Intimidation in small learning groups: The roles of social-comparison concern, comfort, and individual characteristics in student academic outcomes

2011 ◽  
Vol 12 (3) ◽  
pp. 175-187 ◽  
Author(s):  
Marina Micari ◽  
Denise Drane
Keyword(s):  
Social Comparison ◽  
Small Group ◽  
Self Efficacy ◽  
Individual Characteristics ◽  
Learning Program ◽  
Course Performance ◽  
Grade Point ◽  
Learning Groups ◽  
Final Grade ◽  
And Gender

This study examines the relationship of social-comparison concern, comfort, and self-efficacy to course performance and program persistence in a small-group learning environment. As part of the study, 205 undergraduates in a peer-led, small-group science learning program were surveyed at the beginning and end of the academic term; surveys addressed self-efficacy for the course, comfort participating in the small groups, and concern about comparison with others in the groups. Results indicated that while social-comparison concern and comfort were unrelated to prior academic preparation (as measured by grade point average and SAT mathematics score), they were related to self-efficacy, ethnic minority status, and gender, as well as to persistence in the program and final grade.

Increasing Oral Communication Self-Efficacy Improves Oral Communication and General Academic Performance

2019 ◽  
Vol 82 (4) ◽  
pp. 440-457
Author(s):  
Thomas M. Cavanagh ◽  
Christopher Leeds ◽  
Janet M. Peters
Keyword(s):  
Communication Skills ◽  
Self Efficacy ◽  
Oral Communication ◽  
Business Communication ◽  
Vicarious Experience ◽  
Business Majors ◽  
Verbal Persuasion ◽  
Course Performance ◽  
Grade Point ◽  
Communication Course

In order for students to effectively transfer oral communication skills from academic to professional settings, they must have high oral communication self-efficacy. We significantly increased oral communication self-efficacy in a sample of 97 undergraduate business majors by incorporating enactive mastery, vicarious experience, verbal persuasion, and physiological arousal into a business communication course. Self-efficacy was positively and significantly correlated with course performance, and increases in self-efficacy were positively and significantly correlated with changes in overall grade point average. By targeting self-efficacy, instructors can improve students’ oral communication skills and help them transfer these skills from academic to professional settings.

scholarly journals Spatial Learning in a Virtual Environment: The Role of Self-Efficacy Feedback and Individual Visuospatial Factors

2021 ◽  
Vol 11 (9) ◽  
pp. 1185
Author(s):  
Laura Miola ◽  
Veronica Muffato ◽  
Chiara Meneghetti ◽  
Francesca Pazzaglia
Keyword(s):  
Positive Feedback ◽  
Self Efficacy ◽  
Recall Performance ◽  
Experimental Manipulation ◽  
Individual Characteristics ◽  
Learning Performance ◽  
Environmental Learning ◽  
Subsequent Recall ◽  
Visuospatial Tasks ◽  
And Gender

We examined the roles self-efficacy plays in environmental learning in terms of self-efficacy feedback and task-specific (navigation-based) self-efficacy. We manipulated self-efficacy using positive and neutral feedback to investigate the relationship between receiving positive feedback and environmental learning performance and subsequent recall. A total of 231 participants were administered visuospatial tasks, where 117 received positive feedback, and 114 received neutral feedback. Then, we tested environmental learning using route retracing, pointing, and map-completion tasks. Before each environmental task, participants evaluated their task-specific self-efficacy. A series of spatial self-reported preferences were gathered as well. Mediation models showed that receiving positive feedback after a visuospatial task influences environmental recall performance through the mediation of task-specific self-efficacy. Moreover, after accounting for experimental manipulation and gender, we found that task-specific self-efficacy, sense of direction, and visuospatial abilities influence spatial-recall task performance, even with some differences as a function of the specific recall tasks considered. Overall, our findings suggest that among individual characteristics, task-specific self-efficacy can sustain environmental learning. Furthermore, giving positive feedback can improve spatial self-efficacy before conducting spatial-recall tasks.

