scholarly journals Effective Experiences: A Social Cognitive Analysis of Young Students’ Technology Self-Efficacy and STEM Attitudes

2020 ◽  
Vol 8 (2) ◽  
pp. 213-221 ◽  
Author(s):  
Kuo-Ting Huang ◽  
Christopher Ball ◽  
Shelia R. Cotten ◽  
LaToya O’Neal
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Learning Experience ◽  
Critical Time ◽  
Computer Usage ◽  
Life Outcomes ◽  
Digital Inclusion ◽  
School Students ◽  
Stem Attitudes ◽  
Enactive Learning

The development of computer skills, as well as computer self-efficacy, has increased in importance along with the role of technology in everyday life. Childhood is a critical time for the development of these skills since early inequalities may substantially impact future life outcomes. In a context of a computing intervention designed to improve digital inclusion, we hypothesize that students’ enactive learning experience (conceptualized as their computer usage) and their vicarious learning experience (conceptualized as their perception of their teacher’s computer usage) are associated with the development of perceived technology efficacy and STEM (Science, Technology, Education, and Math) attitudes. Data are from a sample of elementary school students from an urban school district in the Southeastern United States. The results show that both their direct experiences and their perception of their teacher’s computer usage have strong impacts on students’ technology efficacy and STEM attitudes, and the former is the stronger predictor of the outcomes examined. The findings suggest that programs aiming to improve digital inclusion should emphasize students’ direct learning experience, which would later improve their attitude toward STEM fields.

Mediating the Relationship Between Parental Control/Support and Offspring Delinquency: Self-Efficacy for a Conventional Lifestyle Versus Self-Efficacy for Deviance

2017 ◽  
Vol 64 (5) ◽  
pp. 606-624 ◽  
Author(s):  
Glenn D. Walters
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Parental Monitoring ◽  
Social Cognitive ◽  
Negative Binomial ◽  
Parental Control ◽  
Cognitive Variable ◽  
School Students ◽  
Social Cognitive Variable ◽  
The Relationship

This study sought to determine whether self-efficacy for a conventional lifestyle mediated the relationship between parental control/support and offspring delinquency using longitudinal data supplied by 2,252 (1,145 boys, 1,107 girls) high school students surveyed in the 10th, 11th, and 12th grades. The results of a three-regression negative binomial analysis revealed that self-efficacy for a conventional lifestyle mediated the relationships between Wave 1 parental monitoring and attachment, on one hand, and Wave 3 delinquency, on the other hand. Comparison pathways mediated by self-efficacy for deviance, consistent with predictions, did not achieve significance. These results indicate that a social cognitive variable, self-efficacy for a conventional lifestyle, may be partially responsible for the delinquency-inhibiting effects of parental control (monitoring) and support (attachment).

scholarly journals Social Cognitive Theory and Physical Activity Among Korean Male High-School Students

2018 ◽  
Vol 12 (4) ◽  
pp. 973-980 ◽  
Author(s):  
Chung Gun Lee ◽  
Seiyeong Park ◽  
Seung Hwan Lee ◽  
Hyunwoo Kim ◽  
Ji-Won Park
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
School Students ◽  
Physical Activity Interventions ◽  
Male High School

The most critical step in developing and implementing effective physical activity interventions is to understand the determinants and correlates of physical activity, and it is strongly suggested that such effort should be based on theories. The purpose of this study is to test the direct, indirect, and total effect of social cognitive theory constructs on physical activity among Korean male high-school students. Three-hundred and forty-one 10th-grade male students were recruited from a private single-sex high school located in Seoul, South Korea. Structural equation modeling was used to test the expected relationships among the latent variables. The proposed model accounted for 42% of the variance in physical activity. Self-efficacy had the strongest total effect on physical activity. Self-efficacy for being physically active was positively associated with physical activity ( p < .01). Self-efficacy also had positive indirect effects on physical activity through perceived benefits ( p < .05) and goal setting ( p < .01). The results of this study indicated that the social cognitive theory is a useful framework to understand physical activity among Korean male adolescents. Physical activity interventions targeting Korean male high-school students should focus on the major sources of efficacy.

