scholarly journals Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016)

2018 ◽  
Vol 43 (4) ◽  
pp. 92-120 ◽  
Author(s):  
Mark Wyatt ◽  
Keyword(s):  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Language Teachers ◽  
Review Of The Literature

Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions

2008 ◽  
Vol 78 (4) ◽  
pp. 751-796 ◽  
Author(s):  
Ellen L. Usher ◽  
Frank Pajares
Keyword(s):  
Critical Review ◽  
Self Efficacy ◽  
Contextual Factors ◽  
Efficacy Beliefs ◽  
Academic Ability ◽  
Review Of The Literature ◽  
Future Directions ◽  
Psychological Mechanisms ◽  
Mastery Experience

The purpose of this review was threefold. First, the theorized sources of self-efficacy beliefs proposed by A. Bandura (1986) are described and explained, including how they are typically assessed and analyzed. Second, findings from investigations of these sources in academic contexts are reviewed and critiqued, and problems and oversights in current research and in conceptualizations of the sources are identified. Although mastery experience is typically the most influential source of self-efficacy, the strength and influence of the sources differ as a function of contextual factors such as gender, ethnicity, academic ability, and academic domain. Finally, suggestions are offered to help guide researchers investigating the psychological mechanisms at work in the formation of self-efficacy beliefs in academic contexts.

scholarly journals Foreign Language Teachers’ Self-efficacy Beliefs and Perspectives about Maintaining Their Students’ Interest

2021 ◽  
Vol 12 (1) ◽  
pp. 12
Author(s):  
Comfort Pratt ◽  
Amani Zaier ◽  
Yanlin Wang
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Online Survey ◽  
Positive Impact ◽  
Efficacy Beliefs ◽  
Language Teachers ◽  
Foreign Languages ◽  
General Level ◽  
Foreign Language Teachers ◽  
Sense Of Efficacy

Americans do not study foreign languages long enough to achieve communicative competence, and that poses economic and security problems for the nation as well as career and personal limitations for individuals. Despite the plethora of research studies on effective approaches and methods for teaching foreign languages, there is evidence in the literature that foreign language students often experience a loss of interest in the languages, and there is a critical need to investigate the causes of the lack of interest and propose solutions. To that end, this study took a look at the possible role played by teachers’ self-efficacy beliefs in their ability or inability to maintain their students’ interest in the target languages. By means of an online survey administered to foreign language teachers, this mixed methods study investigated their beliefs about their ability to impact their students positively and their general level of efficacy for teaching foreign languages. Findings revealed that the teachers overwhelmingly believed that they had a positive impact. However, their general level of efficacy was mildly high and there was no significant correlation between the teachers’ sense of efficacy and their ability to maintain their students’ interest in the languages. Implications for foreign language teacher preparation and professional development point to the need to develop a strong sense of efficacy as well as strategies for positively impacting students to maintain their interest in the language.

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.

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