scholarly journals RETROSPECTIVE AND CURRENT LEVELS OF SELF-EFFICACY IN JAPANESE LEARNERS

2016 ◽  
Vol 6 (1) ◽  
pp. 30
Author(s):  
Lance Paul Burrows
Keyword(s):  
Self Efficacy ◽  
Sense Of Self ◽  
Reading Proficiency ◽  
L2 Reading ◽  
Wide Range ◽  
Significant Difference ◽  
Human Functioning ◽  
Quasi Experimental ◽  
Japanese Learners ◽  
Past Experiences

<p>Self-efficacy is the strength of expectations individuals maintain about their ability to successfully perform a behavior. As such, researchers from many fields (e.g., educational psychology, health, medicine) have employed self-efficacy to predict and describe a wide range of human functioning. However, relatively few studies in second language (L2) reading have investigated the relationship between reading self-efficacy and proficiency, and those that have tend to suffer from design flaws and/or problems with analyses. Furthermore, no studies have explored the effects that past experiences seem to have on current levels of reading self-efficacy. In order to address this lack of empirical research, this quasi-experimental study was conducted to investigate how participants’ retrospective ratings of reading self-efficacy related to current levels, and how those current levels, in turn, relate to reading proficiency. The participants, all of whom were non-English majors, consisted of 322 first- and second-year Japanese university students, ages 18 to 20. Data to examine retrospective self-efficacy was collected through the sources of reading self-efficacy questionnaire and TOEIC reading scores were utilized for the reading proficiency variable. The results suggest that the retrospective ratings of self-efficacy in junior high and high school are closely related to the participants’ current levels of reading self-efficacy. The results from an ANOVA also showed a statistically significant difference in reading performance between those with high reading selfefficacy and those with low reading self-efficacy. The results demonstrate how important past levels of self-efficacy can be on learners’ current levels of self-efficacy; therefore providing students in the EFL classroom with achievable activities and opportunities to cultivate their self-efficacy would be indicated. Further research is necessary to determine specific ways in which teachers may help foster a stronger sense of self-efficacy in EFL learners.</p>

scholarly journals The effect of breastfeeding education with grandmothers’ attendance on breastfeeding self-efficacy and infant feeding pattern in Iranian primiparous women: a quasi-experimental pilot study

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Tayebeh Gharaei ◽  
Leila Amiri-Farahani ◽  
Shima Haghani ◽  
Syedeh Batool Hasanpoor-Azghady
Keyword(s):  
Hospital Discharge ◽  
Infant Feeding ◽  
Self Efficacy ◽  
The Other ◽  
Feeding Patterns ◽  
Breastfeeding Education ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Time Periods ◽  
Primiparous Women

Abstract Background One of the most important factors that affects breastfeeding self-efficacy and exclusivity is breastfeeding support provided by the family. The aim of this study was to determine the effect of breastfeeding education sessions for primiparous women, with and without the attendance of maternal grandmothers, on breastfeeding self-efficacy and infant feeding patterns. Methods This quasi-experimental study was conducted on 64 primiparous women who referred to the Antenatal Clinic of Amiralmomenin Hospital, Tehran, Iran from June to December, 2018. Eligible pregnant women were allocated into two groups; either with and without grandmothers in attendance. Group assignments were determined according to the week the women had prenatal care at the hospital. All eligible women seen in the clinic during 1 week were assigned to one group and women who presented in the alternating week were assigned to the other group. In the education group with grandmothers in attendance, each woman participated in two prenatal education programs with her mother and one postpartum program approximately 3 h before discharge. In the other group, participating mothers attended breastfeeding education sessions without the grandmother’s attendance. The participating mothers answered questions from the Breastfeeding Self-Efficacy Scale-Short Form (BSES-SF) at the time of the hospital discharge, and 4 and 8 weeks after delivery. Questions about the infants’ feeding patterns were asked by telephone contact with the participating mothers from both groups at the same time periods. Results The mean BFSE scores were signficantly different between the groups with grandmothers and without grandmothers at the time of the hospital discharge (60.15 ± 4.47 vs. 56.84 ± 6.22, independent t-test; p = 0.017), and at 4 weeks (61.71 ± 2.66 vs. 56.62 ± 9.12, p = 0.004) and 8 weeks after delivery (63.68 ± 2.14 vs. 60.03 ± 6.32, p = 0.003). No significant difference existed in infant feeding patterns between the groups at the same time periods. Conclusions This study suggests that breastfeeding education with grandmothers’ attendance is effective in improving the mothers’ breastfeeding self-efficacy. A family-centered program should be considered in beastfeeding education for increasing of exclusive breastfeeding.

