scholarly journals How do gender, Internet activity and learning beliefs predict sixth-grade students’ self-efficacy beliefs in and attitudes towards online inquiry?

2021 ◽  
pp. 016555152110437
Author(s):  
Eero Sormunen ◽  
Norbert Erdmann ◽  
Suzanne CSA Otieno ◽  
Mirjamaija Mikkilä-Erdmann ◽  
Eero Laakkonen ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Negative Attitude ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Efficacy Beliefs ◽  
Free Time ◽  
Survey Study ◽  
Learning Beliefs ◽  
Sixth Grade Students

Today’s students search, evaluate and actively use Web information in their school assignments, that is, they conduct an online inquiry. This current survey study addresses sixth-grade students’ self-efficacy beliefs in and attitudes towards online inquiry, and to what extent free-time and school-related Internet activity, gender and learning beliefs explain these. The questionnaire was administered in 10 schools to 340 sixth-graders in Finland. Exploratory and confirmatory factor analyses revealed three elements of self-efficacy beliefs: self-efficacy in Web searching, the evaluation of sources and synthesising information. Furthermore, attitudes towards online inquiry loaded into two factors: a positive and a negative attitude towards online inquiry. A structural equation model was used to analyse the effects of the explanatory variables on the factors. The results of this work suggest that gender and free-time Internet use predict most sixth-graders’ self-efficacy beliefs in and attitudes towards online inquiry.

Self-Efficacy Sources, Reading Self-Efficacy, Metacognitive Reading Strategies and Reading Comprehension Performance: A Correlational Study in Saudi EFL Context

2021 ◽  
Vol 7 (2) ◽  
pp. 19-35
Author(s):  
Muhammad Waleed Shehzad ◽  
Ishtiaq Hussain ◽  
Amer Akhtar ◽  
Saadia Fatima
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Reading Strategies ◽  
Structural Equation ◽  
Physiological State ◽  
Positive Association ◽  
Efficacy Beliefs ◽  
Correlational Design ◽  
Metacognitive Reading Strategies ◽  
The Relationship

Abstract The intended aim of this research was to identify the connection of Self-Efficacy Sources (SES) and Metacognitive Reading Strategies (MCRS) with Reading Comprehension (RC) by deploying reading Self-Efficacy Beliefs (SEB) as a mediating construct. A correlational design was utilized. Proportionate stratified random sampling was deployed to select a sample of 383 Saudi EFL university learners. Questionnaires and a reading comprehension test were employed to gather the data. Structural equation modelling was used to test the relationships. Results indicated that SES were substantially associated with SEB except physiological state. Moreover, all the three MCRS showed significant and positive association with SEB. Also, SEB were substantially associated with RC. Regarding mediation, it was discovered that SEB mediated the relationship among SES and RC except one source, i.e., physiological state. Moreover, SEB mediated the association between all the three MCRS and RC. This study provides several implications for learners, teachers, and policymakers. Keywords: Metacognitive Reading Strategies, Self-efficacy Sources, Reading Self-efficacy Beliefs, Reading Comprehension, Saudi EFL Learners

scholarly journals Media and sustainable apparel buying intention

2017 ◽  
Vol 21 (4) ◽  
pp. 483-498 ◽  
Author(s):  
Orpha de Lenne ◽  
Laura Vandenbosch
Keyword(s):  
Social Media ◽  
Young Adults ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Survey Study ◽  
Media Content ◽  
Actual Behavior ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Content Type

Purpose Using the theory of planned behavior, the purpose of this paper is to examine the relationships between different types of media and the intention to buy sustainable apparel and test whether attitudes, social norms, and self-efficacy beliefs may explain these relationships. Design/methodology/approach A cross-sectional survey study was conducted among 681 young adults (18-26 years old). Findings Exposure to social media content of sustainable organizations, eco-activists, and sustainable apparel brands, and social media content of fashion bloggers and fast fashion brands predicted respondents’ attitudes, descriptive and subjective norms, and self-efficacy beliefs regarding buying sustainable apparel. In turn, attitudes, descriptive norms, and self-efficacy beliefs predicted the intention to buy sustainable apparel. Fashion magazines predicted the intention through self-efficacy. Specialized magazines did not predict the intention to buy sustainable apparel. Research limitations/implications Results should be generalized with caution as the current study relied on a convenience sample of young adults. The cross-sectional study design limits the ability to draw conclusions regarding causality. Actual behavior was not addressed and needs to be included in further research. Practical implications The present study hints at the importance of social media to affect young consumers’ intentions to buy sustainable apparel. Sustainable apparel brands should consider attracting more young social media users to their social media pages. Originality/value This study is one of the first to examine the potential of different media to promote sustainable apparel buying intention.

scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe Teams Games Tournament untuk Meningkatan Hasil Belajar Siswa Kelas VI pada Mata Pelajaran Matematika di SDN No.058/XI Koto Dumo

2018 ◽  
Vol 18 (2) ◽  
pp. 355
Author(s):  
Zainal Abidin
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Learning Model ◽  
Sixth Grade Students ◽  
Before And After ◽  
The Given ◽  
Improve Student Learning

This study aims to improve the learning outcomes of sixth grade students at SDN. No. 058/XI Koto Dumo on mathematics subject, especially on integer operation material by using cooperative learning model of Teams Games Tournament type. This research is a classroom action research conducted in three cycles and each cycle is done with four activities, namely planning, implementation, observation, and reflection. This study was conducted from August to November of 2016. The study involved 16 sixth graders. Data were collected by observation and test. Data were analyzed by using descriptive analysis and simple statistical test. The results showed that the activities and learning outcomes of students before and after the given action (Cycle I, Cycle II, and Cycle III) improved. Thus, the use of cooperative learning model type Teams Games Tournament in SDN. No. 058/XI Koto Dumo can improve student learning outcomes in mathematics subjects, especially on the subject matter of integer counting operations.

The Effect on Mathematics Achievement and Attitude of Homogeneous and Heterogeneous Grouping of Gifted Sixth-Grade Students

1996 ◽  
Vol 8 (2) ◽  
pp. 65-73 ◽  
Author(s):  
Barbara Hunt
Keyword(s):  
Mathematics Achievement ◽  
Gifted Students ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Heterogeneous Grouping ◽  
Homogeneous Grouping ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Students Attitudes ◽  
Low Ability

The primary purpose of this study was to identify the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping of gifted sixth grade students. The secondary purpose was to find the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping on average- and low-ability students. There were 208 subjects in the study. The results indicated that there was a positive effect for achievement in mathematics for identified gifted sixth graders in homogeneous grouping when compared to gifted students in heterogeneous grouping using the TOMA (Test of Mathematical Abilities) – Computation Subtest. No statistically significant difference was found for mathematics achievement for average and low ability students based on grouping. Quantitative and qualitative results will be shared related to students' attitudes toward grouping.

scholarly journals THE EFFECT OF USING POSSE STRATEGY IN TRAINING AND DEVELOPMENT COMPREHENSION READING SKILLS AMONGST SIXTH GRADERS

2020 ◽  
Vol 8 (2) ◽  
pp. 134-141
Author(s):  
Tareq Mohamad Alyatim ◽  
Wail Muin (Al-Haj sa'id) Ismail ◽  
Muhammad Azhar bin Zailani ◽  
Ala Muhammad Al Saadi
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Lesson Plan ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Control Group ◽  
Comprehension Skills ◽  
Sixth Grade Students ◽  
Reading Comprehension Skills ◽  
Positive Effect

Purpose of the study: This study aims to measure the effectiveness of using P.O.S.S.E strategy in the development of teaching to improve reading comprehension skills for sixth-grade students. Methodology: The procedure used is an experimental method based on Stratified Sampling which consists of 43 students divided into two groups – a control group of 21 students and an experimental group of 22 students- and a lesson plan was designed as a tool. Main Findings: The outcomes of the study indicated that the POSSE strategy has a positive effect on the development of reading comprehension skills over its five levels among the representative sample of sixth graders. Applications of this study: It is an essential reference in the development of teaching and training teachers to adapt to the P.O.S.S.E strategy for teachers, student educators. Novelty/Originality of this study: The result of this study is consistent with previous studies, which investigated the efficacy of POSSE strategy on the development of reading comprehension skills.

