Teachers’ self-efficacy to get students to believe that they can do well in school work

2020 ◽  
Keyword(s):  
Self Efficacy ◽  
School Work

Upaya Meningkatkan Efikasi Diri Melalui Layanan Bimbingan Konseling

2020 ◽  
Vol 3 (1) ◽  
pp. 48-59
Author(s):  
Nona Nurfadhilla
Keyword(s):  
Self Efficacy ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
School Work ◽  
Analysis Techniques ◽  
Qualitative Descriptive ◽  
Doing School ◽  
Good Learning ◽  
Using Data ◽  
Collection Methods

This article aims to look at how to improve self-efficacy through guidance and counseling services at SMP 1 Pleret, Yogyakarta. This type of research is qualitative descriptive, data collection methods through interviews and observations. Data analysis techniques using data reduction, data presentation and drawing conclusions. Results and discussion that there are still many students who have low self-efficacy so they are difficult to achieve good learning outcomes. This is proven by some students rarely doing school work and rarely doing homework also do not have the motivation to excel. BK teachers try through guidance and counseling services in the form of a preventive approach for those with high self-efficacy and a curative approach for students with low self-efficacy. Such as helping students to convince themselves that students are able to do tasks even though it is difficult and able to excel and to convince students to avoid feeling inferior about themselves. Guidance and counseling provided by BK teachers shows significant changes in some students who already have high self-efficacy. So it can be concluded that through guidance and counseling can be an effort to improve student self-efficacy.

The Self-efficacy Questionnaire for School Situations: Development and Psychometric Evaluation

1998 ◽  
Vol 15 (1) ◽  
pp. 31-40 ◽  
Author(s):  
David Heyne ◽  
Neville King ◽  
Bruce Tonge ◽  
Stephanie Rollings ◽  
Melinda Pritchard ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Social Stress ◽  
Psychometric Evaluation ◽  
Future Research ◽  
Behavioural Treatment ◽  
School Work ◽  
Good Internal Consistency ◽  
Doing School ◽  
Test Retest Reliability ◽  
Treatment Procedures

Following Bandura's theory, a Self-efficacy Questionnaire for School Situations (SEQ-SS) was developed to assess the cognitions of school refusers. The instrument contains twelve school-related situations which are rated by children according to their belief about their ability to cope with each situation. Factor analysis yielded two reliable factors labelled Academic/Social Stress and Separation/Discipline Stress. Psychometric evaluation also revealed good internal consistency and test-retest reliability. Total self-efficacy scores for 135 school refusers ranged from very low to very high. Self-efficacy was highest with regard to doing school work and lowest with regard to answering peers' questions about absences. The clinical utility of the SEQ-SS is discussed, with implications for the selection of cognitive and behavioural treatment procedures. The application of the instrument in future research is also considered.

Exploring the linkages between job demands and recovery self-efficacy: a resource perspective of the school–work interface

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Min-Shi Liu ◽  
Mei-Ling Wang ◽  
Chun Hsien Lee
Keyword(s):  
Self Efficacy ◽  
Job Demands ◽  
School To Work ◽  
Job Burnout ◽  
Master Of Business Administration ◽  
Content Type ◽  
School Work ◽  
Psychological Detachment ◽  
Indirect Relationship ◽  
The Relationship

PurposeThe purpose of this study is to examine the indirect impact of job demands on recovery self-efficacy via the mediation of job burnout. The study also investigates the moderating effects of school-to-work facilitation and psychological detachment in the indirect relationship between job demands and recovery self-efficacy.Design/methodology/approachThe study recruited and surveyed 263 employed graduate students in the executive master of business administration program in Taiwan. Regression analysis was used to examine the proposed relationships.FindingsThe results showed that job burnout mediated the relationship between job demands and recovery self-efficacy. The relationship was weaker when school-to-work facilitation and psychological detachment were high.Originality/valueThis study confirms the indirect effects of job demands on recover self-efficacy through job burnout and provides new insights into the role of school-to-work facilitation and psychological detachment to enhance the recovery in the JD-R model.

scholarly journals Communication with superiors and colleagues and other occupational stressors. Correlations with work ability, self-efficacy and health in employees from primary and secondary education

2019 ◽  
Vol 70 (1) ◽  
pp. 20-27 ◽  
Author(s):  
Dorin-Gheorghe Triff ◽  
Zorica Triff ◽  
Mușata-Dacia Bocoș ◽  
Eugenia Naghi
Keyword(s):  
High School ◽  
Secondary School ◽  
Occupational Stress ◽  
Work Ability ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Individual Characteristics ◽  
Medical Checkup ◽  
School Work ◽  
Average Value

Abstract During periodic occupational medical checkup, in a sample including all employees from two high schools, a secondary school and a kindergarten, we administered through voluntary completion, questionnaires which assessed the employees’ occupational stress in terms of individual characteristics, anxiety, sense of self-efficacy, work ability, emotional exhaustion and health status (using ShortForm 36 questionnaire). A number of 233 questionnaires were returned. Only the occupational stressor represented by communication with superiors correlates significantly negatively with work ability in all four units. Work ability and communication with superiors also have average scores which differ significantly and are concordant in all four units. In the secondary school, work ability has the highest average value and the lowest average value of “communication with superiors” stressor. The same values are decreasing for WAI in order, from high school 2 to high school 1 and kindergarten while the stressor represented by communication with superiors has increasing values in order from high school no 2 to high school no. 1, and kindergarten. These results show that programmes to reduce occupational stress in school units should primarily address the school unit leadership in order to improve their communication with employees.

Auditory Training to Improve Speech Perception and Self-Efficacy in Aging Adults

2020 ◽  
Vol 63 (4) ◽  
pp. 1270-1281
Author(s):  
Leah Fostick ◽  
Riki Taitelbaum-Swead ◽  
Shulamith Kreitler ◽  
Shelly Zokraut ◽  
Miriam Billig
Keyword(s):  
Speech Perception ◽  
Self Efficacy ◽  
Temporal Order Judgment ◽  
Auditory Training ◽  
Intensity Discrimination ◽  
Training Design ◽  
Auditory Temporal Processing ◽  
Temporal Properties ◽  
Computer Based ◽  
Aging Adults

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Knowledge, Attitude, and Self-Efficacy in Asthma Self-Management and Quality of Life

2010 ◽  
pp. 1-6
Author(s):  
Carol A. Mancuso ◽  
Wendy Sayles ◽  
John P. Allegrante
Keyword(s):  
Quality Of Life ◽  
Self Efficacy ◽  
Self Management
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