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.

Incorporating Electronic Mail into the Business Communication Course

1995 ◽  
Vol 58 (3) ◽  
pp. 45-51 ◽  
Author(s):  
Karen S. Nantz ◽  
Cynthia L. Drexel
Keyword(s):  
Communication Skills ◽  
Electronic Mail ◽  
Electronic Communication ◽  
Business Communication ◽  
Information Superhighway ◽  
Organizational Hierarchy ◽  
Communication Course ◽  
E Mail

E-mail is the primary communication vehicle for the information superhighway. Unfortunately, e-mail education is focusing on the hardware and software issues without regard for the requisite communication skills. To be effective electronic communicators, students need training in understanding the electronic organizational hierarchy and electronic communication volume and costs; selecting the appropriate media; and evaluating message permanence, security, ownership, and privacy. Including targeted exercises in the business communication class can enhance students' understanding of e-mail.

scholarly journals Students� English business communication self-efficacy and their career aspirations

2020 ◽  
Vol 5 (2) ◽  
pp. 214
Author(s):  
Hartono Hartono ◽  
Huyi Intan Sari
Keyword(s):  
Communication Skills ◽  
Self Efficacy ◽  
Significant Positive Correlation ◽  
Career Aspirations ◽  
Business Communication ◽  
Study Data ◽  
Moderate Level ◽  
Career Aspiration ◽  
Positive Correlation ◽  
The Relationship

Self-efficacy, which is defined as people�s judgment on their ability to carry out tasks and exercise control over events, is believed to be determinant in the success of learning and career aspiration.� The study was conducted to measure students� self-efficacy in making English business communication, their career aspiration, and the relationship between them. Sixty one students served as the respondents for the study.� Data were collected by using Likert-typed questionnaires after students attended an ESP designed to improve their English business communication skills. It found that students had high self-efficacy in making English business communication and high career aspiration. Between these variables lies a significant positive correlation in moderate level (0.611).�

scholarly journals PENGUATAN EFIKASI DIRI PADA PRIBADI INTROVERT

2021 ◽  
Vol 2 (1) ◽  
pp. 203-216
Author(s):  
Lukman Hakim
Keyword(s):  
Social Services ◽  
Self Efficacy ◽  
Public Speaking ◽  
Emotional States ◽  
Vicarious Experience ◽  
Verbal Persuasion ◽  
Mastery Experience ◽  
Training Activities ◽  
Positive Experiences ◽  
The Individual

This article aims to explain the concept of strengthening self-efficacy in individuals who experience personal introverts through a community approach. The offer of the concept of activities designed by the supervisor by reaching out to intellectual, humanist and religiosity activities by emphasizing three main aspects of the individual namely cognitive, effective and psychomotor. Whereas in self-efficacy, increasing activities are needed: positive experiences (Mastery experience), other people's experiences (Vicarious experience), verbal persuasion and physiological and emotional states. Then the supervisor's offer to improve introverted individual selfefficacy is; Effective communication training activities and public speaking training, Creating live maps and presenting live maps, Community service activities or social services, Regular Community meetings, and My Forum sharing activities

scholarly journals Self-efficacy guru kelas dalam membimbing siswa slow learner

2019 ◽  
Vol 14 (1) ◽  
pp. 1-8
Author(s):  
Farida Agustin Riyanda Putri ◽  
Fuadah Fakhruddiana
Keyword(s):  
Content Analysis ◽  
Self Efficacy ◽  
Affective States ◽  
Vicarious Experience ◽  
Slow Learner ◽  
Verbal Persuasion ◽  
Study Approach ◽  
The Face ◽  
Mastery Experience ◽  
The Subject

Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui dinamika dan faktor-faktor self-efficacy guru kelas dalam membimbing siswa slow learner. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian kualitatif dengan pendekatan studi kasus. Metode pengambilan data dilakukan dengan metode wawancara. Pendekatan analisis yang digunakan dalam penelitian ini adalah analisis isi (content analysis) serta menggunakan triangulasi sumber dalam uji kredibilitas penelitian. Berdasarkan hasil penelitian, Subjek I memiliki keyakinan dalam membimbing siswa slow learner. Subjek I memiliki banyak ide dan inovasi dalam mengatasi kelambanan siswa slow learner. Sedangkan faktor yang mempengaruhi self-efficacy Subjek I adalah pengalaman keberhasilan terdahulu, pengalaman orang lain, persuasi verbal, kondisi fisik dan afeksi, serta faktor berupa kondisi lingkungan sekitar. Untuk Subjek II, ditemukan bahwa subjek memiliki rasa pesimis dalam menghadapi siswa slow learner. Subjek II merasa kesulitan ketika menghadapi siswa slow learner, sehingga tidak banyak cara yang dilakukannya dalam menghadapi siswa slow learner. Faktor yang mempengaruhi self-efficacy Subjek II hampir sama dengan Subjek I yakni self-efficacy subjek dipengaruhi oleh pengalaman keberhasilan terdahulu, pengalaman orang lain, persuasi verbal dan kondisi fisik dan afeksi. Temuan dari penelitian ini adalah atmosfer sekolah yang ternyata memberikan spirit yang berbeda bagi kedua subjek.Kata Kunci: guru kelas, self-efficacy, slow learnerAbstract: The purpose of this study was to determine the dynamics and factors of classroom teacher’s self-efficacy in guiding slow learner students. The method used in this research is qualitative research methods with case study approach. Method of data collection conducted by interview. Analysis approach used in this research is content analysis and using triangulation in research credibility test. Based on the research, the first subject has efficacy in guiding slow learner students. The subject has a lot of ideas and innovations in overcoming inaction slow learner students. While the factors was influence subject was namely enactive mastery experience, vicarious experience, verbal persuasion and physiological and affective states, and factors such as environmental conditions. For the second subject, it was found that the subject has a sense of pessimism in guiding of slow learner students. Subject find difficulties when she guiding slow learner students, so there isn’t a lot of ways that subject do in the guiding of slow learner students. Factors that influence self-efficacy of the second subject is influenced by four factors namely enactive mastery experience, vicarious experience, verbal persuasion and physiological and affective states. The conclusion from this study is that there are differences in self-efficacy of teachers in the face of slow learner students. Differences between subject I and subject II lies in the school atmosphere that gives a different spirit to the second subject.Keywords: classroom’s teacher, self-efficacy, slow learner

scholarly journals STRATEGI PEMBELAJARAN DAN EFIKASI DIRI WARGA BELAJAR TERHADAP CAPAIAN BELAJAR

2007 ◽  
Vol 2 (2) ◽  
pp. 43-51
Author(s):  
Muktiono Waspodo
Keyword(s):  
Instructional Strategies ◽  
Self Efficacy ◽  
Formal Education ◽  
Physiological State ◽  
Formal Context ◽  
Vicarious Experience ◽  
Verbal Persuasion ◽  
Learning Achievement ◽  
Instructional Process ◽  
Learning Principles

Within non-formal context where a tutor plays an important role, this article discusses some instructional strategies and the learner’s self efficacy. After four learning principles are identified, learning achievement in non-formal education is defined. Having reviewed a number of instructional strategies, it elaborates the concept of self efficacy which covers performance experience, vicarious experience, verbal persuasion, and physiological state. Referring to some research reports, it concludes that there is positive causal relationship between efficacy and learning achievement. This article concludes that in selecting instructional strategies, the tutors should consider the learners’ efficacy and it gives the tutors and the supervisors a set of suggestions in relation to planning, organizing, and supervising the instructional process in the classroom.

scholarly journals Self Efficacy Correlations to Use Contraceptive Equipment on Couples of Childbearing Age, Kelurahan Tallo, City of Makassar

2018 ◽  
pp. 373-381
Author(s):  
Wardiah Hamzah ◽  
Ulfa Sulaiman ◽  
Andi Surahman Batara ◽  
Nasruddin Syam
Keyword(s):  
Self Efficacy ◽  
Vicarious Experience ◽  
Verbal Persuasion ◽  
Childbearing Age ◽  
Cross Sectional ◽  
South Sulawesi ◽  
Contraceptive Usage ◽  
Mastery Experience ◽  
Analytic Design ◽  
Ability To Drive

BKKBN  Provinces of South Sulawesi suggested that users of Keluarga Berencana (KB) reached 69.31% in 2015 or by 121,892 couples. The percentage of contraceptive usage of 66.7% is still low compared to the target of Makassar City Health Office of 100% in 2015 (Dinkes, 2017) .The use of contraceptives is still low caused by several things, one of them factors from within the couple's age fertile. The desire to be a family planning acceptor is driven by self-efficacy of self-ability to drive motivation. This study aims to analyze the correlation of Self Eficacy against the use of contraception in couples of childbearing age. The research design used was analytic design using Cross Sectional approach done in RW IV, Tallo Village, Makassar City. The population is a Couples Of Childbearing Age as many as 190 people. Data taken by way of interview To answer the purpose of research and hypothesis, data analysis is done by using correlation test. The result of the research found that there is influence of Mastery Experience (pvalue = 0,000), Vicarious Experience (pvalue = 0,004), Verbal Persuasion (pvalue = 0,006), Physiological and Emotional State (pvalue = 0,000) and Self Eficacy (pvalue = 0,000). health in providing counseling following a successful sample of people, and trying to gain the full confidence of the community.

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.

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