The operating mechanisms of self-efficacy and peer feedback: An exploration of L2 young writers

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Amy Kong ◽  
Mark Feng Teng
Keyword(s):  
Peer Review ◽  
Self Efficacy ◽  
Self Regulation ◽  
Training Session ◽  
After School ◽  
English Writing ◽  
Peer Reviews ◽  
Writing Course ◽  
The Impact ◽  
Different Sources

AbstractThere is a huge scarcity of documentation of instances in which students do not follow the peer review training guidelines. One factor in these unanticipated scenarios could be learners’ self-efficacy (SE). The current investigation illustrates how different sources of SE contribute to students’ agentic orientations during peer review. For this purpose, six secondary-one students were paired to implement peer reviews in an after-school English writing course, after receiving peer review training. The data from three dyadic peer review sessions, stimulated recalls, and pre-/post-interviews were triangulated with quantitative data from 20 learners. The results showed that the students’ low SE for self-regulation (SESR) for peer review at the outset overshadowed the impact of training and influenced the use of strategies by them during the peer reviews. Whereas those with high SESR followed the instructions from the training session and regulated the peer reviews professionally, those with low SESR ignored these guidelines, which resulted in constrained agency and promoted their skepticism of peer review in the end. However, by comparing their own performances as reviewers with those of their peers, the students’ SE for regulating future peer review also changed. This paper underscores SE as an important construct in peer review for L2 young learners.

Editorial | Stop the Academic Bullying: Our Internal Reflections for a Fairer Peer Reviews [Hentikan Perundungan Akademik: Refleksi Internal untuk Penilaian Sejawat yang Lebih Adil]

2021 ◽  
Vol 36 (1) ◽  
Author(s):  
Edwin Adrianta Surijah
Keyword(s):  
Career Development ◽  
Peer Review ◽  
Well Being ◽  
Editorial Note ◽  
Peer Reviews ◽  
Academic Bullying ◽  
New Guidelines ◽  
The Impact

Academic bullying in peer reviews is a cultural problem. This Editorial Note is intended to identify the unhelpful comments/critiques and to highlight the impact of unprofessional peer reviews toward the well-being and career development of fellow researchers. We acknowledge that we are part of the problems, and the necessary steps are needed to break the chain of the academic bullying culture in peer reviews. New guidelines for editors and reviewers are part of the solutions to promote constructive comments, as well as stronger internal consolidation throughout the peer reviews process.   Perundungan akademik dalam penilaian sejawat (peer review) adalah sebuah permasalahan kultur. Catatan Editorial ini bertujuan mengindentifikasi komentar atau kritik yang tidak membangun, serta menggarisbawahi dampak penilaian sejawat yang tidak profesional terhadap kesejahteraan dan pengembangan karir sesama peneliti. Kami menyadari bahwa kami merupakan bagian dari permasalahan ini, dan diperlukan langkah-langkah untuk memutus rantai kultur perundungan akademik dalam penilaian sejawat. Pedoman baru bagi editor dan mitra bestari merupakan bagian dari solusi untuk mendorong komentar yang konstruktif, serta konsolidasi internal yang lebih kuat dalam proses penilaian sejawat.

scholarly journals Linking Mentoring and Job Search Behavior: A Moderated Mediation Model

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110672
Author(s):  
Ruirui Lian ◽  
Wenjing Cai ◽  
Kun Chen ◽  
Hongru Shen ◽  
Xiaopei Gao ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Job Search ◽  
Self Efficacy ◽  
College Graduates ◽  
Self Regulation ◽  
Search Behavior ◽  
Survey Study ◽  
Job Search Behavior ◽  
Search Behaviors ◽  
The Impact

The present research aims to explore the impact of mentoring relationship on college graduates’ job search behavior among Chinese undergraduate students by examining the mediator of job search intention and the moderator of job search self-efficacy. A two-wave survey study was conducted in China ( N = 594). Our findings show a positive indirect relation between mentoring and college graduates’ job search behaviors through job search intention. The graduates’ job search self-efficacy positively moderated the indirect relationship such that when job search self-efficacy was higher, the influence of mentoring on behavior via job search intention was stronger. These findings extend the literature by clarifying how and when mentoring facilitates graduates’ job search behaviors and provide practical implications for facilitating a smooth school-to-work transition in China. As the first study that empirically clarifies why (through job search intention) and when (job search self-efficacy) mentoring function is positively related to job search behavior among Chinese undergraduate students, the present study contributes to the existing mentoring and job search literature. Future research is encouraged to extend the findings by integrating theory of planned behavior (TPB) with self-regulation theory toward deepening current understanding of how and when mentoring can contribute to a student’s success in job search behavior.

