Predictors of information literacy self-efficacy among medical students: PLS-SEM analysis

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Saira Hanif Soroya ◽  
Malik Muhammad Yasir Iqbal ◽  
Muhammad Shahid Soroya ◽  
Khalid Mahmood
Keyword(s):  
Emotional Intelligence ◽  
Medical Students ◽  
Language Proficiency ◽  
Information Literacy ◽  
Self Efficacy ◽  
English Language ◽  
Positive Impact ◽  
Sem Analysis ◽  
Undergraduate Medical Students ◽  
Content Type

PurposeThe study was designed to examine the predictors of information literacy self-efficacy skills (IL skills) of medical students.Design/methodology/approachThe study was quantitative in nature and was carried out by using survey research method. Wong and Law Emotional Intelligence Scale (WLEIS) and Information Literacy Self-Efficacy Scale for medical students (ILSES-M) were used to collect the data. Data was collected randomly from 223 out of 526 undergraduate medical students on proportionally random basis according to the number of students available in each year. PLS-SEM analysis was run with the help of SmartPLS 3.2.FindingsThe findings of the study revealed that three subconstructs for emotional intelligence (EI), that is, self-emotions appraisal, others-emotion appraisal, use of emotions, had a statistically significant positive impact (p < 0.05) on information literacy (IL) self-efficacy of the medical students. The findings further confirm that English language proficiency and frequency of attended IL instruction sessions also have a significant positive impact on IL self-efficacy of medical students.Originality/valueThe exploration of EI in relation to IL is comparatively a novel area. The study observed the influence of EI level on IL self-efficacy of medical students. The study will be a significant contribution to the IL literature. The results may help the information professionals/librarians, particularly those who are engaged in teaching and designing IL programs.

Students’ perception and use of English in higher education institutions

2019 ◽  
Vol 11 (1) ◽  
pp. 36-49
Author(s):  
Ida Fatimawati Adi Badiozaman ◽  
Hugh John Leong ◽  
Olivia Jikus
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Language Proficiency ◽  
Self Efficacy ◽  
English Language ◽  
Efficacy Beliefs ◽  
Cognitive Resources ◽  
Content Type ◽  
Subsequent Performance ◽  
Academic Self Efficacy

PurposeThe purpose of this paper is to explore students’ perception and use of English in higher education (HE) institutions in Malaysia. In doing so, it aims to better understand the relationship between students’ perception of English and academic self-efficacy, particularly since English is used as a medium of instruction in HE institutions.Design/methodology/approachApproximately, 980 questionnaires were distributed to four HE institutions to explore relationships and patterns of students perceived English language proficiency and academic self-efficacy as potential variables shaping their academic performance. About 838 students participated.FindingsThe findings revealed that although students did not rate their English proficiency very highly, they placed high value on English in regards to their academic performance and job prospects upon graduation. More importantly, the findings also show that the majority of the students had high academic self-efficacy beliefs in L2, and were more accurate at calibrating their efficacy beliefs with subsequent performance in academic settings, unlike typical research findings on Asian students as generally holding lower self-efficacy beliefs. This finding was evidenced by the strong and positive relationship between perceived English language competence and academic self-efficacy in L2.Practical implicationsIt is imperative that students’ academic self-efficacy beliefs be enhanced as it has been revealed to mobilise motivation and cognitive resources. It is also necessary to offer targeted support services specifically designed to further help students to improve their English academic skills.Originality/valueIn this study, rewards offered by instrumental motivation in terms of increased academic literacy and career appear to supersede the motive of identification with the L2 language community. It is likely that students in Malaysian HE institutions are becoming increasingly motivated to study due to their own visions and desires, rather than as a result of external requirements. Such findings should be capitalised since self-efficacy is predictive of academic performance.

The morphing assessment terrain for English learners in US schools

2017 ◽  
Vol 16 (1) ◽  
pp. 110-126
Author(s):  
Mary Hutchinson ◽  
Xenia Hadjioannou
Keyword(s):  
No Child Left Behind ◽  
Language Proficiency ◽  
English Learners ◽  
English Language ◽  
Proficiency Tests ◽  
Content Type ◽  
State Tests ◽  
The Usa ◽  
Key Policy ◽  
Every Student Succeeds Act