scholarly journals Efektivitas PBL setting TTW dan TPS ditinjau dari prestasi belajar, berpikir kritis dan self-efficacy siswa

2018 ◽  
Vol 5 (1) ◽  
pp. 116 ◽  
Author(s):  
Wahyu Hardiyanto ◽  
Rusgianto Heri Santoso
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Problem Based Learning ◽  
T Test ◽  
Learning Achievement ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
The Difference

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem-based learning (PBL) setting think talk write (TTW) dan problem-based learning (PBL) setting think pair share (TPS) serta mendeskripsikan perbedaan keefektifan antara PBL setting TTW dan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Penelitian ini merupakan penelitian eksperimen semu. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar, tes kemampuan berpikir kritis dan angket self-efficacy siswa. Data yang dikumpulkan dianalisis dengan menggunakan one sample t-test, dan analisis multivariat (MANOVA). One sample t-test dilakukan untuk menguji keefektifan pendekatan PBL setting TTW dan keefektifan pendekatan PBL setting TPS, sedangkan analisis multivariat (MANOVA) dilakukan untuk menguji perbedaan keefektifan antara kedua treatment tersebut ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Hasil analisis menunjukkan bahwa pendekatan PBL setting TTW dan pendekatan PBL setting TPS efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Selain itu hasil analisis multivariat menunjukkan bahwa tidak terdapat perbedaan keefektifan yang signifikan antara pendekatan PBL setting TTW dengan pendekatan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. The Effectiveness of PBL Setting TTW and TPS Seen from Students Learning Achievement, Critical Thinking and Self-Efficacy  AbstractThis study aims to describe the effectiveness of problem-based learning (PBL) setting think talk write (TTW) and PBL setting think pair share (TPS) and describe the difference of the effectiveness between PBL setting TTW and PBL setting TPS in terms of learning achievements, critical thinking ability and self-efficacy of grade students. This research is quasi-experimental research. The research instruments to collect the data are a learning achievement test, a test to examine the ability to think critically and a self-efficacy questionnaire. One sample t-test was conducted to examine the effectiveness PBL setting TTW and PBL setting TPS. Meanwhile, multivariate test (MANOVA) was carried out to determine the difference between PBL setting TTW and PBL setting TPS. The results show that both PBL setting TTW and PBL setting TPS are effective in terms of students learning achievements, critical thinking ability, and self-efficacy and there is no significant difference between the effectiveness of PBL setting TTW and the effectiveness of PBL setting TPS in terms of learning achievements, critical thinking ability and student self-efficacy.

scholarly journals Motivational Interviewing to Improve Self-efficacy in Type 2 Diabetes Management

2020 ◽  
Author(s):  
Masumeh Hemmati Maslakpak ◽  
Naser Parizad ◽  
Amir Ghahremani ◽  
Vahid Alinejad
Keyword(s):  
Type 2 Diabetes ◽  
Motivational Interviewing ◽  
Self Efficacy ◽  
Diabetes Management ◽  
Intervention Group ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
The Mean

Abstract Background Self-efficacy predicts adherence to treatment in patients with diabetes. Motivational interviewing could be a promising intervention to increase the patients’ motivation to follow therapeutic recommendations. The present study aimed to assess the effects of motivational interviewing on self-efficacy in type 2 diabetes management. Methods This quasi-experimental study with a pretest-posttest design was conducted on 60 patients with type 2 diabetes, who were members of the Bukan Diabetes Association in Iran. The patients were selected using a random number table and were randomly allocated into intervention (n = 30) and control (n = 30) groups. Five motivational interviewing sessions (30–45 minutes) were held for the intervention group (two sessions per week). Data were collected using a demographic questionnaire and the diabetes management self-efficacy scale (DMSES). Data were analyzed with SPSS software version 14.0 using descriptive and inferential statistics. Results Sixty patients entered the analysis. A significant difference was observed in the mean score of diabetes management self-efficacy between the two groups before and after the intervention (P = 0.014). The mean score of self-efficacy in diabetes management was increased significantly in the intervention group after MI (P = 0.001). Conclusions Motivational interviewing improved self-efficacy in diabetes management. Thus, this approach is recommended to be used in patients with type 2 diabetes in order to increase their self-efficacy.

