. Methods – Ten medical-specific IL self-efficacy questions were developed to expand a 28-item Information Literacy Self-Efficacy Scale (ILSES) (Kurbanoglu, Akkoyunlu, & Umay, 2006). Medical students in Years 1 – 5 completed the questionnaire (in English) in the first two weeks of the academic year, with students in Year 6 completing after final exams. Respondents rated their confidence with each item 0 (‘I do not feel confident at all’) to 100 (‘I feel 100% confident’). Principal Axis Factoring analysis was conducted on all 38 items to identify subscales. Responses were found suitable for factor analysis using Bartlett’s Test of Sphericity and the Kaiser-Meyer-Olkin measure (KMO). Factors were extracted using the Kaiser-Gutmann rule with Varimax rotation applied. Cronbach’s alpha was used to test the internal consistency of each identified subscale. Following a One-way-ANOVA testing for significant differences, a Tamhane T2 post-hoc test obtained a pairwise comparison between mean responses for each student year. Main Results – Five subscales with a total of 35 items were validated for inclusion in the Information Literacy Self-Efficacy Scale for Medicine (ILSES-M) and found to have a high reliability (Chronbach’s alpha scores greater than .70). Subscales were labelled by concept, including “Evaluating and Processing Information” (11 items), “Medical Information Literacy Skills” (10 items), “Searching and Finding Information” (6 items), “Using the Library” (4 items), and “Bibliography” (4 items). The factor loading of non-medical subscales closely reflected studies validating the original ILSES (Kurbanoglu, Akkoyunla, & Umay, 2006; Usluel, 2007), suggesting consistency in varying contexts and across time. Although overall subscale means were relatively low, immediate findings among medical students at Ghent University demonstrated an increase in the IL self-efficacy of students as they advance through the 6-year medical program. Students revealed the least confidence in “Using the Library.” Conclusions – The self-efficacy of individuals in approaching IL tasks has an impact on self-motivation and lifelong learning. The authors developed the ILSES-M as part of a longitudinal study protocol appraising the IL self-efficacy beliefs of students in a six-year medical curriculum (De Meulemeester, Peleman, & Buysse, 2018). The ILSES-M “…could give a clear idea about the evolution of perceived IL and the related need for support and training” (p. 43). Further research could evaluate the scale’s impact on curriculum and, conversely, the impact of curricular changes on ILSE. Qualitative research may afford additional context for scale interpretation. The scale may also provide opportunities to assess the confidence levels of incoming students throughout time. The authors suggested further research should apply the ILSES-M in diverse cultural and curricular settings.

Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum

2015 ◽  
Vol 32 (1) ◽  
pp. 49-67 ◽  
Author(s):  
Andrea R. Taliaferro ◽  
Lindsay Hammond ◽  
Kristi Wyant
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
Midwestern University ◽  
Disability Categories ◽  
The Impact

The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators’ self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.

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