The goalkeepers' bravery: A self-efficacy study

PurposeThe purpose of this paper is to investigate the relationships between academic self-efficacy, study engagement and perceived lecturer support within a higher education setup.Design/methodology/approachA convenience sample of 376 respondents from a technical university in Ghana took part in the study by completing self-reported questionnaire. Data were analysed using descriptive statistics and partial least square-based structural equation modelling (PLS-SEM).FindingsFindings suggest academic self-efficacy and perceived lecturer support are positive and significant predictors of study engagement. In addition, perceived lecturer support was a significant moderator between academic self-efficacy and study engagement.Originality/valueThis paper is one of the first to have tested a model including academic self-efficacy, study engagement and perceived lecturer support in a technical university setup from a developing country perspective.

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Meaning in life, connectedness, academic self-efficacy, and personal self-efficacy: A winning combination

School Psychology International ◽

10.1177/0143034320973370 ◽

2020 ◽

pp. 014303432097337

Author(s):

Mantak Yuen ◽

Jesus Alfonso D. Datu

Keyword(s):

Time Management ◽

Self Efficacy ◽

Meaning In Life ◽

Creative Thinking ◽

School Context ◽

Efficacy Study ◽

Psychological Benefits ◽

School Students ◽

Two Samples ◽

Academic Self Efficacy

Limited research has been conducted so far to explore how meaning in life can promote key academic and psychological benefits in a school context. The research reported here aimed to address this issue by assessing how meaning in life is associated with dimensions of connectedness, academic self-efficacy (Study 1) and personal self-efficacy (Study 2). Participants were two samples of Hong Kong secondary school students. Study 1 revealed that meaning in life was associated with a higher level of connectedness to parents, school, peers, and teachers, and academic self-efficacy (study skills, time management, critical and creative thinking, and involvement in learning). Most connectedness dimensions were linked to lower academic self-efficacy, apart from connectedness to school. Study 2 showed that meaning in life was linked to higher levels of connectedness and personal self-efficacy dimensions (positive self-concept, problem-solving, self-management, and self-reflection). Apart from connectedness to school, other connectedness dimensions were associated with lower personal self-efficacy. Across studies, meaning in life had indirect effects on both self-efficacy through the mediating influence of connectedness. Theoretical and practical implications are discussed.

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Motivational and Behavioral Impact of Possible Selves: When Specificity Matters

Imagination Cognition and Personality ◽

10.1177/0276236619864275 ◽

2019 ◽

Vol 39 (4) ◽

pp. 329-347 ◽

Cited By ~ 1

Author(s):

Anne-Laure de Place ◽

Sophie Brunot

Keyword(s):

Self Efficacy ◽

Academic Motivation ◽

Possible Selves ◽

Efficacy Study ◽

Autobiographical Memories ◽

Attention Task ◽

And Behavior ◽

Behavioral Impact ◽

Academic Self Efficacy ◽

General Success

Two experiments examined the effects of general and specific possible selves on undergraduates’ academic self-efficacy and engagement. Based on findings in the field of autobiographical memory, we assumed that an interaction pattern would appear between specificity and valence when imagining future self-relevant events. Indeed, visualizing a future general success or specific failure led to better performance on an attention task (Study 1) and higher academic motivation (Study 2) than imagining a future general failure or specific success. On a measure of self-efficacy, however, participants imagining a future general failure were the only ones reporting lower academic self-efficacy (Study 2), excluding the possibility that this variable could be sufficient to explain the effects of possible selves on academic engagement. These results support the assumption of a similar impact of autobiographical memories and possible selves on motivation and behavior and call for further research in this field.

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Developing Entrepreneurial Intention Through Improving Entrepreneurial Knowledge And Self Efficacy (Study On Participated Soft Skills Training Ready To Work Students of Semarang Private Universities)

International Journal of Economics and Management Studies ◽

10.14445/23939125/ijems-v7i5p109 ◽

2020 ◽

Vol 7 (5) ◽

pp. 59-66

Author(s):

Endang Swastuti

Keyword(s):

Self Efficacy ◽

Soft Skills ◽

Private Universities ◽

Skills Training ◽

Entrepreneurial Intention ◽

Efficacy Study ◽

Entrepreneurial Knowledge

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Effects of peer-led training on academic self-efficacy, study strategies, and academic performance for first-year university students with and without reading difficulties

Contemporary Educational Psychology ◽

10.1016/j.cedpsych.2018.11.001 ◽

2019 ◽

Vol 56 ◽

pp. 25-39

Author(s):

Bradley W. Bergey ◽

Rauno K. Parrila ◽

Annie Laroche ◽

S. Hélène Deacon

Keyword(s):

Academic Performance ◽

University Students ◽

Self Efficacy ◽

Reading Difficulties ◽

Study Strategies ◽

First Year ◽

Efficacy Study ◽

First Year University ◽

Academic Self Efficacy

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

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-19-00355 ◽

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.

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