scholarly journals Enhancing Comprehension Skill and Self-Efficacy with Strategy Value Information

1987 ◽  
Vol 19 (3) ◽  
pp. 285-302 ◽  
Author(s):  
Dale H. Schunk ◽  
Jo Mary Rice
Keyword(s):  
Self Efficacy ◽  
Combined Treatment ◽  
Strategy Use ◽  
General Strategy ◽  
Multiple Sources ◽  
Specific Strategy ◽  
Comprehension Skill ◽  
Remedial Readers ◽  
Main Ideas ◽  
Better Than

Two experiments investigated how providing remedial readers with information that strategy use improves performance influenced their self-efficacy and comprehension skill. In both studies, children were given training on finding main ideas. Children in Experiment 1 received specific strategy value information, general strategy value information, specific plus general (combined) information, or no strategy value information. In Experiment 2, children received strategy effectiveness feedback, specific strategy value information, or feedback plus specific (combined) information. In each study, the combined treatment enhanced self-efficacy and skill better than the other conditions, which did not differ. These results suggest that remedial readers may not benefit much from minimal information on how strategy use can improve performance. Multiple sources of strategy value information may be necessary to enhance self-efficacy and comprehension skill.

scholarly journals Learning Goals and Children's Reading Comprehension

1989 ◽  
Vol 21 (3) ◽  
pp. 279-293 ◽  
Author(s):  
Dale H. Schunk ◽  
Jo Mary Rice
Keyword(s):  
Reading Comprehension ◽  
Goal Setting ◽  
Self Efficacy ◽  
Instructional Program ◽  
Learning Goals ◽  
Comprehension Skill ◽  
Instructional Control ◽  
Remedial Readers ◽  
Main Ideas ◽  
Answering Questions

This experiment investigated the effects of goal setting on children's self-efficacy and reading comprehension. Remedial readers participated in a comprehension strategy instructional program on finding main ideas. Some subjects received a product goal of answering questions, others were given a process goal of learning to use the strategy, and subjects in an instructional control condition were told to work productively. Compared with control subjects, process and product goal children judged self-efficacy significantly higher, and process goal children demonstrated higher comprehension skill. On a measure of goal perceptions, process goal children placed significantly greater emphasis on learning to use the strategy compared with children in the other two conditions, and judged becoming a better reader more important than did product goal subjects. These results suggest the usefulness of goal setting with remedial readers and of employing goals relating to learning processes.

Influence of Reading-Comprehension Strategy Information on Children's Achievement Outcomes

1992 ◽  
Vol 15 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Dale H. Schunk ◽  
Jo Mary Rice
Keyword(s):  
Strategy Instruction ◽  
Strategy Use ◽  
Strategy Training ◽  
Comprehension Instruction ◽  
Comprehension Strategy ◽  
Children's Achievement ◽  
Remedial Readers ◽  
Achievement Outcomes ◽  
Improved Performance ◽  
Main Ideas

Two experiments investigated the effects of sources of strategy information on children's acquisition and transfer of reading outcomes and strategy use. Children with reading-skill deficiencies received comprehension instruction on main ideas. In Experiment 1, some students were taught a comprehension strategy, while others received strategy instruction and strategy-value feedback linking strategy use with improved performance; controls received comprehension instruction without the strategy. In Experiment 2, children were taught the comprehension strategy or received instruction without strategy training; they were then given comprehension instruction on details. Some children were taught how to modify the strategy; others did not employ the strategy on details. Children who received strategy-value feedback (Experiment 1) and strategy-modification instruction (Experiment 2) demonstrated the highest self-efficacy, skill, strategy use, and transfer. These results support the idea that remedial readers benefit from information about strategy usefulness.

