Helping students with LD to succeed: the role of teachers’ hope, sense of coherence and specific self-efficacy

2013 ◽  
Vol 28 (4) ◽  
pp. 427-439 ◽  
Author(s):  
Uzi Levi ◽  
Michal Einav ◽  
Ilana Raskind ◽  
Orit Ziv ◽  
Malka Margalit
Keyword(s):  
Sense Of Coherence ◽  
Self Efficacy ◽  
Students With Ld ◽  
Role Of Teachers

scholarly journals The Role of Teachers’ Emotional Intelligence and Self-Efficacy in Decreasing Students’ Separation Anxiety Disorder

2016 ◽  
Vol 9 (4) ◽  
pp. 185 ◽  
Author(s):  
Shiva Masoumparast
Keyword(s):  
Self Efficacy ◽  
Separation Anxiety ◽  
Teaching Profession ◽  
Separation Anxiety Disorder ◽  
School Students ◽  
Teacher Student ◽  
Significant Difference ◽  
Post Test ◽  
Role Of Teachers

<p class="apa">Background: teachers are as responsible for personal progress of children as parents are for their nurturing. The purpose of this study is to examine the role of EI and self-efficacy of teachers in reduced SAD of primary school students in Tehran. In other words, this study evaluates the effective role of teachers in reducing SAD in students. Methods: This study used a descriptive-correlational methodology. The sample consisted of 345 teachers and 280 students with SAD selected by stratified proportional to size sampling by Cochran formula. Bar-on’s EQ-i, Schwarzer’s GSE and evaluation forms were used to evaluate teachers; Espada’s CSAS and Spence Children’s Anxiety Scale (SCAS) were used to measure SAD in children. Finally, post-test was taken from students with SAD.Results: The results showed a significant positive correlation between EI and self-efficacy of teachers. On the other hand, EI and self-efficacy of teachers significantly influenced students, so that a significant difference was found in the pre-test and post-test scores of students. SAD significantly decreased in students. Conclusion: positive teacher-student interactions can reduce the symptoms of SAD in students. Thus, teaching profession is a serious responsibility which should not be considered only as a job.</p>

scholarly journals HUBUNGAN ANTARA EFIKASI DIRI DAN PERAN GURU DENGAN BELAJAR BERDASAR REGULASI DIRI PADA AKSELERAN

2019 ◽  
Vol 7 (2) ◽  
pp. 145-160
Author(s):  
Andi Muthia Sari Handayani
Keyword(s):  
Self Efficacy ◽  
Self Regulation ◽  
Public High Schools ◽  
Total Contribution ◽  
The Public ◽  
Independent Variables ◽  
Self Regulated Learning ◽  
Role Of Teachers ◽  
High Level

This research is a quantitative approach with the aim at knowing: (1). The relationship between self-efficacy and the role of the teacher by learning based on self-regulation. (2). The contribution given by self-efficacy and the role of teachers in self-regulation based learning. (3). Levels of self-efficacy and the role of teachers in learning based on self-regulation. The subject of this study was acceleration in one of the Public High Schools in Surakarta as many as 115 people. This study is a principled study on population studies. Based on the results and analysis using multiple regression it is known that the correlation coefficient R = 0.375 (p = 0.000: p <0.05), which means that there is a significant relationship between self-efficacy and the role of teachers with self-regulation. The total contribution given by the two independent variables in this study amounted to 14.1%, and for both categorizations the independent variables namely self-efficacy and the role of the teacher were at a high level, and the dependent variable of learning based on self-regulation was at a very high level. Key word: Self-Regulated Learning, Self-Efficacy, The Role of Teachers

scholarly journals Exploring the role of motivational and coping resources in a Special Forces selection process

2014 ◽  
Vol 40 (1) ◽  
Author(s):  
Marié De Beer ◽  
Adelai Van Heerden
Keyword(s):  
Locus Of Control ◽  
Sense Of Coherence ◽  
Self Efficacy ◽  
Selection Process ◽  
Coping Resources ◽  
Survey Study ◽  
Cross Sectional Survey ◽  
Special Forces ◽  
And Coping

Orientation: Motivational and coping resources were explored within a military context by means of a mixed-methods survey study involving a group of Special Forces candidates.Research purpose: The purpose was to compare selected and not-selected candidates in terms of their sense of coherence, hardiness, locus of control and self-efficacy and to explore what they considered important for success in the selection process.Motivation for the study: Because of high attrition rates in Special Forces selection, the evaluation of the role of motivation and coping resources in terms of possible predictive utility could benefit the organisation from a logistical, financial and efficiency point of view.Research design, approach and method: A mixed-method cross-sectional survey design was used to assess an all-male candidate group (N = 73). The selected and not-selected groups were compared with regard to their sense of coherence, hardiness, locus of control and self-efficacy mean scores.Main findings: No statistically significant differences were found between the mean scores of the two groups concerning the quantitative measures used.Practical/managerial implications: The quantitative measures generally showed acceptable coefficient alpha reliabilities. Although no statistically significant mean differences were found between the groups, candidates showed high levels of sense of coherence, high levels of self-efficacy and average levels of hardiness and internal locus of control. The qualitative data confirmed the relevance of the quantitative constructs and pointed to additional aspects already considered in preparation for and during the selection process.Contribution/value-add: The results provide information regarding the constructs and measures used in a military context.

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