Worrying about what others think: A social-comparison concern intervention in small learning groups

2014 ◽  
Vol 15 (3) ◽  
pp. 249-262 ◽  
Author(s):  
Marina Micari ◽  
Pilar Pazos
Keyword(s):  
Academic Success ◽  
Social Comparison ◽  
Small Group ◽  
Study Skills ◽  
Small Group Learning ◽  
Learning Groups ◽  
Theories Of Intelligence ◽  
University Level ◽  
The University ◽  
The Impact

Small-group learning has become commonplace in education at all levels. While it has been shown to have many benefits, previous research has demonstrated that it may not always work to the advantage of every student. One potential problem is that less-prepared students may feel anxious about participating, for fear of looking “dumb” in front of their peers. This study examines the impact of an intervention to reduce that sort of anxiety—termed social-comparison concern—in small learning groups at the university level. Over the course of an academic quarter (10 weeks), 144 students in 33 small learning groups participated in the study. Approximately one-third received an intervention designed to reduce social-comparison concern by modifying theories of intelligence and attributions for failure. One-third received a study-skills intervention, and the remaining third received no extra resources. The findings suggest that the intervention was successful and that instructors may want to infuse small-group work with discussion of the malleable nature of intelligence and of the reasons for academic success and failure.

Personality's Correlates of Adult Development and Aging

2003 ◽  
Vol 8 (3) ◽  
pp. 131-147 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Mariagiovanna Caprara ◽  
Patrizia Steca
Keyword(s):  
Personality Traits ◽  
Adult Development ◽  
Self Efficacy ◽  
Age Groups ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Cross Sectional ◽  
Education And Health ◽  
Development And Aging ◽  
And Gender

Three cross-sectional studies examined stability and change in personality over the course of life by measuring the relations linking age to personality traits, self-efficacy beliefs, values, and well-being in large samples of Italian male and female participants. In each study, relations between personality and age were examined across several age groups ranging from young adulthood to old age. In each study, personality constructs were first examined in terms of mean group differences accrued by age and gender and then in terms of their correlations with age across gender and age groups. Furthermore, personality-age correlations were also calculated, controlling for the demographic effects accrued by marital status, education, and health. Findings strongly indicated that personality functioning does not necessarily decline in the later years of life, and that decline is more pronounced in males than it is in females across several personality dimensions ranging from personality traits, such as emotional stability, to self-efficacy beliefs, such as efficacy in dealing with negative affect. Findings are discussed in terms of their implications for personality theory and social policy.

Self-Efficacy and Gender on Cognitive Performances in Older Adults

2007 ◽  
Author(s):  
Juliet Acolatse ◽  
Olga Rosito ◽  
Rowena G. Gomez
Keyword(s):  
Older Adults ◽  
Self Efficacy ◽  
And Gender

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.

An investigation of STEM Interest, Mathematics Beliefs and gender stereotypes among pre-service early childhood educators

2020 ◽  
Author(s):  
Thomas Delahunty ◽  
Máire Ní Ríordáin ◽  
Mark Prendergast
Keyword(s):  
Early Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Gender Stereotype ◽  
Early Childhood Teacher ◽  
Cultural Barriers ◽  
Global Issue ◽  
Underrepresentation Of Women ◽  
And Gender ◽  
Stem Interest

BackgroundThe underrepresentation of women in STEM fields is a pervasive global issue. Despite evidence casting doubt on the preconceived notions that males outperform females in these domains, gender stereotype beliefs persist and have been highlighted as potential cultural barriers limiting females opportunities. Gender stereotype and ability beliefs emerge in early childhood and recent evidence has highlighted early childhood education as a promising period for the cultivation of positive STEM dispositions. AimsThis study investigated gender stereotype beliefs, mathematical self-beliefs and STEM attitudes among a sample of pre-service early childhood teachers to assess the existence of stereotype endorsements and predictive relationships with STEM interests.SampleParticipants were pre-service early childhood teacher (N=74), mean age 21.17 years, 4 males and 70 femalesMethodsElectronic surveys utilising a series of pre-established scales, measuring gender stereotype bias from ability and cultural perspectives, mathematical self-belief variables (self-efficacy, self-concept, anxiety), and interest in STEM, were distributed. ResultsRegression analysis reveal previous level of mathematical study at secondary school, social persuasions as a sources of self-efficacy and gender stereotype endorsements as significant predictors of overall attitude to STEMConclusions Findings suggest the importance of previous school experience and social influences as well as participants’ gender stereotype endorsements in influencing interest in STEM. These data are discussed in light of implications for teachers; future practice and teacher education

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