The Influence of Ability Beliefs and Motivational Orientation on the Self-Efficacy of High School Science Students in Thailand

2012 ◽  
Vol 56 (2) ◽  
pp. 163-181 ◽  
Author(s):  
Thanita Lerdpornkulrat ◽  
Ravinder Koul ◽  
Chuchai Sujivorakul
Keyword(s):  
Gender Stereotypes ◽  
Self Efficacy ◽  
Career Aspirations ◽  
Negative Influence ◽  
Positive Influence ◽  
The Self ◽  
Motivational Orientation ◽  
Academic Science ◽  
High School Science ◽  
Avoidance Goals

This study investigated the influence of entity beliefs, gender stereotypes and motivational goals on participants' self-efficacy in biology and physics and their career aspirations. Participants ( n = 2638, males 46% and females 54%) were students enrolled in Years 10–12 of the academic science-maths stream in Thailand. Entity beliefs were endorsed significantly more by males than by females, while gender stereotypes were endorsed significantly more by females than by males. Entity beliefs were found to be significantly and positively associated with performance avoidance goals towards science. Multiple regression analysis found a negative influence of performance avoidance goals and a positive influence of mastery goals on males' and females' self-efficacy in physics and biology and their career aspirations. The stereotype ‘males are better in physics’ had a positive influence on the measure of self-efficacy of males in physics studies and a negative influence on the self-efficacy of females. The stereotype ‘females are better in biology’ had no influence on the measure of self-efficacy in biology studies for either males or females. Our results support a view of subject-specific inquiry as more revealing than global inquiry for the investigation of gender differences in achievement-related beliefs.

Employees' Psychological Ownership and Self-Efficacy as Mediators Between Performance Appraisal Purpose and Proactive Behavior

2015 ◽  
Vol 43 (7) ◽  
pp. 1101-1109 ◽  
Author(s):  
Min Qiu ◽  
Bei Hu ◽  
Zhang Xu ◽  
Yucai Li
Keyword(s):  
Performance Appraisal ◽  
Self Efficacy ◽  
Management Practice ◽  
Negative Influence ◽  
Positive Influence ◽  
Psychological Ownership ◽  
Proactive Behavior ◽  
Intermediary Role ◽  
The Impact ◽  
Positive Effect

We analyzed the impact of performance appraisal purpose on employees' proactive behavior, and explored the roles of psychological ownership and self-efficacy as mediators in this relationship. We conducted a survey with 512 employees of enterprises in 4 cities in China. The results of analysis of the data collected showed that an evaluative performance appraisal had a negative influence on the employees' proactive behavior whereas a developmental performance appraisal had a positive influence. Psychological ownership and self-efficacy were found to have an intermediary role between performance appraisal purpose and the employees' proactive behavior. Self-efficacy had a significant positive effect on psychological ownership. Implications of these results for theory and management practice are discussed.

scholarly journals Self-Efficacy of Medical Students in Two Schools with Different Education Methodologies (Problem-Basead Learning versus Traditional)

2020 ◽  
Vol 44 (2) ◽  
Author(s):  
Janaína Maciel Lopes ◽  
João Gabriel Franco Castro ◽  
José Maria Peixoto ◽  
Eliane Perlatto Moura
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Teaching Method ◽  
School Setting ◽  
Female Gender ◽  
Positive Influence ◽  
The Self ◽  
Cross Sectional ◽  
Curricular Model ◽  
Academic Self Efficacy