Purpose The purpose of this paper is to provide an overview of the public policy reshaping the assessment terrain for English learners (ELs) across the USA and to consider the implications and impact of these practices on sustaining and supporting a diverse student population in today’s schools. Design/methodology/approach The authors review the literature and publicly available policy documents to trace key policy trends over the past 15 years that have shaped the current educational landscape and assessment practices for ELs in the USA. Findings In the USA, the 2015 Common Core State Standards (CCSSs) assessments generated worrisome results for ELs, as significant numbers had failing scores in English language arts and math. These results are juxtaposed to public policies that impact the educational experience of ELs, including No Child Left Behind and the CCSS, and which, despite their stated intentions to ameliorate the achievement gap, are found to be assimilationist in nature. Indeed, a review of the initiatives of developing common EL standards and English language proficiency tests and the recommendations for EL accommodations in state tests suggests several areas of concern. The recently passed Every Student Succeeds Act focuses on this vulnerable population, but there are concerns that the continued focus on accountability and testing will do little to facilitate academic progress for these students. Practical implications The paper recommends a need to reevaluate the support and testing process for ELs to stem widespread failure and ascertain the sustenance of democratic and diversified schools. Originality/value The study provides an overview of key policy trends, outlines and critiques recent changes in the assessment of ELs and draws implications for practice.

scholarly journals The validation of an L2 English listening self-efficacy instrument using Rasch analysis

2020 ◽  
Vol 24 (2) ◽  
pp. 1-22
Author(s):  
Eric Shepherd Martin
Keyword(s):  
Language Proficiency ◽  
Self Efficacy ◽  
Rasch Analysis ◽  
English Language ◽  
English Language Proficiency ◽  
Japanese University ◽  
Second Year ◽  
L2 Listening ◽  
Development And Validation ◽  
Esl Learners

This paper details the development and validation of a listening self-efficacy instrument for EFL/ESL learners with beginner- to-intermediate-level English language proficiency. Self-efficacy, or the belief in one's ability to perform a task successfully, is believed to determine how likely individuals will be to cope with difficulties relating to the task domain (e.g., listening, speaking, reading, or writing), and to sustain their effort in spite of obstacles (Bandura, 1997). To date, few instruments have been developed to evaluate English L2 listening self-efficacy. The instrument presented here was distributed among a sample of first- and second-year Japanese university students (N = 121), and, unlike most previously developed questionnaires, was validated through the use of Rasch analysis. The results of the administration of the questionnaire showed that learners' responses differed predictably and considerably, thereby suggesting the utility of the instrument for future use by EFL/ESL practitioners.

scholarly journals An Indonesian EFL Student’s Perception and Experiences in repeating English Language Proficiency Test

2021 ◽  
Vol 4 (2) ◽  
pp. 1724-1729
Author(s):  
Wolter Parlindungan Silalahi ◽  
Friska Ria Sitorus
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
Standardized Test ◽  
Positive Impact ◽  
Failure Process ◽  
Study Participant ◽  
Phenomenological Approach ◽  
English Language Proficiency ◽  
Language Proficiency Test

This work aims to investigate an Indonesian EFL student’s perceptions and experiences in repeatedly doing standardized English language proficiency test: TOEIC (Test of English for International Communication) and TOEFL (Test of English as a Foreign Language). This standardized test has a significant role in the academic and professional lives of students (Anam, 2019); it contributes positively to students’ language proficiency and their future employment if they have higer and valid score in the test (Hsieh, 2017). This present study interviewed an Indonesian EFL student at a National University in Taiwan running an international program. The study participant passed the exam, but she did it repeatedly before she could pass it. This study used a qualitative phenomenological approach with an in-depth interview. The relevant findings illustrate that the participant reveals the reasons for failing the test: lack of self-awareness, lack of self-confidence, and the distance of the test venue from her dormitory. On the contrary, she passed the test by doing online simulation exam individually and modifying her study skills while preparing for the test. The failure process had a positive impact on her in making her to know her ability.

Interaction effect of display rules and emotional intelligence on hotel managers’ and non-managers’ work engagement

2018 ◽  
Vol 30 (3) ◽  
pp. 1903-1919 ◽  
Author(s):  
Juan Liu ◽  
Seonghee Cho
Keyword(s):  
Emotional Intelligence ◽  
Work Engagement ◽  
Interaction Effect ◽  
Positive Impact ◽  
Job Demands ◽  
Personal Resources ◽  
Display Rules ◽  
Direct Impact ◽  
Content Type ◽  
Hotel Managers

Purpose This paper aims to investigate the interaction effect of job demands (e.g. display rules; DRs) and personal resources (e.g. emotional intelligence; EI) on work engagement and whether this interaction effect varies between managers and non-managers. Design/methodology/approach This study has been conducted on 572 hotel employees (153 managers and 388 non-managers) in China, and multiple linear regression analyses have been used to analyze the data. Findings The results indicate that the direct impact of DRs on work engagement was significantly positive for both hotel managers and non-managers; DRs boosted the positive impact of EI on work engagement, but only among managers; and EI boosted the positive impact of DRs on work engagement, but only among managers with high EI. Originality/value Previous studies have primarily focused on the antecedents and outcomes of work engagement, but little is about the direct impact of job demands and the interaction effect of job demands and personal resources on work engagement. This is the first study investigating DRs and its interaction effect with EI on work engagement among hotel managers and non-managers, respectively.