Attributional Retraining and the Teaching of Strategies

1986 ◽  
Vol 53 (2) ◽  
pp. 130-137 ◽  
Author(s):  
John G. Borkowski ◽  
Robert S. Weyhing ◽  
Lisa A. Turner
Keyword(s):  
Individual Differences ◽  
Educational Practice ◽  
Learning Disabled ◽  
Strategy Use ◽  
General Strategy ◽  
Successful Performance ◽  
Disabled Students ◽  
Specific Strategy ◽  
Attributional Retraining ◽  
Strategy Acquisition

This article reviews the literature on strategy acquisition, use, and transfer with mentally retarded and learning disabled students. A model of metacognition is presented that integrates three components—Specific Strategy Knowledge, Metamemory Acquisition Procedures, and General Strategy Knowledge (including beliefs about the causes of successful performance)—in an attempt to explain some of the causes of individual differences in strategy use among educationally handicapped students. Two recent studies are presented that show how the retraining of attributional beliefs can be combined with other aspects of metacognitive instruction to enhance strategy transfer. Finally, implications of reshaping self-attributions for educational practice are discussed.

PENINGKATAN SELF EFFICACY SISWA KELAS X MAN 4 MARTUBUNG MEDAN DENGAN MENGGUNAKAN MODEL PEMBELAJARAN BERBASIS MASALAH

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Anugrah Mulia Tampubolon
Keyword(s):  
Self Efficacy ◽  
Problem Based Learning ◽  
Instructional Approach ◽  
And Gender ◽  
Better Than

The purpose of this research was to identify the inprovement of student’s Self Efficacy as an impact of problem based learnin, asd to find the interaction between the instructional approach and gender with improvement of student’s Self Efficacy. This research was a quasy experiment with the sample of research was 70 students, consisted of X-IPA<sup>2</sup> with 35 students asan experiment class and X-IPA<sup>4</sup> with 35 students as a control class. The data which collected in this research were Self Efficacy. The instruments which used to collect the data were a test of Self Efficacy. The data were analyzed by using two way anava in the SPSS program. Based on the result of this research, it could be concluded that the improvement student’s Self Efficacy by using problem based learning better than improvemet student’s Self Efficacy by using a usuall learning. There was not an interaction between the instructional approach and gender with improvement student’s Self Efficacy.

Evidence-based eHealth interventions for caregivers of people with dementia (Myinlife and Partner in Balance): Evaluation of implementations in municipality contexts (Preprint)

2020 ◽  
Author(s):  
Hannah Liane Christie ◽  
Lizzy Mitzy Maria Boots ◽  
Huibert Johannes Tange ◽  
Frans Rochus Josef Verhey ◽  
Marjolein Elizabeth de Vugt
Keyword(s):  
Self Efficacy ◽  
Measurement Instrument ◽  
Implementation Process ◽  
Successful Implementation ◽  
Evidence Based ◽  
Multiple Sources ◽  
Target Groups ◽  
Face To Face ◽  
People With Dementia ◽  
Implementation Context

BACKGROUND Very few evidence-based eHealth interventions for caregivers of people with dementia are implemented into practice. Municipalities are one promising context to implement these interventions, due to their available policy and innovation incentives regarding (dementia) caregiving and prevention. In this study, two evidence-based eHealth interventions for caregivers of people with dementia (Partner in Balance and Myinlife) were implemented in eight municipalities in the Euregion Meuse-Rhine. OBJECTIVE This study’s objectives were to (1.) evaluate this implementation and (2.) investigate determinants of successful implementation. METHODS This study collected eHealth usage data, Partner in Balance coach evaluation questionnaires, and information on implementation determinants. This was done by conducting interviews with the municipality officials, based on the Measurement Instrument for Determinants of Implementation (MIDI). This data from multiple sources and perspectives was integrated and analysed to form a total picture of the municipality implementation process. RESULTS The municipality implementation of Partner in Balance and Myinlife showed varying levels of success. In the end, three municipalities planned to continue the implementation of Partner in Balance, while none planned to continue the implementation of Myinlife. The two Partner in Balance municipalities that did not consider the implementation to be successful, viewed the implementation as an external project. For Myinlife, it was clear that more face-to-face contact was needed to engage the implementing municipality and the target groups. Successful implementations were linked to implementer self-efficacy CONCLUSIONS The experiences of implementing these interventions suggested that this implementation context was feasible regarding the required budget and infrastructure. The need to foster sense of ownership and self-efficacy in implementers will be integrated into future implementation protocols, as part of standard implementation materials for municipalities and organisations implementing Myinlife and Partner in Balance.

scholarly journals The Implementation of Problem-Based Learning (PBL) Model to Improve Creativity and Self-Efficacy of Field Dependent and Field Independent Students

