Investigating the relationships among students’ self-efficacy beliefs, their perceptions of classroom learning environment, gender, and chemistry achievement through structural equation modeling

2016 ◽  
Vol 34 (3) ◽  
pp. 307-324 ◽  
Author(s):  
Yezdan Boz ◽  
Sevda Yerdelen-Damar ◽  
Nurdane Aydemir ◽  
Murat Aydemir
Keyword(s):  
Structural Equation Modeling ◽  
Learning Environment ◽  
Self Efficacy ◽  
Structural Equation ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Chemistry Achievement

Role of Student Well-Being

2016 ◽  
Vol 119 (1) ◽  
pp. 77-105 ◽  
Author(s):  
Huy P. Phan ◽  
Bing H. Ngu ◽  
Oqab Alrashidi
Keyword(s):  
Structural Equation Modeling ◽  
Self Efficacy ◽  
Academic Engagement ◽  
Structural Equation ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
Social Self ◽  
School Students ◽  
Achievement Outcome

The present study explored the effects of academic and social self-efficacy beliefs on students' well-being at school, academic engagement, and achievement outcome. Well-being at school is conceptualized as a central mediator of students' engagement and learning in achievement contexts. It was hypothesized that well-being at school would mediate the effects of social and academic self-efficacy beliefs on engagement and achievement outcome. This research focus has credence and may provide grounding for educational–social interventions. A cohort of 284 (122 girls, 162 boys) Year 11 secondary school students participated in this correlational study. A theoretical-conceptual model was explored and tested using structural equation modeling. Subsequent structural equation modeling analyses provided moderate support for the hypothesized model. The results showed that both academic and social self-efficacy depended on each other in their effect on well-being at school. Both academic engagement and well-being at school served as partial mediators of the effects of academic and social self-efficacy on academic engagement.

scholarly journals Meta-Analytic Structural Equation Modeling of the Influences of Family-Centered Care on Parent and Child Psychological Health

2009 ◽  
Vol 2009 ◽  
pp. 1-9 ◽  
Author(s):  
Carl J. Dunst ◽  
Carol M. Trivette
Keyword(s):  
Structural Equation Modeling ◽  
Psychological Health ◽  
Self Efficacy ◽  
Structural Equation ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
Family Centered Care ◽  
Centered Care ◽  
Family Centered

Background. Family-centered care is now practiced throughout the world by physicians, nurses, and allied health care professionals. The call for adoption of family-centered care is based on the contention that the physical and psychological health of a child is influenced by parents' psychological health where family-centered care enhances parent well-being which in turn influences child well-being. We empirically assessed whether these relationships are supported by available evidence.Method. Meta-analytic structural equation modeling was used to test the direct and indirect influences of family-centered care and self-efficacy beliefs on parent and child psychological health. Data from more than 2900 parents and other caregivers in 15 studies were used for the analyses.Results. Family-centered care had indirect effects on parent and child psychological health mediated by self-efficacy beliefs.Conclusion. The relationships posited in the literature about family-centered care were supported by the study results.

The Irritation Scale as an Instrument to Measure Stress among University Students

2013 ◽  
Vol 16 ◽  
Author(s):  
Enrique Merino-Tejedor ◽  
Joan Boada-Grau ◽  
José C. Sánchez-García ◽  
Pedro Miguel Hontangas-Beltrán
Keyword(s):  
Structural Equation Modeling ◽  
University Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Self Regulation ◽  
Equation Modeling ◽  
International Studies ◽  
Two Factors ◽  
Workplace Setting ◽  
General Self Efficacy

AbstractThe objective of this study was to verify the factor validity and structure of the “Irritation Scale” in a sample of 578 Spanish university students. At the same time, the study aimed to verify the criterion-related validity of the scale, analyzing the results obtained through correlation with other variables, such as general self-efficacy, self-regulation, depression, and certain personality dimensions. The results obtained through the Exploratory Structural Equation Modeling approach (ESEM) using Mplus confirmed the presence of two factors in the Irritation Scale, as observed in other international studies within a workplace setting. The significant correlations obtained between the Irritation Scale and the variables considered in the study confirmed the construct validity and verified that irritation is significantly and positively associated with depression and academic burnout, and is negatively associated with general self-efficacy and self-regulation.

scholarly journals Antecedents Factors Affecting Cyberbullying Risks: A Study In Jordanian Secondary Schools

2020 ◽  
Vol 8 (3) ◽  
pp. 345-349
Author(s):  
Hesham Almomani ◽  
Diya Al-Jabali ◽  
Fayez Bni Mufarrej ◽  
Heba Ahmad
Keyword(s):  
Structural Equation Modeling ◽  
Secondary Schools ◽  
Self Efficacy ◽  
Structural Equation ◽  
Cyber Bullying ◽  
Equation Modeling ◽  
Postgraduate Students ◽  
Factors Affecting ◽  
Research Results

Purpose of the study: In this study, the primary aim is to identify the effects of self-efficacy and cyber bullying knowledge on cyber bullying risks among Jordanian students. Methodology: The population of the study specifically comprised of Jordanian students in Irbid students, with the study sample being 153 students. Accordingly, a questionnaire was developed and disseminated among the students to gather data for the achievement of the study objectives. The study used Structural Equation Modeling (SEM). The study also employed AMOS 23.0 and SPSS 25.0 software in SEM. Main Findings: self-efficacy and cyber bullying knowledge factors do have significant effects on cyber bullying risks. Applications of this study: This research can be used for academic purposes for universities, lecturers of education and management, researchers and undergraduate and postgraduate students. Novelty/Originality of this study: The phenomenon that existed in cyber bullying and referring from various previous research results, the study regarding the cyber bullying was conducted and presented comprehensively and completely. It is necessary examine the effect of self-efficacy and cyber bullying knowledge factors on cyber bullying risks.

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