scholarly journals English teachers' self-efficacy beliefs and students learning approaches

2015 ◽  
Vol 4 (3) ◽  
pp. 305 ◽  
Author(s):  
Farhad Mazlum ◽  
Fereshteh Cheraghi ◽  
Mahdi Dasta
Keyword(s):  
Deep Learning ◽  
Self Efficacy ◽  
Autonomy Support ◽  
First Grade ◽  
English Teachers ◽  
Efficacy Beliefs ◽  
Learning Approaches ◽  
Classroom Structure ◽  
Positive Effects ◽  
Surface Learning

<div><p class="hppag28TextAbstract">This study aimed at investigating the direct and indirect effects that teachers' self-efficacy beliefs exert on students' learning approaches via affecting their perceptions of classroom structure. The sample included 40 English teachers and 240 first-grade female students from high schools in Iran. To collect data, three questionnaires were applied: (a) Self-Efficacy Beliefs Questionnaire was answered by the teachers, and (b) Study Process Questionnaire and Survey of Classroom Structure Goals were given to the students. Path analysis revealed that, via Motivating Tasks, Mastery Evaluation, and Autonomy Support, teachers' self-efficacy beliefs had an indirect and positive effect on students' deep learning approaches but an indirect and negative effect on their surface learning approaches. Also, teachers' self-efficacy beliefs affected students' deep learning approaches directly and positively but their surface learning approaches directly and negatively.  Moreover, it was found that Motivating Tasks, Mastery Evaluation, and Autonomy Support had direct and positive effects on students' deep learning approaches but direct and negative effects on their surface learning approaches. All the relationships between model variables were statistically significant. The results tend to verify that students' perception of classroom structure plays a mediating role between teachers' self-efficacy beliefs and students' learning approaches.</p></div>

Student Learning in an Online Environment

2011 ◽  
pp. 224-234
Author(s):  
Rodney Arambewela
Keyword(s):  
Deep Learning ◽  
Student Learning ◽  
Learning Experience ◽  
Learning System ◽  
Learning Approaches ◽  
Learning Contexts ◽  
Technology In Teaching ◽  
E Learning ◽  
Learning Orientations ◽  
Surface Learning

The increasing class sizes, changing expectations, diversity and mobility of students and the use of computer technology in teaching have challenged universities, world over, to review educational courses and delivery to provide a more satisfying learning experience to students. Understanding how students learn is essential in this process and continuous enquiry into teaching practices for their effectiveness towards enhancement of student learning outcomes is therefore considered a vital strategy. This chapter discusses an exploratory study on the differences in the learning approaches of a group of students in a second year marketing course in an Australian university. E-learning system remains the primary communication and the learning resource of these students. Results indicate that there are no significant differences in the study approaches of students but on average they seem to demonstrate deep learning than surface learning although they may differ in terms of the learning contexts. The study also reveals that in comparison female students and older aged students seem to demonstrate deep learning orientations than surface learning orientations.

scholarly journals Comparison of Self-Efficacy beliefs of Urdu and English Teachers on the Basis of Job Designation

2021 ◽  
Vol VI (I) ◽  
pp. 55-63
Author(s):  
Muhammad Arshad ◽  
Rashid Minas ◽  
Namra Munir
Keyword(s):  
Secondary Schools ◽  
Random Sample ◽  
Teaching Methods ◽  
Self Efficacy ◽  
New World ◽  
English Teachers ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Multi Stage ◽  
Sample Method

The decision of the Punjab Government to change teaching methods from Urdu to English has disturbed the students. They displayed less faith in their capacities and encountered difficulties adapting to the new world and providing students with education effectively. The thesis aims to examine schoolteachers self-efficacy and compare them based on career designation, i.e. PST, EST, SST or other. The sample of teachers who taught Urdu or English to Grade 1 to 10. The survey method used to collect data, and the multi-stage random sample method was stratified. Consequently, 452 taught English and 412 Urdu selected randomly from primary, elementary and secondary schools. The study concluded that Urdu teachers had a higher degree of automatic effectiveness than English teachers did on the total TSES scores and three instrument subscales.