The impact of emotional intelligence and servant leadership on employee job satisfaction

2021 ◽  
Vol 13 (2) ◽  
pp. 205-217
Author(s):  
Pallavi Jha ◽  
Sanjay Bhattacharya
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Servant Leadership ◽  
Positive Impact ◽  
Pearson Correlation ◽  
Work Productivity ◽  
Content Type ◽  
Significance Level ◽  
Employee Job Satisfaction ◽  
The Impact

Purpose The concept of emotional intelligence (EI) and servant leadership (SL) are two variables that have been essential for the organization leaders to ensure a healthy and happy work–life for their subordinates. The purpose of this study to be conducted was for leaders understand the role EI and SL play in maintaining employee job satisfaction and help them to create engaging environment and bring effectiveness in the work productivity of the assets. Design/methodology/approach Quantitative method was used and a total of 150 people were taken as a sample which consisted of several leaders and their subordinates and an emotional intelligence questionnaire by NHS and SL: multidimensional questionnaire was floated to rate the leaders EI and SL behavior comparing it with the leaders self-rating. The result was analyzed using SPSS, Pearson correlation and regression was used to understand the significance level and reliability of all the independent and dependent variables, respectively. Findings Through correlation and regression, it was found that presence of EI and SL style in a leader plays a huge role in employee job satisfaction. It was also found that EI and SL are the substantial predictor which have positive impact over employee job satisfaction. Originality/value The outcome of the study will help the leaders understand the significance that the EI and SL have in their role to maintain employee job satisfaction, as well as the training and development measures for leaders.

Library instruction and information literacy 2014

2015 ◽  
Vol 43 (4) ◽  
pp. 533-642 ◽  
Author(s):  
Robert Detmering ◽  
Anna Marie Johnson ◽  
Claudene Sproles ◽  
Samantha McClellan ◽  
Rosalinda Hernandez Linares
Keyword(s):  
Information Literacy ◽  
Design Methodology ◽  
English Language ◽  
Annotated Bibliography ◽  
Library Instruction ◽  
Content Type ◽  
Introductory Overview

Purpose – This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types. Design/methodology/approach – It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014. Findings – It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions. Originality/value – The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

scholarly journals Interactive whiteboard use in clinical reasoning sessions to teach diagnostic test ordering and interpretation to undergraduate medical students

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Fares Gouzi ◽  
Christophe Hédon ◽  
Léo Blervaque ◽  
Emilie Passerieux ◽  
Nils Kuster ◽  
...  
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Clinical Reasoning ◽  
Diagnostic Tests ◽  
Clinical Medicine ◽  
Positive Impact ◽  
Interactive Whiteboard ◽  
Respiratory Physiology ◽  
Undergraduate Medical Students ◽  
Test Ordering

Abstract Background Over-testing of patients is a significant problem in clinical medicine that can be tackled by education. Clinical reasoning learning (CRL) is a potentially relevant method for teaching test ordering and interpretation. The feasibility might be improved by using an interactive whiteboard (IWB) during the CRL sessions to enhance student perceptions and behaviours around diagnostic tests. Overall, IWB/CRL could improve their skills. Methods Third-year undergraduate medical students enrolled in a vertically integrated curriculum were randomized into two groups before clinical placement in either a respiratory disease or respiratory physiology unit: IWB-based CRL plus clinical mentoring (IWB/CRL + CM: n = 40) or clinical mentoring only (CM-only: n = 40). Feasibility and learning outcomes were assessed. In addition, feedback via questionnaire of the IWB students and their classmates (n = 233) was compared. Results Analyses of the IWB/CRL sessions (n = 40, 27 paperboards) revealed that they met validated learning objectives. Students perceived IWB as useful and easy to use. After the IWB/CRL + CM sessions, students mentioned more hypothesis-based indications in a test ordering file (p <  0.001) and looked for more nonclinical signs directly on raw data tests (p <  0.01) compared with students in the CM-only group. Last, among students who attended pre- and post-assessments (n = 23), the number of diagnostic tests ordered did not change in the IWB/CRL + CM group (+ 7%; p = N.S), whereas it increased among CM-only students (+ 30%; p <  0.001). Test interpretability increased significantly in the IWB/CRL + CM group (from 4.7 to 37.2%; p <  0.01) but not significantly in the CM-only group (from 2.4 to 9.8%; p = 0.36). Conclusions Integrating IWB into CRL sessions is feasible to teach test ordering and interpretation to undergraduate students. Moreover, student feedback and prospective assessment suggested a positive impact of IWB/CRL sessions on students’ learning.

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