Abstract Introduction: Academic self-efficacy refers to the student’s belief in their ability to organize and perform actions regarding academic activities and demands. In this context, self-efficacy has received great importance in the literature, both for the relevance and the predictive power of the events in the school setting. Students with higher levels of self-efficacy are more likely to succeed in their interventions, as they can more easily test and use their skills. Objective: To evaluate the academic self-efficacy of students in the 4th year of medical school and its correlation with the teaching method (PBL x traditional). Method: This is a cross-sectional and quantitative study carried in two medical schools: one with PBL methodology and another with traditional methodology. A total of 147 4th-year medical students participated in this study, who were divided in two groups, 73 from the school using the PBL methodology and 74 from the school with the traditional methodology. Data collection was carried out by filling out a self-answered questionnaire, containing questions on sociodemographic information and general health aspects, in addition to the Self-efficacy Scale in Higher Education. Result: Students from the school using the PBL methodology had a overall higher mean sum of the highest score (p <0.01) and higher mean score in each domain of the self-efficacy scale when compared to the school using the traditional methodology. The variables female gender, older age, living alone, not using medication for chronic disease and having an extracurricular activity had a positive influence on the mean self-efficacy score in the different scale domains. Conclusion: The 4th-year medical students of the assessed institutions showed moderate to strong self-efficacy. Students from PBL school had higher self-efficacy scores than those using the traditional methodology. These results may indicate that the active learning methodology such as the PBL curriculum may be related to a higher degree of academic self-efficacy. Further studies are required to understand the influence of the curricular model on medical students’ academic self-efficacy.

scholarly journals The Integration of General Education in the Academic Programme to Enhance the Self-Efficacy of Accounting Students at a South African University

2020 ◽  
Vol 11 (1(V)) ◽  
pp. 23-43
Author(s):  
Suntharmurthy Kristnasamy Naidoo ◽  
S. Govender
Keyword(s):  
Academic Performance ◽  
General Education ◽  
Self Efficacy ◽  
Target Population ◽  
Positive Influence ◽  
The Self ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
The Impact

The purpose of this paper is to investigate the impact of General Education in enhancing the Self-efficacy of Cost and Management Accounting (CMA) students to assess whether Self-efficacy, is having any positive influence on the students’ academic performance. The research design for this paper was descriptive, longitudinal and a mixed-method approach. The nature of the quasi-experimental approach that was used in the current paper is a non-equivalent pre-test and post-test control group design. The target population was CMA students. A census survey was conducted. Findings, which were analysed with the aid of descriptive statistics, indicate a significant correlation in the post-test (Self-efficacy) scores of the group that undertook the General Education Modules and not the group that did not undertake the General Education Modules. This paper recommends the implementation of General Education skills into the curriculum and a model to measure Self-efficacy of students. Moreover, these skills appear to be very poor amongst current learners and respondents believed that Self-efficacy could have a positive effect on the academic performance of learners.

PENGARUH EFIKASI DIRI TERHADAP KEMANDIRIAN BELAJAR SISWA

2020 ◽  
Vol 4 (2) ◽  
pp. 108-111
Author(s):  
Nita Karmila ◽  
Siti Raudhoh
Keyword(s):  
Elementary Schools ◽  
Student Learning ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Positive Influence ◽  
Regression Equation ◽  
The Self ◽  
Learning Ability ◽  
Fifth Grade ◽  
Causal Approach

THE EFFECT OF SELF-EFFICACY ON STUDENT LEARNING INDEPENDENCEThis research is a quantitative research with a causal approach, the purpose of this research is to know the effect of self-efficacy  towards the independence of student learning. The population of this research 215 students of fifth grade in Elementary Schools as a group two, Bojonggenteng sub District, Sukabumi Regency in 2020/2021 with the quantity of sampple a’s much  68 students. The results of this reasearch indiactes there in the effec of self-efficacy towards the indeendence of student learning with coefficientvalue of path as big as 0,63 and a regression equation Ŷ = 10.12+ (0.93X). that thing means that every enhancement one unit  self-efficacy (X) will increase the independence of student learning (Y) as big as 0.93 units. The contribution of the self-efficacy variable in increase independence of student learning (r²) as big as 0.40 with determination coefficient cooficient as bis as 40% and the remain 60% can be affected by other factors. Based in research above, we can conclude that there is a positive influence of self-efficacy towards the independence of student learning.  This thing means that one of the factors in increasing independence of student learning ability is by increasing self-efficacy

scholarly journals Autoeficácia de Estudantes de Medicina em Duas Escolas com Metodologias de Ensino Diferentes (Aprendizado Baseado em Problemas versus Tradicional)

