Sources of Chinese Learners’ Self-efficacy in Learning English Pronunciation

2017 ◽  
Vol 7 (6) ◽  
pp. 449 ◽  
Author(s):  
Xin Yang
Keyword(s):  
Academic Achievement ◽  
Self Efficacy ◽  
Correlation Coefficients ◽  
Vicarious Experience ◽  
Chinese Learners ◽  
English Pronunciation ◽  
Mastery Experience ◽  
Highly Correlated ◽  
Social Persuasion ◽  
Learning English

This study investigated the sources of Chinese learners’ self-efficacy in English pronunciation learning to reveal their predicting power in English pronunciation performance by Chinese learners. Unlike some previous studies which found a significant correlationship between the sources of self-efficacy and learners’ academic achievement, the findings indicate that of the four sources, social persuasion are not highly correlated with learners’ pronunciation performance while mastery experience, vicarious experience, and physiological states are significantly correlated with learners’ pronunciation performance with the correlation coefficients at .48, .26 and .29 respectively. However, only mastery experience shows a significant predicting power in Chinese learners’ performance of English pronunciation.

scholarly journals Identification of Perceived Self-Efficacy to Predict Student’s Awareness in Career Readiness

2021 ◽  
Vol 4 (1) ◽  
pp. 124-132
Author(s):  
Alfaiz Alfaiz ◽  
Hendra Hidayat ◽  
Hengki Yandri ◽  
Aprilia Tina Lidya Sari ◽  
Fendahapsari Singgih Sendayu ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Cognitive Skills ◽  
Emotional Arousal ◽  
Structured Interview ◽  
Career Readiness ◽  
Self Report ◽  
Vicarious Experience ◽  
Mastery Experience ◽  
High Level ◽  
Social Persuasion

Research found that self-efficacy has an important role in the development of students’ career cognitive skills. Besides, there still needs further research in self-efficacy, particularly in career readiness. The authors conduct this continuing study is to determine the effect of understanding perceived self-efficacy on student’s awareness in career readiness (mastery experience, vicarious experience, social persuasion, and emotional arousal). Data collected using a self-report of the Self-Efficacy Scale in Career Readiness (SESCR), semi-structured interview, and observation of student’s behavior between both participants with the high and low level of self-efficacy. In the current study, 100 students involved based on their convenience. Results showed that 66% of participants have a high mastery experience, 69% with high vicarious experience, 76% have a high percentage in social persuasion, and 70% have a high level of emotional arousal to understanding their career readiness. The results also showed perceived self-efficacy predicts student’s awareness of career readiness based on gender.

A STUDY OF ENTREPRENEURIAL CAREER CHOICES AMONG MBAS - THE EXTENDED BIRD MODEL

1999 ◽  
Vol 07 (01) ◽  
pp. 1-17 ◽  
Author(s):  
TRULS ERIKSON
Keyword(s):  
Goal Setting ◽  
Self Efficacy ◽  
Goal Commitment ◽  
Extended Model ◽  
Extended Version ◽  
Vicarious Experience ◽  
Exogenous Variables ◽  
Mastery Experience ◽  
Choice Intentions ◽  
The Uk

In this article an extended version of the Bird model is investigated in a prospective approach. The model is tested on a cohort of 62 final semester MBAs in the UK. Boyd and Vozikis' (1994) theoretical propositions represent the base model. Antecedents of the extended model are empirically tested using exogenous variables such as mastery experience, vicarious experience and social influences against entrepreneurial self-efficacy. The present study supports the proposition that social influence affects entrepreneurial self-efficacy and that self-efficacy goal setting and goal commitment affect entrepreneurial career choice intentions.

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 Predictive ability of problem-solving efficacy sources on mathematics achievement

2021 ◽  
Vol 10 (4) ◽  
pp. 1185
Author(s):  
Januard D. Dagdag ◽  
Noel A. Palapuz ◽  
Nikka A. Calimag
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Education Institution ◽  
Modern World ◽  
Vicarious Experience ◽  
Mathematics Problem Solving ◽  
Mastery Experience ◽  
Somatic Response ◽  
Social Persuasion ◽  
Mathematics Problem

<span>This study examined the relationship between mathematics achievement and mathematics problem-solving efficacy sources. A cluster sample of 123 first year prospective teachers of a Philippine higher education institution responded to a 30-item problem-solving efficacy scales and took the teacher-made tests in Mathematics in the Modern World course; namely, Non-Routine Problem Solving and Natures and Numbers Pattern Tracing (NRPS-NNPT), Math Language and Symbols (MLS), and Data Management (DM). The research data was analyzed using Descriptive statistics, Pearson-r and Standard Multiple Regression. On the average, the respondents had satisfactory mathematics achievement. They reported a high level of social persuasion and somatic response and a low level of vicarious experience and mastery experience in mathematics problem-solving. Vicarious experience was directly associated with mastery experience while social persuasion and mastery experience were both inversely related to somatic responses. Among the four problem-solving efficacy sources, only social persuasion significantly predicted mathematics achievement specifically in the areas of NRPS-NNPT, MLS, and DM. Thus, becoming a trusted voice of encouragement and designing a persuasive and optimistic learning environment are highly recommended roles of schools to facilitate students’ mathematics achievement.</span>