The Development and Validation of the Robotics Learning Self-Efficacy Scale (RLSES)

2021 ◽  
pp. 073563312199259
Author(s):  
Meng-Jung Tsai ◽  
Ching-Yeh Wang ◽  
An-Hsuan Wu ◽  
Chun-Ying Hsiao
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Discriminant Validity ◽  
Learning Experience ◽  
Assessment Tools ◽  
School Students ◽  
Five Dimensions ◽  
Analysis Application ◽  
Explained Variance ◽  
Development And Validation

Robotics education has gradually been emphasized in contemporary school curricula; however, assessment tools for robotics learning are still limited. Based on Bloom’s Taxonomy of educational objectives, this study aimed to develop the Robotics Learning Self-Efficacy Scale (RLSES) with a two-level construct of five dimensions for assessing students’ self-efficacy for learning robotics. A total of 181 elementary, junior high and senior high school students (5th–12th graders) with robotics learning experience were selected as the sample of this study. A questionnaire including 32 candidate items designed for the initial version of the RLSES was administered to the sample. An exploratory factor analysis was conducted and, finally, 16 items were drawn for the final RLSES under five subscales ( Comprehension, Practice, Analysis, Application, and Collaboration), with a total explained variance of 85.28%. The Cronbach’s alpha reliability was .97 for the overall scale, ranging from .87 to .95 for the subscales. The inter-correlation analysis showed evidence of discriminant validity. Regression analysis results supported that Practice and Comprehension self-efficacy were significant predictors of Analysis, Application, and Collaboration self-efficacy, confirming the two-level (2 × 3) construct of the RLSES. Significant differences among school levels were found and are discussed.

scholarly journals Service-Learning as a Lever to Support STEM Engagement for Underrepresented Youth

2019 ◽  
Vol 43 (1) ◽  
pp. 55-70
Author(s):  
Melissa A. Collins ◽  
Joanna Totino ◽  
Ardice Hartry ◽  
Valeria F. Romero ◽  
Rosio Pedroso ◽  
...  
Keyword(s):  
High School Students ◽  
Service Learning ◽  
Learning Experience ◽  
People Of Color ◽  
Summer Program ◽  
School Students ◽  
Science Technology ◽  
Stem Attitudes ◽  
Underrepresented Youth ◽  
Stem Engagement

Background: Women and people of color are consistently underrepresented in science, technology, engineering, and math (STEM) fields and careers. Though there are myriad factors underlying these gaps, one potential variable may be the extent to which these students feel connected to their STEM classroom experiences. Purpose: The present study investigated the potential of a service-learning experience to support STEM engagement for underrepresented youth. Methodology/Approach: Two cohorts of high school students participated in a summer program through which they built “solar suitcases” to provide electricity for communities in need. Observations and student surveys measured student engagement and changes in STEM attitudes, dispositions, and beliefs. Findings/Conclusions: Students were highly engaged in service-learning activities and demonstrated improved Science Fascination, Science Values, and STEM Career Affinity after participating in the program. Implications: Implications for the design and delivery of culturally relevant service-learning experiences are discussed.

Sources of Middle School Students’ Self-Efficacy in Mathematics: A Qualitative Investigation

2009 ◽  
Vol 46 (1) ◽  
pp. 275-314 ◽  
Author(s):  
Ellen L. Usher
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Affective States ◽  
School Students ◽  
Course Placement ◽  
And Mathematics

According to A. Bandura’s (1986) social cognitive theory, individuals form their self-efficacy beliefs by interpreting information from four sources: mastery experience, vicarious experience, social persuasions, and physiological or affective states. The purpose of this study was to examine the heuristics students use as they form their mathematics self-efficacy from these and other sources. Semistructured interviews were conducted with eight middle school students who reported either high or low self-efficacy and with students’ parents and mathematics teachers. Students relied on information from all four hypothesized sources, which were combined according to various heuristics. Teaching structures, course placement, and students’ self-regulated learning also emerged as important factors related to self-efficacy. Results refine and extend the tenets of social cognitive theory.

scholarly journals Evaluación de un modelo social-cognitivo de la elección de la carrera desde la tipología de Holland en estudiantes de la escuela secundaria/Testing social cognitive career choice model across Holland types in high school students

2018 ◽  
Vol 28 (3) ◽  
pp. 8 ◽  
Author(s):  
Marcos Cupani ◽  
Ana Estefanía Azpilicueta ◽  
Victoria Sialle
Keyword(s):  
High School ◽  
High School Students ◽  
Career Choice ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Choice Model ◽  
Efficacy Beliefs ◽  
School Students ◽  
Holland Types ◽  
Social Cognitive Career