2020 ◽  
Vol 44 (2) ◽  
Author(s):  
Janaína Maciel Lopes ◽  
João Gabriel Franco Castro ◽  
José Maria Peixoto ◽  
Eliane Perlatto Moura
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Teaching Method ◽  
School Setting ◽  
Female Gender ◽  
Positive Influence ◽  
The Self ◽  
Cross Sectional ◽  
Curricular Model ◽  
Academic Self Efficacy

Abstract Introduction: Academic self-efficacy refers to the student’s belief in their ability to organize and perform actions regarding academic activities and demands. In this context, self-efficacy has received great importance in the literature, both for the relevance and the predictive power of the events in the school setting. Students with higher levels of self-efficacy are more likely to succeed in their interventions, as they can more easily test and use their skills. Objective: To evaluate the academic self-efficacy of students in the 4th year of medical school and its correlation with the teaching method (PBL x traditional). Method: This is a cross-sectional and quantitative study carried in two medical schools: one with PBL methodology and another with traditional methodology. A total of 147 4th-year medical students participated in this study, who were divided in two groups, 73 from the school using the PBL methodology and 74 from the school with the traditional methodology. Data collection was carried out by filling out a self-answered questionnaire, containing questions on sociodemographic information and general health aspects, in addition to the Self-efficacy Scale in Higher Education. Result: Students from the school using the PBL methodology had a overall higher mean sum of the highest score (p <0.01) and higher mean score in each domain of the self-efficacy scale when compared to the school using the traditional methodology. The variables female gender, older age, living alone, not using medication for chronic disease and having an extracurricular activity had a positive influence on the mean self-efficacy score in the different scale domains. Conclusion: The 4th-year medical students of the assessed institutions showed moderate to strong self-efficacy. Students from PBL school had higher self-efficacy scores than those using the traditional methodology. These results may indicate that the active learning methodology such as the PBL curriculum may be related to a higher degree of academic self-efficacy. Further studies are required to understand the influence of the curricular model on medical students’ academic self-efficacy.

scholarly journals An Educational Intervention Designed to Increase Women's Leadership Self-Efficacy

2012 ◽  
Vol 11 (3) ◽  
pp. 307-322 ◽  
Author(s):  
Carol Isaac ◽  
Anna Kaatz ◽  
Barbara Lee ◽  
Molly Carnes
Keyword(s):  
Educational Intervention ◽  
Gender Stereotypes ◽  
Transtheoretical Model ◽  
Self Efficacy ◽  
Women's Leadership ◽  
Academic Science ◽  
Individual Level ◽  
Personal Mastery ◽  
Engineering Mathematics ◽  
The Impact

Women are sparsely represented in leadership in academic science, technology, engineering, mathematics, and medicine (STEMM). Cultural stereotypes about men, women, and leaders influence the attitudes, judgments, and decisions that others make about women and the choices women make for themselves. Multilevel interventions are needed to counteract the impact of these pervasive and easily activated stereotypes, which conspire in multiple ways to constrain women's entry, persistence, and advancement in academic STEMM. We describe an individual-level educational intervention. Using the transtheoretical model of behavioral change as a framework, we assessed the success of a semester course on increasing women's leadership self-efficacy for the first three cohorts of course participants (n = 30). Pre/post questionnaires showed gains in leadership self-efficacy, personal mastery, and self-esteem, and decreases in perceived constraints. Qualitative text analysis of weekly journals indicated increasing leadership self-efficacy as course participants applied course information and integrated strategies to mitigate the impact of societal stereotypes into their own leadership practices. Follow-up queries of the first two cohorts supported the enduring value of course participation. We conclude that providing strategies to recognize and mitigate the impact of gender stereotypes is effective in increasing leadership self-efficacy in women at early stages of academic STEMM careers.

scholarly journals Role of sociodemographic factors and self-efficacy in the perception of social support of nursing students

2021 ◽  
Vol 55 ◽  
Author(s):  
Rafaela Teodoro Ferreira ◽  
Jamila Souza Gonçalves ◽  
Jaqueline Lemos de Oliveira ◽  
Marcelo Vinicius Domingos Rodrigues dos Santos ◽  
Caíque Rossi Baldassarini ◽  
...  
Keyword(s):  
Social Support ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Sociodemographic Factors ◽  
Negative Influence ◽  
Positive Influence ◽  
Early Years ◽  
Cross Sectional