scholarly journals The impact of a peer-based education on fruits and vegetables intake among housewives

2021 ◽  
Vol 40 (1) ◽  
Author(s):  
Roya Sheybani ◽  
Zahra Hosseini ◽  
Sayed Hossein Davoodi ◽  
Teamur Aghamolaei ◽  
Amin Ghanbarnejad
Keyword(s):  
Self Efficacy ◽  
Fruits And Vegetables ◽  
Group Discussion ◽  
Peer Education ◽  
Intervention Group ◽  
Control Group ◽  
Post Intervention ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact

Abstract Background Evidence indicates the lower intake of fruits and vegetables than the recommended daily amount. Study aimed at determining the effects of peer education intervention on the consumption of fruits and vegetable in housewives. Methods A quasi-experimental was conducted with 130 housewives referring to health care centers in Bandar Abbas, Iran. Sixty-five subjects were recruited in each of the intervention and the control groups. Intervention group were divided into three subgroups each receiving a seven-sessions educational programs (lecturing and group discussion) through peers about the importance of benefits of fruits and vegetables consumption. Participants were followed for two months. Data were collected using a questionnaire in two stages of pre- and post-intervention. Differences in the outcome before and after the intervention were tested using T-test and paired T-test. Results The daily servings of fruits and vegetables in the intervention group increased from 1.73 to 4.20 and in the control group from 1.96 to 2.16; a statistically significant difference was also observed between the groups (P < 0.001). After the intervention benefits and self-efficacy of fruits and vegetables consumption significantly increased and perceived barriers of fruits and vegetables consumption significantly decreased in the intervention group (P < 0.001). Conclusion Peer education improves benefits and self-efficacy, reduces barriers, and increases the daily servings of fruits and vegetables in housewives.

scholarly journals The effect of surgical preference card on the clinical self-efficacy of operating room students

2020 ◽  
Author(s):  
Mohammad Reza Zarei ◽  
Sara Bagheri ◽  
Amin Sedigh ◽  
Mohammad Ghasembandi
Keyword(s):  
Operating Room ◽  
Clinical Education ◽  
Self Efficacy ◽  
Intervention Group ◽  
Surgical Care ◽  
Control Group ◽  
Chi Square ◽  
Wide Range ◽  
Significant Difference ◽  
Educational Aid

Background & Aim: A wide range of clinical education of operating room students is done in the operating room. One of the problems in students' clinical education is the lack of appropriate learning tools in the operating room. The use of educational tools that improve students' performance affects students' self-efficacy in the operating room. So, the purpose of this study was to investigate the influence of the surgical preference card as an educational aid tool on the self-efficacy of the operating room students. Methods & Materials: This quasi-experimental study was carried out on 64 operating room students of Isfahan University of Medical Sciences at AL-Zahra Hospital in the year 2018. Participates were selected through convenience sampling and were divided into experimental (n=32) and control (n=32) groups. The students in the intervention group performed surgical care with using the surgical preference card. The data collection tool was a clinical self-efficacy questionnaire. Data were analyzed with SPSS-21 software using the independent-t, paired t-test, and chi-square test. Results: The findings of this study showed that there was no significant difference between the average self-efficacy score of the control group before and after the intervention (p>0.05). while the average self-efficacy score of the experimental group increased significantly after the intervention as compared with before the intervention (p <0.001). Conclusion: The surgical preference card as an educational aid tool improved the students' selfefficacy. Therefore, it is recommended to use this tool for the clinical education of other operating room students.

scholarly journals Effect of Telenursing on the Self-efficacy of Patients with Myocardial Infarction: A Quasi-experimental Study

2020 ◽  
Keyword(s):  
Myocardial Infarction ◽  
Experimental Study ◽  
Self Efficacy ◽  
Demographic Data ◽  
Intervention Group ◽  
The Self ◽  
Control Group ◽  
Significant Difference ◽  
Quasi Experimental

