scholarly journals Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education

2022 ◽  
Vol 109 ◽  
pp. 103521
Author(s):  
Akie Yada ◽  
Markku Leskinen ◽  
Hannu Savolainen ◽  
Susanne Schwab
Keyword(s):  
Inclusive Education ◽  
Self Efficacy ◽  
Meta Analysis ◽  
The Relationship

Teachers' Attitudinal Orientation Towards the Socially Disadvantaged Students and their Education

2017 ◽  
Vol 7 (2) ◽  
pp. 47-72
Author(s):  
Anna Petr Šafránková ◽  
Tereza Humenská
Keyword(s):  
Inclusive Education ◽  
Family Environment ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Teaching Experience ◽  
Research Survey ◽  
Socially Disadvantaged ◽  
Individual Variables ◽  
Questionnaire Method ◽  
The Relationship

In the context of education of socially disadvantaged pupils and the perspective of inclusive education, the teacher occupies a significant position. The presented study focuses on the issue of education of socially disadvantaged pupils, respectively its aim is to present results of the research survey focused on the attitudinal orientation of teachers in Pardubice, Liberec and Ústí nad Labem regions (n = 122) towards the socially disadvantaged pupils. Further, its goal is to find out whether there exists a relation between the teacher's attitudinal orientation and the region, his/her age, the length of the teaching experience, his/her experience with socially disadvantaged pupils education and their self-efficacy. In order to achieve research goals the Likert-type questionnaire method was used and as a research tool Teacher self-efficacy. The obtained data were subjected to factor analysis, in order to verify the relation between individual variables ANOVA was used, further Kruskal-Wallis test, Mann-Whitney test and Pearson correlation coefficient were used. It was found out that teachers evaluate the group of socially disadvantaged pupils rather negatively, on the other hand, they evaluate the possibility to reduce or overcome their disadvantage originating from the family environment they come from rather positively and also they perceive the relationship between the school and the socially disadvantaged pupils rather positively. The teachers' attitudinal orientation is not related to the previous experience with the education of socially disadvantaged pupils, the length of their teaching experience and region where the teachers work. On the contrary, the relation between teachers' attitudinal orientation and age and self-efficacy was proved.

Career Adaptability and Career Decision Self-Efficacy: Meta-Analysis

2021 ◽  
pp. 089484532110124
Author(s):  
Graham B. Stead ◽  
Lindsey M. LaVeck ◽  
Sandra M. Hurtado Rúa
Keyword(s):  
Self Efficacy ◽  
Total Population ◽  
Meta Analysis ◽  
Career Decision ◽  
Decision Making Process ◽  
Career Adaptability ◽  
Efficacy Measures ◽  
Meta Analyses ◽  
Career Research ◽  
The Relationship

The relationship between career adaptability and career decision self-efficacy was examined due to its importance for clients in the career development and career decision-making process. Multivariate meta-analyses using 18 studies with a total population of 6,339 participants were employed. Moderator variables important to this relationship were country of participants, mean age, and career adaptability measures. Estimated correlations between career adaptability subscales and career decision self-efficacy measures ranged from .36 to .44. Findings are discussed in relation to career research and counseling.

Self-efficacy and continuance intention of Web 2.0 platforms: a meta-analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zheshi Bao ◽  
Bo Shang
Keyword(s):  
Web 2.0 ◽  
Self Efficacy ◽  
Meta Analysis ◽  
Continuance Intention ◽  
Content Type ◽  
Moderating Variables ◽  
Quantitative Measurements ◽  
And Gender ◽  
The Relationship

PurposeAlthough many studies show that self-efficacy and continuance intention of Web 2.0 platforms are positively and significant correlated, others reveal some different findings. To clarify this line of research, this study further investigates the effect of self-efficacy on continuance intention and meanwhile examines some moderating variables in this process.Design/methodology/approachA meta-analysis method was employed to examine the literature containing quantitative measurements of both self-efficacy and continuance intention of Web 2.0 platforms. A total of 31 effects sizes (N = 9,084) were reviewed.FindingsThe results indicate medium-sized positive correlation between self-efficacy and continuance intention of Web 2.0 platforms. Further moderation analysis shows that such medium-sized link differed across measures of Web 2.0 platform types, target respondent differences and gender of participants. Specifically, this correlation is largest for transaction-socialization platforms and smallest for experience-socialization platforms. For university-student respondents, the role of self-efficacy in affecting continuance intention is less important than general members of Web 2.0 platforms. Finally, as the percentage of female participants increases, a weaker effect size will be observed.Originality/valueThis study clarifies empirical research regarding users' self-efficacy and their continuance intention. Meanwhile, sources of inter-study variability have been identified by addressing moderator variables in the relationship between self-efficacy and continuance intention of Web 2.0 platforms, which provides directions for future explorations in this area.

scholarly journals The Relationship between Mastery Experience and Teacher Self-Efficacy: A Meta-Analytic Review

2018 ◽  
Vol 5 (2) ◽  
pp. 73-83
Author(s):  
Mohamad Sahari Nordin ◽  
Lilia Halim ◽  
Mohd Burhan Ibrahim ◽  
Enas Said Abu Libdeh
Keyword(s):  
Research Design ◽  
Self Efficacy ◽  
Meta Analysis ◽  
School Level ◽  
Regression Procedure ◽  
Analytic Review ◽  
Mastery Experience ◽  
Meta Regression ◽  
Teacher Self Efficacy ◽  
The Relationship

The objective of the meta-analysis was to examine the likelihood and magnitude of the effect of the mastery experience and teacher self-efficacy relationship. The meta-analysis also aimed to identify the moderators of the relationship. A total of 39 original studies, involving 9,560 teachers was included in the meta-analysis. To identify the moderators, the study applied meta-regression procedure. The results supported the expectation that mastery experience positively influences teacher self-efficacy. In addition, differences in research design, school level, and culture impacted the variability of the relationship.