scholarly journals MUHASEBE EĞİTİMİ ALAN ÖĞRENCİLERİN DERİN VE YÜZEYSEL ÖĞRENME YAKLAŞIMLARININ ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Meryem ÖZTÜRK
Keyword(s):  
High School ◽  
Deep Learning ◽  
Significant Relationship ◽  
School Type ◽  
Preference Order ◽  
Learning Approaches ◽  
First Year Students ◽  
Accounting Courses ◽  
Surface Learning ◽  
And Gender

The purpose of the study is to determine whether there is a relationship between the learning approaches of the accounting students and demographic variables, the attendance to accounting courses and the daily repetition of accounting courses. In the scope of the study, a questionnaire was applied to Atatürk University Erzurum Vocational School Accountancy and Tax Applications Program students. According to the results of study, it was determined that there was a statistically significant relationship between the students' deep learning approach and daily repetition of accounting subject, the high school type they graduate and classroom level; it was determined that there was a statistically significant relationship between the students' surface learning tendency and gender, university preference order, attendance to accounting courses and daily repetition of accounting courses. When compared to the first-year students second-year students have higher deep learning tendencies and when compared to the other students, the students who graduated from the Open Education High School have higher than deep learning tendencies. The surface learning tendencies of the students who prefer the program in the first order is higher than those who prefer the program in the next order and the surface learning tendencies of man students is higher than female students. In addition, while deep learning tendency of students who daily repetition of accounting courses have a higher degree than other students, surface learning tendencies are lower.

Examining Relationship between Self-efficacy Beliefs of Elementary Level English Teachers and their Implementation Practices of Formative Assessment in Punjab

2020 ◽  
Vol 3 (2) ◽  
pp. 123-134
Author(s):  
Iftikhar Ahmad ◽  
Rafaqat Ali Akbar
Keyword(s):  
Formative Assessment ◽  
Self Efficacy ◽  
Curriculum Implementation ◽  
Sampling Technique ◽  
English Teachers ◽  
Optimal Level ◽  
Efficacy Beliefs ◽  
Study Data ◽  
Elementary Level ◽  
Implementation Practices

The purpose of the study was to examine curriculum implementation practices regarding formative assessment carried out by English teachers at elementary level in Punjab, and to see their relationship with their self-efficacy beliefs. The researcher used explanatory correlational research design to conduct this study. Data were collected from 576 English teachers of 288 elementary and secondary schools that were selected through multistage sampling technique. For this purpose, Teachers’ Sense of Efficacy Scale (TSES) and a self-developed Questionnaire on Curriculum Implementation Practices of Teachers (QCIPT) were used. Data were analyzed by using frequency percentages, means and Spearman correlation coefficient. The mean value revealed that implementation practices of English teachers regarding formative assessment were lesser than the optimal level. English teachers were found moderately confident in their capabilities regarding their classroom practices. A significant relationship was found between English teachers’ self-efficacy beliefs and their formative assessment practices. It was recommended that more practical work may be included in the programs to enhance their competence of curriculum implementation practices in formative assessment.

Does Everyone Benefit Equally From Self-Efficacy Beliefs? The Moderating Role of Perceived Social Support on Motivation

2016 ◽  
Vol 38 (2) ◽  
pp. 204-219 ◽  
Author(s):  
Sabahat Cigdem Bagci
Keyword(s):  
Family Support ◽  
Self Efficacy ◽  
Economic Status ◽  
Efficacy Beliefs ◽  
Self Report ◽  
Adolescent Students ◽  
Positive Effects ◽  
Career Motivations ◽  
Academic Self Efficacy