Background and Objective: Despite medical advances, patients with Myocardial Infarction do not fully recover and require rehabilitation and other treatment measures as well. One way to empower these patients is to promote self-efficacy. Therefore, the present study aimed to determine the effect of Tele-nursing on the self-efficacy of patients with myocardial infarction. Methods: This quasi-experimental study was conducted on 40 patients with Myocardial Infarction. The participants selected using the simple random sampling method. The patients were divided into two intervention and control groups of 20 participants. Routine training was given to both groups before discharge. The demographic data questionnaire and Sullivan’s cardiac self-efficacy questionnaire were then provided to each patient. In the intervention group, in addition to routine training, the telephone follow-up intervention was performed by the researcher within one month (once a week with an average call duration of 10 minutes). After one month, the self-efficacy questionnaire was provided to each of the study units again. Finally, after determining the normal distribution, the data were analyzed by chi-square, independent t-test, and ANCOVA tests, using SPSS v.25 software. Results: There was no statistically significant difference between the two groups in terms of demographic variables and disease characteristics. The mean score of self-efficacy before and after the intervention in the control group was 22.90 ± 3.93 and 33.35 ± 8.36, respectively, and in the intervention group, was 25.60 ± 6.90 and 47.45 ± 5.60, respectively. There was a statistically significant difference between the two groups after the intervention (p < 0.001). Conclusion: Telenursing can improve adherence to the treatment program and promote patients’ self-efficacy. Therefore, due to its reliability, availability, and low cost, this method can be used in patient care and follow-up.

scholarly journals The Effects of Programming with Arduino Students’ Achievements, Attitudes and Self-Sufficiency Intented for Science

2021 ◽  
Vol 11 (1) ◽  
pp. 118-127
Author(s):  
ezgi taylan koparan
Keyword(s):  
Self Efficacy ◽  
Sixth Grade ◽  
Control Group ◽  
Spring Semester ◽  
Test Analysis ◽  
Electricity Transmission ◽  
Transmission Unit ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

This reasearch aims at examining the effect of Arduino programming on sixth grade students’ achievement, self-efficacy and attitudes towards the Science course. The research was carried out in a public school in Ereğli district of Zonguldak province during the Spring Semester of the 2016-2017 Academic Year. The sample of the study, in which the pretest with control group and the quasi-experimental research method with posttest group was adopted, consists of a total of 64 students studying in the sixth grade, 32 of whom are experiment group and 32 of them are the control group. In the experimental group, the activities in the electricity transmission unit were carried out using Arduino, while in the control group, the activities in the textbook were carried out. Achievement tests, self-efficacy scales and attitude scales were used as data collection tools in the study. Independent sample t-test analysis was performed with the raw scores obtained from the tests and scales. According to the findings obtained from the research, no significant difference was found between the experimental group students and the control group students’ success and self-efficacy in the electricity transmission unit. It was concluded that there was a significant difference in favor of the experimental group in terms of their attitudes towards the Science course. Some suggestions were made to educators and researchers in line with the results obtained.

scholarly journals L’efficacite D’un Programme Therapeutique Cognitivo-Comportemental Dans La Diminution Du Burn-Out Chez Les Infirmiers De L’hopital De Sfax (Etude Descriptive-Experimentale)

2018 ◽  
Vol 14 (15) ◽  
pp. 139
Author(s):  
Galaa Telelaz
Keyword(s):  
Experimental Study ◽  
Coping Strategies ◽  
Sense Of Coherence ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Sense Of Self ◽  
Self Esteem ◽  
Significant Difference ◽  
Burn Out ◽  
Post Test

Burn-out result from exposure to chronic work stress, of which the caregivers and nurses are most exposed to this risk. That is why we conducted a descriptive-experimental study which is based on the quantitative approach which aims to describe the prevalence of burnout among our target population (the nurses of both public health institutions of the hospital of Sfax) and the indicators (self-esteem, coping strategy, locus of control, motivation, satisfaction, sense of self-efficacy, life orientation by a sense of coherence) that influence this syndrome and also to evaluate the effectiveness of a therapeutic program proposed and applied in this research on the reduction of the frequency of burnout. The hypotheses stipulate that there is a significant difference between the pre-test data and data collected at post-test among nurses in the experimental group. The results of our descriptive study show that 37.4% of participants suffer from high emotional exhaustion, 59.4% suffer from high depersonalization and 48.5% suffers from a sense of lack of fulfillment in their work. 31% have a degree from low to very low self-esteem, (72.5%) of participants with low levels of self-efficacy feeling an average motivation (being 50.3%) to low (being 44.8%) with 68.1% of a low amotivation, (44.8%) with a low extrinsic motivation, (47.3%) have low intrinsic motivation, (70%) are neither satisfied / nor dissatisfied, 32% have a low sense of coherence, 52.9% use coping strategies focused on emotion and (56.4%) seeking social support while (75.3%) use weakly coping strategies focused on problem solving, a majority of them uses an external attribution (44%) due to colleagues (42%) due to the superior, and also (42%) due to chance. The results of the experimental study responded generally to the research hypotheses given that they have shown significant differences between the two groups of nurses (experimental -control) post-test pre-test, which affirms the effectiveness of treatment program in reducing burnout and improving indicators.