Adapting Sources of Middle School Mathematics Self-Efficacy Scale to Turkish Culture

2017 ◽  
Vol 6 (4) ◽  
pp. 288
Author(s):  
Hakkı Kontas ◽  
Bahadır Ozcan
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Physiological State ◽  
Vicarious Experience ◽  
School Students ◽  
Turkish Culture ◽  
Reliable Instrument ◽  
Mastery Experience ◽  
Mathematics Self Efficacy

<p>The purpose of this study was to adapt the Sources of Middle School Mathematics Self-Efficacy Scale developed by Usher and Pajares to Turkish culture. This scale assesses Bandura’s theorized sources of self-efficacy among mathematics students in middle school. After the Turkish version of the scale was formed, it was applied 6th, 7th and 8th grades 282 middle school students (157 girls and 125 boys). Results of Confirmatory Factor Analysis (CFA) showed good fit indeces; χ2/sd= 2.25, RMSEA= .06, CFI= .98, NNFI= .97 and SRMR= .05. These values indicated that the proposed four factor model was acceptable for this Turkish sampling. The reliability coefficient estimated by Cronbach alpha was found; mastery experience α= .86, vicarious experience α= .75, social persuasions α= .94, physiological state α= .91. Also the reliability coefficient estimated by split-half was found; mastery experience α= .81, vicarious experience α= .73, social persuasions α= .92, physiological state α= .89. Deciding on stability of the scale test-retest applied to 36 studens for 16 days interval. Results showed that mastery experience r= .67, vicarious experience r= .48, social persuasions r= .63, physiological state r= .41. These values indicated that this scale is a reliable instrument for Turkish sampling. In conlusion, Sources of Mathematics Self-Efficacy Scale is a valid and reliable instrument to meeasure sources of mathematics self-efficacy for middle school students in Turkish culture.</p>

scholarly journals An Assessment of Bridging Program Participants’ Sources of Academic Self-Efficacy at a Regional Australian University

2020 ◽  
Vol 8 (1) ◽  
pp. p51
Author(s):  
Debra Ann Metcalf ◽  
Karl Kilian Konrad Wiener
Keyword(s):  
Self Efficacy ◽  
First Generation ◽  
Vicarious Learning ◽  
Regression Analyses ◽  
Remedial Programs ◽  
Mastery Experience ◽  
Student Enrolment ◽  
First In Family ◽  
Academic Self Efficacy ◽  
Social Persuasion

Academic bridging and other remedial programs are designed to maximize outcomes for all students and are designed around an inclusive framework which targets the most disadvantaged or at need students. This study questions the validity of this practice through an evaluation of Bandura’s sources of academic self-efficacy for bridging program participants within two distinct cohorts, first-in-family and non-first-in-family students. The study comprised students at a regional Australian university (N=1806) which prides itself on high rates of first generation student enrolment. Data was analyzed using SPSS® software to construct regression analyses for each cohort and determine for each which of Bandura’s sources of academic self-efficacy predicted current academic self-efficacy. For both first-in-family and non-first-in-family students who did not participate in bridging programs, all four of Bandura’s sources of academic self-efficacy were significant predictors of current academic self-efficacy. For first-in-family students who participated in bridging programs, vicarious learning did not significantly predict academic self-efficacy. For non-first-in-family students who participated in bridging programs, mastery experience and social persuasion did not predict academic self-efficacy. Some suggestions for the disparity between the results for bridging program participants and the bulk of accepted literature are offered as are some implications for bridging program pedagogy.

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.

scholarly journals The relationship between music performance anxiety and self-efficacy in sixth- to eighth-grade instrumental students

2021 ◽  
pp. 030573562110506
Author(s):  
Brian Bersh
Keyword(s):  
Instrumental Music ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Music Performance ◽  
Performance Anxiety ◽  
The United States ◽  
Music Performance Anxiety ◽  
Mastery Experience ◽  
The Relationship ◽  
Social Persuasion

The purpose of this nonexperimental, quantitative study was to test social cognitive theory as it relates self-efficacy to anxiety. Music performance anxiety (MPA) and music performance self-efficacy (MPSE) were tested within a stratified random sample of Grades 6–8 instrumental music students ( N = 228) enrolled in middle schools located within the Mid-Atlantic region of the United States. To determine levels of MPA and MPSE, participants completed the Music Performance Anxiety Inventory for Adolescents (MPAI-A) and the Music Performance Self-Efficacy Scale (MPSES). A correlational research design was used to test both the strength of the relationship between MPA and MPSE and the extent to which MPA could be predicted by two sources of self-efficacy: mastery experience and verbal/social persuasion. Results revealed a statistically significant, weak negative correlation between MPA and MPSE and a significant predictive relationship between MPA scores and the linear combination of mastery experience and verbal/social persuasion. Recommendations for future research include an investigation into the following: (a) the relationships between verbal/social persuasion and MPA among middle school-aged students, (b) strategies for teaching self-efficacy as a coping mechanism for MPA, and (c) how the relationship between MPA and MPSE is affected by proximity to performance.

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