Self-Efficacy of Part-Time Employees in University Athletics: The Influence of Organizational Commitment, Valence of Training, and Training Motivation

2004 ◽  
Vol 18 (1) ◽  
pp. 59-73 ◽  
Author(s):  
George Cunningham ◽  
Kimberly Mahoney
Keyword(s):  
Organizational Commitment ◽  
Self Efficacy ◽  
Structural Equation ◽  
Training Session ◽  
Equation Modeling ◽  
Training Outcomes ◽  
Mandatory Training ◽  
Part Time ◽  
Training Motivation ◽  
The Impact

This study examined the impact of organizational commitment and valence on training motivation and, in turn, the impact of training motivation on posttraining self-efficacy. Data were collected from 264 part-time university athletic department employees both prior to and following a mandatory training session. Structural equation modeling indicated that organizational commitment (b = .53,p< .001) and valence (b = .26,p< .001) held positive associations with training motivation, accounting for 45% of the variance. Additionally, training motivation held a significant association with posttraining self-efficacy (b = .37,p< .001), accounting for 13% of the variance. The results demonstrate (a) salient antecedents of training motivation, and (b) the importance of training motivation in realizing training outcomes within the context of university athletic departments.

Peer reviews in the fight against terrorism: A hidden dimension of European security governance

2012 ◽  
Vol 47 (4) ◽  
pp. 519-538 ◽  
Author(s):  
Raphael Bossong
Keyword(s):  
Peer Review ◽  
Historical Development ◽  
Terrorist Attacks ◽  
Mutual Trust ◽  
European Security ◽  
Critical Perspective ◽  
Regular Feature ◽  
Peer Reviews ◽  
Security Governance ◽  
The Impact

This article analyses EU peer reviews in the fight against terrorism, which constitute a significant and previously unstudied instrument of European security governance. The first part reviews some general features of security governance and outlines two analytical perspectives to assess the effect of peer reviews in this context, namely compliance and learning. The second part surveys the historical development and substantive impact of the EU’s peer reviews on the fight against terrorism. Although the first peer review after the attacks of 9/11 was slow to unfold, it eventually came to be regarded as a highly successful exercise that improved mutual trust and the coherence of the European fight against terrorism. It was therefore followed by a second peer review on consequence management in response to terrorist attacks. From a critical perspective, the article argues that the impact of these peer reviews could be doubted from both compliance and learning perspectives, as monitoring and flanking measures have remained too weak. The conclusions raise further avenues for research on peer reviews that are a regular feature of EU security governance.

scholarly journals Using technology and structured peer reviews to enhance students’ writing

2017 ◽  
Vol 21 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Sweety Law ◽  
Amy Baer
Keyword(s):  
Peer Review ◽  
Student Performance ◽  
Student Writing ◽  
Revision Process ◽  
English Writing ◽  
Peer Reviews ◽  
Trade Offs ◽  
Post Test ◽  
Upper Level ◽  
Written Assignments

This article reports an initiative to improve student writing by incorporating technology-based structured peer review in the revision process. Although the most important step of writing, the revision step, is overlooked by students for several reasons. We describe a successful 10-week long intervention with students from upper-level undergraduate courses. Effectiveness was assessed by means of a pre- and post-test design, student feedback, and student performance scores. Areas where the intervention was found to have most significant impact were the following: students’ overall ability to make revisions, overall English writing, and feedback skills. Educators would find technology-based peer review helpful by having students learn and apply revision efforts in their written assignments. Benefits and trade-offs of the innovative pedagogy are discussed and directions for future study indicated.

scholarly journals Promoting Habits of Reflection and Self-Efficacy through Guided Reflection in an EFL Writing Course

2015 ◽  
Vol 2 (1) ◽  
pp. 78
Author(s):  
Rudina Guleker
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Language Learners ◽  
Self Efficacy ◽  
Negative Effects ◽  
High Stake ◽  
Efl Writing ◽  
Foreign Language Learners ◽  
Writing Course ◽  
The Impact

Faced with high-stake assessments to document the mastery of the language, foreign language learners often feel a loss of confidence and perceived self efficacy, thus having negative effects on their academic performance as literature suggests. This study set out to look at the impact learner reflections at a university EFL writing course have on self-efficacy beliefs about the writing course and on the attitudes towards reflection in general. Results show that reflection increases self efficacy of the course and students see reflection as a valuable tool.

scholarly journals Exercise Program-Related Psychosocial Changes Promote Healthy Weight in Youth

2017 ◽  
Vol 10 (1) ◽  
pp. 126-131
Author(s):  
James J. Annesi
Keyword(s):  
Body Composition ◽  
Self Efficacy ◽  
Negative Mood ◽  
Self Regulation ◽  
Exercise Program ◽  
Overweight And Obesity ◽  
Self Report ◽  
After School ◽  
Healthy Weight ◽  
Care Protocol