scholarly journals The Relationship between Emotional Intelligence and Entrepreneurial Self-Efficacy of Chinese Vocational College Students

2020 ◽  
Vol 17 (12) ◽  
pp. 4511 ◽  
Author(s):  
Ya Wen ◽  
Huaruo Chen ◽  
Liman Pang ◽  
Xueying Gu
Keyword(s):  
College Students ◽  
Emotional Intelligence ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Female College Students ◽  
Male And Female ◽  
Vocational College ◽  
Female College ◽  
Significant Difference ◽  
The Relationship

The purpose of this study is to explore the relationship between emotional intelligence and entrepreneurial self-efficacy. The sample consisted of 529 students. The tools used to measure the relationship between emotional intelligence and entrepreneurial self-efficacy were the Emotional Intelligence Scale developed by Wong and Law and the Entrepreneurial Self-Efficacy Scale developed by Zhan. The results showed that there was a significant difference between male and female college students in entrepreneurial self-efficacy, but no significant difference between male and female college students in emotional intelligence. In entrepreneurial self-efficacy as well as emotional intelligence, there were significant differences between the third grade and the first and second grade, respectively. In addition, the results showed a significant positive correlation between entrepreneurial self-efficacy and emotional intelligence. With the improvement of the emotional intelligence level of vocational college students, the entrepreneurial self-efficacy will increase. The lower the emotional intelligence, the faster the improvement in entrepreneurial self-efficacy. The higher the emotional intelligence, the more stable the entrepreneurial self-efficacy. The university stage is considered an ideal entrepreneurial period, especially for vocational colleges’ students, who pay more attention to entrepreneurship and innovation education. Encouraging the cultivation of the emotional intelligence of vocational college students in life will help to improve personal entrepreneurial self-efficacy. This research emphasizes that improving the emotional intelligence of vocational college students can enhance their sense of self-efficacy in entrepreneurship and help students with entrepreneurship and career development.

scholarly journals The Effects of Group Art Therapy on the Primary Family Caregivers of Hospitalized Patients with Brain Injuries in South Korea

2021 ◽  
Vol 18 (9) ◽  
pp. 5000
Author(s):  
Nayoung Kim ◽  
Shin-Jeong Kim ◽  
Geum-Hee Jeong ◽  
Younjae Oh ◽  
Heejung Jang ◽  
...  
Keyword(s):  
Family Caregivers ◽  
Art Therapy ◽  
Self Efficacy ◽  
Brain Injuries ◽  
Nursing Intervention ◽  
Control Group ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Primary Family ◽  
Experimental Group

This study examined the effects of group art therapy on depression, burden, and self-efficacy in primary family caregivers of patients with brain injuries. This was a quasi-experimental, nonequivalent control group and a pre- and post-test design. This study was carried out in one national rehabilitation hospital targeting 41 primary family caregivers of patients with brain injuries. Group art therapy intervention was carried out three days per week comprising 12 sessions over four consecutive weeks. The experimental group (n = 20) received group art therapy, whereas the control group (n = 21) did not. We used a time difference method to minimize the risk of contaminating the control group by sampling sequentially. For depression, although there was a significant difference after the intervention (t = 3.296, p = 0.004), the mean difference score was not statistically significant between the experimental group and the control group (t = 0.861, p = 0.395). The experimental group showed a significantly greater decrease in burden (t = 2.462, p = 0.020) and significantly greater improvement in self-efficacy (t = −6.270, p < 0.001) than the control group. Group art therapy may be an effective nursing intervention for primary family caregivers of patients with brain injuries.

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