Investigating field laboratory experiences as a means to reduce student anxiety, increase self-efficacy, and improve attitudes towards chemistry

2020 ◽  
Author(s):  
Estelle L Lebeau
Keyword(s):  
Self Efficacy ◽  
Student Anxiety ◽  
Field Laboratory ◽  
Attitudes Towards Chemistry ◽  
Laboratory Experiences

Student Anxiety, Preparation, and Learning Framework for Responding to External Crises: The Moderating Role of Self-Efficacy as a Coping Mechanism

2021 ◽  
pp. 027347532110365
Author(s):  
James W. Peltier ◽  
Pavan Rao Chennamaneni ◽  
Kenyatta N. Barber
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Equation Modeling ◽  
Coping Mechanism ◽  
Student Anxiety ◽  
Marketing Education ◽  
Learning Framework ◽  
Virtual Sales ◽  
Moderating Role

In response to the Journal of Marketing Education special issue on teaching turmoil and triumphs in times of crisis, we develop and test a student anxiety, preparation and learning framework for responding to external crises. We use structural equation modeling to assess how COVID-19 anxiety impacts classrelated anxiety, class preparation, and class learning, and how these then affect class satisfaction and intent to pursue a sales career. Using three sequential virtual sales competitions, we test our model in the immediate aftermath of the transition from live in-class learning to virtual learning brought on by COVID-19, offering an ideal setting for investigating marketing education in a time of crisis. The findings are unique, and show that how crises are managed impacts the deleterious effects of anxiety on education and learning. While anxiety had the greatest influence on class preparation, class preparation in turn was not related to class learning, class satisfaction, nor intent to pursue a sales career. However, when digital self-efficacy was considered as a moderator, the expected effects of class preparation emerged. Our findings contribute to multiple theoretical contexts, including anxiety, crisis management, self-efficacy, marketing education, and virtual sales role-plays.

scholarly journals SELF EFFICACY SEBAGAI MEDIATOR PADA HUBUNGAN GAYA IDENTITAS DENGAN ACADEMIC BUOYANCY

2018 ◽  
Vol 5 (1) ◽  
pp. 452-461
Author(s):  
Fifih Nurafifah ◽  
Gagan Hartana ◽  
Linda Primana
Keyword(s):  
Path Analysis ◽  
Self Efficacy ◽  
Questionnaire Data ◽  
Student Anxiety ◽  
Academic Buoyancy ◽  
Normative Identity ◽  
Identity Model

Student anxiety facing national exam describes that they have academic buoyancy.  Research from Jakubowski & Dembo (2004), Hejazi, Shahraray, Farsinejad, & As-gari (2009) shows that identity model correlate with self efficacy. Besides, Martin & Marsh (2002, 2008), Martin, Colmar & Davey (2010), concluded from their research that self efficacy correlate with academic buoyancy. Therefore, based on those two researches and mediated model from Baron and Kenny (1986), self efficacy assumed be able to have a role as mediator in identity model and academic buoyancy correlation. This research involved 200 students grade XII from five schools in Bandung. Instruments used are identity model self efficacy, and academic buoyancy questionnaire. Data was analised using path analysis. Result shows that self efficacy has a role as mediator in correlation of informational identity model, normative identity model and academic buoyancy. In addtion, diffuse / avoidant identity model correlated with academic buoyancy without mediated by self efficacy. Commitment is also found correlated with academic buoyancy without mediated by self efficacy.

scholarly journals Kecemasan Siswa pada Mata Pelajaran Matematika (Student Anxiety in Mathematics Subjects)

2020 ◽  
Vol 2 (2) ◽  
pp. 256-264
Author(s):  
Novita Maulidya Jalal
Keyword(s):  
Self Efficacy ◽  
Student Anxiety

Tujuan dari penelitian ini adalah untuk mengetahui gambaran kecemasan Matematika dapat terjadi pada siswa. Metode penelitian yang digunakan adalah penelitian kepustakaan dimana dalam mengumpulkan informasi data dengan teknik dokumentasi yaitu mencari data mengenai hal-hal yang relevan dari berbagai macam yang ada di perpustakaan seperti jurnal, dokumen, buku, majalah, berita. Dari sumber yang didapatkan, kemudian dipilih yang paling relevan. Hasil penelitian menunjukkan bahwa kecemasan matematika dapat terjadi akibat rendahnya keyakinan dalam belajar matematika (self-efficacy) yang dipengaruhi oleh persepsi siswa tentang matematika, rendahnya frekuensi belajar matematika, situasi pembelajaran yang kurang kondusif, riwayat kemampuan matematis yang rendah, materi yang semakin kompleks, dan tuntutan hasil belajar harus memuaskan. Dampak yang ditimbulkan dari kecemasan Matematika antara lain berpengaruh pada kognitif, fisik, sikap, bahkan hingga hasil belajar Matematika siswa. Dengan demikian, penanganan yang dapat diberikan yaitu diberikan penanganan psikologis serta diajar dengan pembelajaran probing-prompting bernuansa etnomatematika.

Auditory Training to Improve Speech Perception and Self-Efficacy in Aging Adults

2020 ◽  
Vol 63 (4) ◽  
pp. 1270-1281
Author(s):  
Leah Fostick ◽  
Riki Taitelbaum-Swead ◽  
Shulamith Kreitler ◽  
Shelly Zokraut ◽  
Miriam Billig
Keyword(s):  
Speech Perception ◽  
Self Efficacy ◽  
Temporal Order Judgment ◽  
Auditory Training ◽  
Intensity Discrimination ◽  
Training Design ◽  
Auditory Temporal Processing ◽  
Temporal Properties ◽  
Computer Based ◽  
Aging Adults

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Knowledge, Attitude, and Self-Efficacy in Asthma Self-Management and Quality of Life

2010 ◽  
pp. 1-6
Author(s):  
Carol A. Mancuso ◽  
Wendy Sayles ◽  
John P. Allegrante
Keyword(s):  
Quality Of Life ◽  
Self Efficacy ◽  
Self Management
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