Body Satisfaction and Self-Concept of Third-And Sixth-Grade Students

1993 ◽  
Vol 76 (2) ◽  
pp. 547-553 ◽  
Author(s):  
Lori Folk ◽  
Jan Pedersen ◽  
Salvatore Cullari
Keyword(s):  
Body Satisfaction ◽  
Pubertal Development ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Third Graders ◽  
Self Concept ◽  
Satisfaction Questionnaire ◽  
The Third ◽  
Sixth Grade Students ◽  
The Relationship

Pubertal development has been implicated as the point of origin for decreased body satisfaction and self-concept for girls from prepubertal levels and an increase in body satisfaction and self-concept for boys. Two groups of boys and girls in Grades 3 and 6 completed a Body Satisfaction Questionnaire and the Piers-Harris Self-concept Scale to test this assumption. The third graders were considered to be prepubertal and sixth graders as early pubertal. The sixth-grade boys scored lower on body satisfaction than third-grade boys, and their self-concept scores were positively correlated with body satisfaction scores. For girls, body satisfaction scores were correlated with self-concept in both grades, and few significant differences were found between grades. For girls apparently the relationship between body satisfaction and self-concept may be present before the onset of puberty.

scholarly journals The difficulties that face Sixth Grade students in Riyadh in solving the mathematical problem and their causes from their point of view: الصعوبات التي تواجه تلاميذ الصف السادس الابتدائي بمدينة الرياض في حل المسألة الرياضية وأسبابها من وجهة نظرهم

2020 ◽  
Vol 4 (39) ◽  
Author(s):  
Zayed Saeed AlAsmari, Ibrahim Abd El- Wahab Al- Babtain
Keyword(s):  
Mathematical Problem ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Point Of View ◽  
Primary Students ◽  
Survey Method ◽  
Problem Solution ◽  
Sixth Grade Students ◽  
Descriptive Survey ◽  
The City

The aim of this research is to identify the difficulties facing sixth- grade primary students in Riyadh in solving the mathematical problem and their causes. The researcher used the descriptive survey method, and the researcher applied two tools to find out that it is a diagnostic test and an interview where the test was applied to a sample of (125) students and then applied the interview to a random sample consisting of (20) students in the sixth grade in the city of Riyadh. Where the results reached indicated the following: Students in understanding, planning and implementing the mathematical problem got a percentage of (23.36%), i.e. an estimate (low), with regard to the percentage of their success in health from the problem solving the mathematical problem (24,24%), with an estimate (very low). Difficulties faced by sixth-graders in the city of Riyadh in solving the mathematical problem, as they were: Identify the unknown and required in the mathematical problem, then make sure of enough information given to solve the mathematical problem; They were followed by determining the strategies that will be used for the solution, then the student is not convinced of the importance of following the four steps to solve the mathematical problem, and finally, the mathematics teacher focuses on the step of implementing the mathematical problem solution only. According to the results, a number of recommendations and proposals were presented to overcome the difficulties facing students in solving the mathematical issue in Riyadh and the whole of the Kingdom.

scholarly journals SELF-EFFICACY ANALYSIS OF SIXTH GRADE MATHEMATICS LEARNING OUTCOMES IN SD N 7 KEBUMEN

2019 ◽  
Vol 1 (2) ◽  
pp. 181
Author(s):  
Febriana Setyowati ◽  
Susilaily Rahmawati ◽  
Kartika Chrysti Suryandari
Keyword(s):  
Learning Outcomes ◽  
Self Efficacy ◽  
Mathematics Learning ◽  
Sixth Grade ◽  
Study Data ◽  
Efficacy Analysis ◽  
Learning Success ◽  
Sixth Grade Students ◽  
Qualitative Descriptive ◽  
High Level

<em>The essence of mathematics is aimed at solving everyday problems. However, so far mathematics still a subject that is considered difficult. One factor that influences learning success is self-efficacy. This study aims to analyze the level of self-efficacy of sixth grade students on the results of mathematics learning. The sample in this study were all sixth grade students of SD Negeri 7 Kebumen as many as 20 students. This research is a qualitative descriptive study. Data collection techniques use: (1) Questionnaire; and (2) interviews (3) observations and (4) documentation. The analysis used is descriptive qualitative. The results showed that: Students in sixth grade SDN 7 Kebumen had varying levels of self-efficacy. Students who have a high level of self-efficacy get high mathematics learning outcomes, because they have confidence or self-efficacy and are more persistent in facing difficulties. Students who have low levels of efficacy get less satisfying learning outcomes.</em>

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