RESUMENLa teoría social cognitiva de la carrera (SCCT; Lent, Brown & Hackett, 1994) se formuló originalmente con la finalidad de integrar diferentes modelos y constructos para lograr una comprensión más profunda de los mecanismos que regulan el desarrollo de los intereses vocacionales, la elección de la carrera y el rendimiento académico (Lent, et al., 1994, 2000). En la presente investigación se evalúa un modelo de intención de elección de carrera derivado de la SCCT. La muestra estuvo conformada por alumnos argentinos de la Escuela Secundaria, quienes respondieron a una serie de medidas sobre: fuentes de autoeficacia, creencias de autoeficacia, intereses e intención de elección de carrera. Estas medidas fueron analizadas en cada una de las seis tipologías planteadas por la teoría RIASEC (Realista, Investigador, Artista, Social, Emprendedor y Convencional) de Holland (1997). Los resultados indicaron un apoyo general a las hipótesis de la SCCT, las cuales proponen una influencia de las fuentes de autoeficacia sobre el origen de las creencias de autoeficacia y cómo estas, junto con los intereses, determinan las intenciones de elección de carrera, aunque no de forma homogénea en todas las tipologías planteadas por Holland. Se discuten los resultados para cada una de las tipologías y se consideran las limitaciones e implicaciones de estos hallazgos para futuras investigaciones.ABSTRACTSocial cognitive career theory (SCCT; Lent, Brown & Hackett, 1994) was originally formulated in order to integrate different models and constructs, to achieve a deeper understanding of the mechanisms that regulate the development of vocational interests, career choice and academic performance (Lent, et al., 1994, 2000). In this research, several hypotheses emanating from SCCT were tested. The sample was composed by Argentine high school students, who completed a series of measures, such as: sources of self-efficacy, self-efficacy beliefs, interests and intentions of career choice. These measures were analyzed in each of the six types raised in the RIASEC model (Realistic, Investigative, Artistic, Social, Enterprising and Conventional) of Holland. The results indicate general support for the hypothesis of SCCT, which suggest an influence of the sources of self-efficacy on the origin of self-efficacy beliefs and how they, together with interest, determine the intentions of career choice, but not evenly in all types raised by Holland. We consider the limitations and implications of these findings for further research.

scholarly journals Memprediksi Minat Karier dan Pilihan Aspirasi Terhadap Pertimbangan Pilihan Karier Berdasarkan Social Cognitive Career Theory (SCCT)

2018 ◽  
Vol 3 (2) ◽  
pp. 48-56
Author(s):  
Ishlakhatus Sa’idah
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Cross Cultural ◽  
School Students ◽  
Career Theory ◽  
Social Barriers ◽  
Cultural Validity ◽  
Social Cognitive Career

This research aims to predict the model interest Social Cognitive career Theory (SCCT) through a testrun to 600 high school students in Gresik Regency. Subject completed measures of self-efficacy incareer, expectations of a result, interests, support and social barriers, and considerations in thechoice of six types of RIASEC Holland (1997). Model options integrated interest meets the data wellin all types of Holland and generally supports the hypothesis that self-efficacy and outcomeexpectations are similarly predict the interest, and that interest in self-efficacy mediate therelationships and expectations the results for the consideration of the options. Contrary to SCCT,support and social barriers related considerations the option indirectly i.e. via self-efficacy. Theimplications of these findings for further research is the importance of cross-cultural validity ofconsideration on the SCCT

Social Cognitive Predictors of Mexican American High School Students’ Math/Science Career Goals

2016 ◽  
Vol 44 (1) ◽  
pp. 77-90 ◽  
Author(s):  
Patton O. Garriott ◽  
Trisha L. Raque-Bogdan ◽  
Lorrine Zoma ◽  
Dylan Mackie-Hernandez ◽  
Kelly Lavin
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Mexican American ◽  
Social Cognitive ◽  
Cognitive Model ◽  
Career Goals ◽  
School Students ◽  
Science Career ◽  
Family Supports

This study tested a social cognitive model of math/science career goals in a sample ( N = 258) of Mexican American high school students. Familism and proximal family supports for math/science careers were examined as predictors of math/science: performance accomplishments, self-efficacy, interests, and goals. Results showed that the hypothesized model provided an adequate fit to the data. Familism predicted performance accomplishments and perceived family supports while perceived family supports predicted self-efficacy and goals. The final model explained 63% of the variance in interests and 53% of the variance in goals. Mediation tests showed that person-cognitive variables explained the relationships between contextual variables and goals. Contrary to hypotheses, interests did not predict goals and proximal family supports did not moderate the relationship between interests and goals. Results are discussed in terms of incorporating culture-specific values into interventions aimed at enhancing the math/science career interests and goals of Mexican American high school students.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Yes I Can!

2015 ◽  
Vol 46 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Dries Vervecken ◽  
Bettina Hannover
Keyword(s):  
Middle Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Vocational Interests ◽  
Primary School Students ◽  
School Students ◽  
Employment Goals ◽  
Linguistic Intervention ◽  
Male Occupations ◽  
Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

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