Background: An inappropriately high weight in children is a predictor of health risks. Reliable interventions that are easily disseminated are needed. Objective: Based on findings with adults, exercise-support methods might be leveraged to change behavioral predictors of a healthy body composition in youth. Analyses of changes in theory-based psychological variables’ association with changes in body composition within the context of youth-tailored treatment are required. Method: A 45 minute/day, 4 day/week, social cognitive/self-efficacy theory-based after-school care protocol, Youth Fit 4 Life, was tested in children of a normal (n=54) and overweight/obese (n=32) body composition over a school year. The treatment’s emphasis was on improvements in mood, self-efficacy, and self-regulation related to physical activity. Validated self-report measures of negative mood, self-regulation, and self-efficacy, and BMI, were administered at baseline, and months 3 and 9. The prediction of BMI change from changes in the psychosocial variables was assessed using multiple regression analyses. Results: Change in BMI and improvements in the aforementioned psychosocial factors were significant over both 3 and 9 months, and did not differ between body composition groups. Analyses indicated that over 3 months, self-regulation change was a significant predictor of BMI change (β=-0.26, SE=0.05, P=0.03), while over 9 months, self-efficacy change significantly predicted BMI change (β=-0.21, SE=0.02, P=0.05). Conclusion: After replications and extensions focused also on eating behaviors, it was suggested that the inexpensive and efficient Youth Fit 4 Life protocol might be scalable across community venues to address childhood overweight and obesity.

scholarly journals Educator Beliefs Around Supporting Early Self-Regulation: Development and Evaluation of the Self-Regulation Knowledge, Attitudes and Self-Efficacy Scale

2021 ◽  
Vol 6 ◽  
Author(s):  
Elena Vasseleu ◽  
Cathrine Neilsen-Hewett ◽  
John Ehrich ◽  
Ken Cliff ◽  
Steven James Howard
Keyword(s):  
Early Childhood ◽  
Self Efficacy ◽  
Self Regulation ◽  
Intervention Group ◽  
Early Childhood Educators ◽  
The Self ◽  
Control Group ◽  
Educator Attitudes ◽  
Cluster Randomized ◽  
The Impact

The current study sought to investigate the extent to which early childhood educators’ confidence in knowledge, attitudes and self-efficacy for supporting early self-regulation predicted educator behavior and children’s self-regulation outcomes. Data from a diverse sample of 165 early childhood educators participating in a cluster Randomized Control Trial evaluation of a self-regulation intervention were utilized to evaluate the construct validity, reliability and predictive properties of the Self-Regulation Knowledge, Attitudes and Self-Efficacy scale. Evaluation via traditional (EFA, Cronbach’s Alpha) and modern approaches (Rasch Analysis) yielded a valid and reliable 25-item scale, comprising three distinct yet related subscales (i.e., confidence in knowledge, attitudes, self-efficacy). For educators assigned to the intervention group, self-efficacy significantly predicted educators perceived competency to implement the self-regulation intervention as well as their perceptions around the effectiveness of the intervention to enhance children’s self-regulation. For educators assigned to the control group (i.e., practice as usual), educator attitudes longitudinally predicted children’s end-of-year status and change in self-regulation (over 6 months later). Findings from this study suggest the importance of pre-school educators’ beliefs for fostering early self-regulation and highlight a need to further explore the impact of these beliefs with regard to educator engagement with intervention.

Cancer educational group intervention: impact on self-efficacy and anxiety among women recently diagnosed with breast cancer and undergoing surgery

2014 ◽  
Vol 2 (3) ◽  
pp. 328
Author(s):  
Sylvie Dubois ◽  
Louise Hanfield ◽  
Nathalie Folch ◽  
Andreanne Saucier ◽  
Danielle Fleury ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Usual Care ◽  
Self Efficacy ◽  
Group Intervention ◽  
Longitudinal Design ◽  
Training Session ◽  
Control Group ◽  
Clinical Practices ◽  
Educational Group ◽  
The Impact

Aim: To investigate the impact of an educational group intervention on self-efficacy and anxiety among women recently diagnosed with breast cancer.Method: A quasi-experimental longitudinal design was used. Women diagnosed with breast cancer and undergoing surgery (n = 113) were recruited from a university teaching hospital in Montreal, Quebec, Canada. At pre-admission, the intervention group(n = 57) received a group 90-minute information session (paper documents, video and demonstration) led by a nurse and a physiotherapist, which included material handling and time for questions and discussion. The control group(n = 56) received the usual care. Self-reported questionnaires were filled out at the time of the announcement of surgery(T0), after the training(intervention or usual care, T1) and at the first post-operative follow-up(T2).Results: Quantitative analysis using a mixed model for repeated measures showed no significant differences between the experimental and control groups in terms of the training session (group vs. individual). A time effect was observed in both groups for self-care and anxiety. In addition, several positive changes weremade in the clinical settings to optimize oncology healthcare.Conclusions: Future research would explore whether these findings reflect actual clinical practices or are more dependent on the specific cancer diagnosis.

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