ABSTRACT Objective: To analyze the role of sociodemographic factors and self-efficacy in the perception of social support by nursing students of the first years of nursing school. Method: This is a quantitative cross-sectional research, developed with 121 undergraduate students from the early years of the course. A sociodemographic questionnaire, the Higher Education Self-Efficacy Scale and the abbreviated version of the Social Support Questionnaire were used. Spearman and Mann-Whitney correlation tests were performed using software for statistical analysis. Results: It was identified that students with better self-efficacy and who are self-declared black or brown reported, respectively, greater satisfaction with the support and a smaller number of supporters. Conclusion: Considering that the race/color factor had a negative influence and self-efficacy a positive influence in the perception of social support, it is recommended that mental health promotion strategies be conducted that permeate both affirmative action policies and improvements in the teaching-learning process, especially in the first years of the nursing course.

scholarly journals Fashion Business Performance In Surabaya

2021 ◽  
Vol 7 (1) ◽  
pp. 34-55
Author(s):  
Tri Siwi Agustina ◽  
Alvita Komala Dewi
Keyword(s):  
Information Technology ◽  
Path Analysis ◽  
Self Efficacy ◽  
Business Performance ◽  
Data Distribution ◽  
Positive Influence ◽  
Business Owners ◽  
The Self ◽  
Fashion Industry ◽  
Technology Usage

The COVID-19 pandemic, which resulted in social and physical restrictions, has consequences for the sustainability of the fashion business. This industry is included in the top 5 priority scales for MSME development in Surabaya. Therefore, the existence of the fashion industry is very important for the economy of Surabaya. Related to this, fashion business owners in Surabaya are required to be able to maintain their business through work innovation. This study aims to analyze the direct or indirect influences of competence, the use of information technology, and self-efficacy on business performance through work innovation as a mediating variable for fashion entrepreneurs in Surabaya. This research is a quantitative involving 69 fashion entrepreneurs who are supported by the Surabaya Trade Office. Data distribution was carried out using online questionnaires from November to December 2020. Hypothesis testing was carried out by the path analysis. The results of this study include: competence and self-efficacy are proven to have a positive influence on business performance; the use of information technology is proven to not influence business performance; work innovation cannot mediate the influence of competence on business performance; work innovation is proven to fully mediate the influence of the information technology usage on business performance; work innovation is proven to mediate some of the self-efficacy influence on business performance.

Using the Rating Scale Model to Examine the Psychometric Properties of the Self-Efficacy Scale for Driver Competence

2011 ◽  
Vol 27 (3) ◽  
pp. 164-170 ◽  
Author(s):  
Anna Sundström
Keyword(s):  
Psychometric Properties ◽  
Self Efficacy ◽  
Rating Scale ◽  
Measurement Precision ◽  
The Self ◽  
Test Theory ◽  
Self Report ◽  
Scale Model ◽  
Validity And Reliability ◽  
Two Samples

This study evaluated the psychometric properties of a self-report scale for assessing perceived driver competence, labeled the Self-Efficacy Scale for Driver Competence (SSDC), using item response theory analyses. Two samples of Swedish driving-license examinees (n = 795; n = 714) completed two versions of the SSDC that were parallel in content. Prior work, using classical test theory analyses, has provided support for the validity and reliability of scores from the SSDC. This study investigated the measurement precision, item hierarchy, and differential functioning for males and females of the items in the SSDC as well as how the rating scale functions. The results confirmed the previous findings; that the SSDC demonstrates sound psychometric properties. In addition, the findings showed that measurement precision could be increased by adding items that tap higher self-efficacy levels. Moreover, the rating scale can be improved by reducing the number of categories or by providing each category with a label.

Yes I Can!

2015 ◽  
Vol 46 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Dries Vervecken ◽  
Bettina Hannover
Keyword(s):  
Middle Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Vocational Interests ◽  
Primary School Students ◽  
School Students ◽  
Employment Goals ◽  
Linguistic Intervention ◽  
Male Occupations ◽  
Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

Sign in / Sign up

Export Citation Format

Share Document