This study investigated whether perceived goal support from family and friends may moderate the relationship between academic self-efficacy and motivational outcomes among early adolescent students recruited from a low-middle socio-economic status(SES) background school in Turkey ( N = 319, [Formula: see text]age = 13.13, SD = .80). Self-report questionnaires included measures of academic self-efficacy, perceived family and friend support, and academic and career motivations. Academic self-efficacy and perceived support from family related positively to both types of motivation. Children who perceived lower family support benefited more from the positive effects of self-efficacy on motivations, whereas children with higher family support seemed to gain less (or not gain at all) from self-enhancing functions of self-efficacy. Same findings were found for peer support, but only when family support was excluded from analyses. Findings implied the need to study larger family and peer contexts under which self-efficacy beliefs may be more or less effective on motivation.

scholarly journals An Investigation Regarding the Preservice Teachers’ Emotional Literacy Levels and Self-Efficacy Beliefs

2017 ◽  
Vol 6 (4) ◽  
pp. 267
Author(s):  
Seval Eminoglu Kucuktepe ◽  
Muge Akbag ◽  
Esra Eminoglu Ozmercan
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Personal Information ◽  
Emotional Awareness ◽  
Efficacy Beliefs ◽  
Literacy Skills ◽  
External Factors ◽  
Emotional Literacy ◽  
Positive Effects ◽  
Significant Difference

Self-efficacy beliefs and emotional literacy skills are considered as one of the most fundamental characteristics of teachers to create positive effects on students. The aim of this study is to investigate the relationship between preservice teachers’ self-efficacy beliefs and their emotional literacy levels. This study is designed as a relational survey model research. Study group consisted of 318 volunteer preservice teachers who are fourth graders at education faculty in a state university in the West of Turkey, in 2015-2016 academic year. Teacher Efficacy Scale, Emotional Literacy Scale and Personal Information Form were used to collect data. The results of this study are that according to the gender, there is a significant difference in favor of female preservice teachers in social competence subscale and total score of emotional literacy scale; according to the departments preservice teachers are educated, there is a significant difference in emotional awareness and emotional self-efficacy subscales of emotional literacy scale; on the basis of the gender, preservice teachers’ self-efficacy levels differ significantly in favor of female preservice teachers in teaching competency/external factors subscale and total score of the scale; according to the departments preservice teachers are educated, there is a significant difference in preservice teachers’ self-efficacy levels in teaching competency/external factors subscale; and finally there is a positive relationship between preservice teachers’ emotional literacy levels and their self-efficacy belief levels.

scholarly journals Active entrepreneurship education and the impact on approaches to learning: Mixed methods evidence from a six-year study into one entrepreneurship educator’s classroom

2020 ◽  
pp. 095042222097531
Author(s):  
Vic Curtis ◽  
Rob Moon ◽  
Andy Penaluna
Keyword(s):  
Deep Learning ◽  
Empirical Evidence ◽  
Positive Impact ◽  
Approaches To Learning ◽  
Entrepreneurship Education ◽  
Learning Approaches ◽  
Student Approaches To Learning ◽  
Approach To Teaching ◽  
Surface Learning ◽  
The Impact

Taking an active and experiential approach to teaching is often assumed to be the best way to promote learning. However, the empirical evidence to support this assertion in entrepreneurship education is inconclusive, and current practice suggests that delivery in higher education is still quite passive and traditional. This 6-year, mixed method study sets out to demonstrate that, in a final-year International Entrepreneurship module at a UK university mapped through the lens of ‘about’, ‘for’ and ‘through’ entrepreneurship, a more innovative, active, experiential and constructively aligned approach to teaching, learning and assessment impacts positively on students’ deep and surface approaches to learning. Students viewed the module as significantly more active than passive and the level of deep learning was significantly greater than the level of surface learning. Additionally, the more active approach was significantly correlated to increased deep learning and reduced surface learning. Students highlighted the active teaching approach and the creation of videos for a local company as part of the authentic assessment as catalysts for deeper learning approaches. The study provides empirical evidence that active entrepreneurship education has a positive impact on student approaches to learning.

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