The Five-Factor Model of Personality and Generalized Self Efficacy

2021 ◽  
pp. 1-11
Author(s):  
Urszula Barańczuk
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Self Efficacy ◽  
Factor Model ◽  
Current Knowledge ◽  
Five Factor Model ◽  
Meta Analysis ◽  
Big Five Personality Traits ◽  
Big Five Personality ◽  
The Relationship

Abstract. The aim of the study was to evaluate the relation between the Big Five personality traits and generalized self-efficacy. Data for the meta-analysis were collected from 53 studies, which included 60 independent samples, 188 effect sizes, and 28,704 participants. Lower neuroticism and higher extraversion, openness to experience, agreeableness, and conscientiousness were associated with greater generalized self-efficacy. Personality traits and generalized self-efficacy measurements, as well as age, moderated the relationship between the Big Five personality traits and generalized self-efficacy. The study extends current knowledge on the associations between personality traits and generalized self-efficacy.

Dimensions of Teacher Self-Efficacy for Inclusive Practices among Mainland Chinese Pre-Service Teachers

2013 ◽  
Vol 16 (2) ◽  
pp. 82-93 ◽  
Author(s):  
Olli-Pekka Malinen ◽  
Hannu Savolainen ◽  
Jiacheng Xu
Keyword(s):  
Inclusive Education ◽  
Self Efficacy ◽  
Second Order ◽  
Model Fit ◽  
Inclusive Practices ◽  
Mainland Chinese ◽  
Confirmatory Factor ◽  
Order Factor ◽  
Teacher Self Efficacy ◽  
The Relationship

Abstract Five hundred fifty mainland Chinese university students were given a questionnaire that contained a Teacher Efficacy for Inclusive Practices (TEIP) scale. The purpose of the study was a) to test the factor structure of teacher self-efficacy for inclusive practices, b) to investigate the relationship between teacher self-efficacy for inclusive practices and attitude toward inclusive education, and c) to study the relationship between participants' attitudes and other variables related to inclusive education. Confirmatory factor analysis gave support the hyphothesis of three correlated but separate factors of self-efficacy: Efficacy to use inclusive instructions, Efficacy in collaboration, and Efficacy in managing behaviour. As the initial factors were correlated, another model with second-order factor to which the three factors loaded, was tested. This model fit the data equally well. The second-order factor, which was named as General teacher self-efficacy for inclusive practices, explained significantly participants' attitudes to inclusive education.

How and when LMX quality relates to counterproductive performance

2018 ◽  
Vol 23 (6/7) ◽  
pp. 557-575 ◽  
Author(s):  
I.M. Jawahar ◽  
Bert Schreurs ◽  
Shawn J. Mohammed
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Meta Analysis ◽  
Work Behavior ◽  
High Tech ◽  
Conservation Of Resources ◽  
Content Type ◽  
Time Lagged ◽  
The Relationship

Purpose In spite of the recent meta-analysis by Martin et al. (2016), we have very little insight about the theoretical mechanism explaining the leader–member exchange–counterproductive work behavior (LMX–CWB) relationship. Drawing on social cognitive theory, the purpose of this paper is to test if occupational self-efficacy functions as a mediating mechanism to explain the relationship between LMX quality and counterproductive performance directed toward the supervisor. In addition, based on the conservation of resources theory, the paper investigates if supervisor–subordinate relationship tenure acted as a second-stage moderator of this mediated relationship. Design/methodology/approach The authors used two-wave time-lagged data from a sample of 189 high-tech professionals to test the hypotheses, controlling for age, sex, and trust. Findings The results of this paper showed that occupational self-efficacy carried the effect of LMX quality on counterproductive performance, but only for workers who have longer supervisor–subordinate relationship tenure. Originality/value This paper is unique in proposing and testing a social cognitive mechanism to explain the relationship between LMX quality and counterproductive performance. As Johns (2017) advocated, the authors incorporated length of time, a contextual variable into this study by investigating supervisor–subordinate relationship tenure as moderating the proposed mediated relationship.

Procrastination and multidimensional perfectionism: A meta-analysis of main, mediating, and moderating effects

2018 ◽  
Vol 46 (3) ◽  
pp. 395-408 ◽  
Author(s):  
Yu Xie ◽  
Jiyu Yang ◽  
Faxiang Chen
Keyword(s):  
Self Efficacy ◽  
Meta Analysis ◽  
Moderating Effects ◽  
Motivational Theory ◽  
Mediating Role ◽  
The Relationship

As results of researchers' examination of the relationship between perfectionism and procrastination have often been inconsistent, we conducted a meta-analysis of the relationship between procrastination and multidimensional perfectionism. Results indicated that perfectionistic strivings were negatively linked to procrastination, whereas perfectionistic concerns were positively linked to procrastination. Gender, and the measures of perfectionism and procrastination were found to moderate the relationship between procrastination and multidimensional perfectionism. We found that self-efficacy played a mediating role in the relationship between self-oriented perfectionism and procrastination. Our findings fill a gap in the literature and provide confirmatory evidence that the temporal motivational theory can be applied to gain further understanding of the perfectionism–procrastination relationship.

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