2020 ◽  
Vol 3 (1) ◽  
pp. 13 ◽  
Author(s):  
Farrah Maulidia ◽  
Saminan Saminan ◽  
Zainal Abidin
Keyword(s):  
Self Efficacy ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Paper Test ◽  
Field Independent ◽  
Field Dependent ◽  
Conventional Methods ◽  
Pbl Model ◽  
Better Than

Students’ creativity and self-efficacy in solving mathematical problems remain low. Students with Field Dependent (FD) and Field Independent (FI) cognitive styleshave different creativity and self-efficacy. One learning model that is believed to increase students' creativity and self-efficacyis Problem Based Learning (PBL) model. This study aimed to increase the creativity and self-efficacyof FD and FI students through the application of PBLmodel. This research is an experimental study with pre-test and post-test control group design.The population of this research was grade VIII students in State Islamic School (MTsN) 1 Banda Aceh,while the sample consisted of two classes out of 11 classes. The sampling technique usedrandom samplingwith one experimental class and one control class. Data collection was carried out by using two instruments; a paper-test to measure students’ creativity and a questionnaire to measure students’self-efficacy. The grouping of FD and FI students was based on the results of the Group Embedded Figure Test (GEFT). Furthermore, a paired t-test was conducted to obtain an increase in students' creativity and self-efficacy. At the same time, a correlation test was performed to see the relationship between creativity and the self-efficacy ofstudents. The results of the study revealed that the increase of FD and FI students’ creativity who were taught by the PBL model was better than students taught by conventional methods. The results also reported that the increase of FD and FI students’ self-efficacy who were taught with the PBL model was better than the students who were taught with conventional methods. In addition, there was a significant relationship between FI and FD students' creativity and self-efficacy.

The interplay of avatar identities, self-efficacy, and language practices

2020 ◽  
Author(s):  
Julian Chen
Keyword(s):  
Language Learning ◽  
Second Life ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Language Practices ◽  
Structured Interviews ◽  
Multiple Sources ◽  
Efl Learners ◽  
Learning And Teaching ◽  
The Impact

Abstract This study intends to examine English as a foreign language (EFL) learners’ attitudes toward practicing English in Second Life (SL) and to unpack the effects of avatar identities on EFL learners’ sense of self-efficacy and language practices. Nine EFL learners worldwide participated in a task-based course in SL, using avatars to carry out SL-related tasks while interacting with peers and the teacher via voice chat. Qualitative data were triangulated from multiple sources: learner reflective journals, a post-course survey, and semi-structured interviews. Three major themes emerged: (1) the effects of masked identity on learning, (2) the impact of telepresence and copresence on learning, and (3) the perceived attitudes toward avatar affinity. Findings implicate that the avatar form renders masked identities to safeguard learners’ self-efficacy and empower their language practices. It also opens up a research avenue on the impact of avatar identities on language learning and teaching in 3D virtual environments.

Self-Efficacy for Physical Activity—A Question of Item Framing and Age?

2020 ◽  
Vol 28 (2) ◽  
pp. 173-179
Author(s):  
Johanna Popp ◽  
Nanna Notthoff ◽  
Lisa Marie Warner
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Self Efficacy ◽  
Positive Information ◽  
Younger Adults ◽  
Positivity Effect ◽  
Initial Support ◽  
Experimental Group ◽  
Better Than ◽  
Activity Questionnaire

Older adults process and remember positive information relatively better than negative information, compared with younger adults; this is known as the positivity effect. This study examined whether older adults compared with younger adults also respond differently to positively and negatively framed questionnaire items. Participants (N = 275; age = 18–81 years) were randomly assigned to a positively or negatively framed version of a self-efficacy for physical activity questionnaire. Self-efficacy, physical activity intentions, and planned physical activity in the following week were regressed on experimental group and age, controlling for baseline physical activity and covariates. A significant Age × Frame interaction showed that item framing made a difference in planned physical activity for the oldest age group (+350 min compared with the youngest group). This study provides initial support for the positivity effect in item framing on physical activity plans, but not on intentions or self-efficacy. Item framing should be taken into consideration for accurate measurement, but could also be a simple intervention approach.

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