scholarly journals Autoeficácia em Professores do Ensino Superior

2019 ◽  
Vol 20 (3) ◽  
pp. 319
Author(s):  
José Ricardo Claudino Ribeiro ◽  
Camila Cristina Fonseca Bicalho ◽  
Marcos Teixeira de Abreu Soares Onofre ◽  
Franco Noce
Keyword(s):  
Biological Sciences ◽  
Higher Education ◽  
Self Efficacy ◽  
Minas Gerais ◽  
The Self ◽  
University Education ◽  
Future Research ◽  
Mean Values ◽  
Private Network ◽  
Social Persuasion

O objetivo deste estudo foi avaliar a percepção de autoeficácia em professores do Ensino Superior e avaliar as propriedades psicométricas da Escala de Autoeficácia para Professores do Ensino Superior para o contexto brasileiro. Participaram deste estudo 188 professores do Ensino Superior de instituições da rede privada de Minas Gerais. Os professores lecionavam nas áreas da Educação Física, Nutrição, Ciências Biológicas, Geografia, Fisioterapia, Medicina, Análise de Sistemas, Enfermagem, Turismo e Pedagogia. A amostra foi composta por 61,5% de professores do sexo masculino. Em relação à formação, foi predominante a participação de professores com especialização Lato Sensu (52,9%). Todos os professores responderam a Escala de Autoeficácia para Docentes do Ensino Superior-EADES. Os resultados mostraram que a escala está adequada para a avaliação da autoeficácia em professores (α=0,92). Em relação ao quanto os professores se sentem capazes de realizar suas tarefas docentes, foram verificados valores médios entre 5,01 e 5,65, o que representa um alto valor de percepção de autoeficácia pelos professores. Conclui-se que os principais fatores responsáveis pela autoeficácia dos professores são a Satisfação, a Persuasão Social e as Experiências Pregressas. Estes aspectos fornecem uma importante sugestão sobre as possibilidades de exploração destes fatores no que diz respeito às futuras aquisições, programas de formação e pesquisas futuras. Palavras-chave: Validação. Eficácia Docente. Educação Superior. AbstractThe aim of this study was to evaluate the perception of self-efficacy in higher education teachers and to evaluate the psychometric properties of the Self-efficacy Scale for higher education teachers in the Brazilian context. A total of 188 higher education teachers from institutions of the private network of Minas Gerais participated in this study. Teachers taught in the areas of Physical Education, Nutrition, Biological Sciences, Geography, Physiotherapy, Medicine, Systems Analysis, Nursing, Tourism and Pedagogy. The sample consisted of 61.5% male teachers. All teachers answered the Self-Efficacy Scale for Teachers of Higher Education-EADES. Lato Sensu teachers (52.9%), followed by master teachers (34.8%), doctors (9.6%) and graduates (2.7%) predominated. The results showed that the scale is adequate for the evaluation of self-efficacy in teachers (α=0.92). In relation to how much teachers feel capable of performing their teaching tasks, mean values between 5.01 and 5.65 were verified, which represents a high value of self-efficacy perception among teachers. It is concluded that the main factors responsible for teachers' self-efficacy are satisfaction, social persuasion and previous experiences. These aspects provide an important suggestion about the possibilities of exploring these factors with regard to future acquisitions, training programs and future research. Keywords: Validation. Professor Efficacy. University Education. 

Teachers' transformational leadership and students' employability development: A social cognitive career perspective

2020 ◽  
Vol 48 (5) ◽  
pp. 1-15
Author(s):  
Shan Wang ◽  
Michael Yao-Ping Peng ◽  
Yan Xu ◽  
Violet Tinotenda Simbi ◽  
Ku-Ho Lin ◽  
...  
Keyword(s):  
Higher Education ◽  
Transformational Leadership ◽  
Self Efficacy ◽  
Structural Equation ◽  
Social Cognitive ◽  
Problem Based Learning ◽  
University Education ◽  
Equation Modeling ◽  
Future Research ◽  
Social Cognitive Career

Higher education policy and talent training are failing to meet the ever-changing expectations of employers and society in Taiwan, resulting in a gap between university education and employment. We used social cognitive career theory to explore the relationships between problem-based learning, teachers' transformational leadership, and students' self-efficacy and employability. Participants were 619 undergraduates from 12 Taiwanese higher education institutions. We performed structural equation modeling and found that there were significant positive correlations between students' self-efficacy, problem-based learning, and employability, along with teachers' transformational leadership. Further, problem-based learning and the students' self-efficacy were key mediators of the relationship between teachers' transformational leadership and students' employability. Implications are discussed for related issues and future research involving models of students' employability.

scholarly journals Entrepreneurship in higher education: The key role of self-efficacy-A cross sectional study

2022 ◽  
Vol 9 (2) ◽  
pp. 9-21
Author(s):  
Ramalho et al. ◽  
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Structural Equation Models ◽  
Entrepreneurial Intention ◽  
Mediating Effect ◽  
University Education ◽  
Entrepreneurial Education ◽  
Cross Sectional ◽  
Education Agenda ◽  
The Impact

Entrepreneurship is the engine of a nation's economic, cultural, and social development. Since Higher Education Institutions play a crucial role, it is important to analyze the academy's entrepreneurial education effectiveness in promoting entrepreneurial intention amongst students. This study aims to analyze the effect of the education agenda of a Higher Education Institution on the students’ entrepreneurial intention, exploring the effect of self-efficacy as a mediator. A quantitative, cross-sectional, and non-experimental study was performed. A sample of 176 Portuguese higher education students fulfilled the “Entrepreneurial Motivations Survey,” which includes the HEInnovate Self-Assessment Scale, the Self-Efficacy Scale, and the Entrepreneurial Intention Scale. Data analysis was performed using Statistical Package for Social Sciences (SPSS), AMOS, and PROCESS software. Through structural equation models, it was created a mediation model to assess the impact of the University education agenda on the entrepreneurial intention of the students. All scales showed adequate validity and reliability. The Faculty was not perceived as an entrepreneurial academy by the students. The results did not show a direct effect of the entrepreneurial education agenda on the students’ entrepreneurial intention. The effects emerged through self-efficacy, which plays a mediating effect between entrepreneurial education agenda on the students’ entrepreneurial intention. The entrepreneurship agenda didn’t directly influence the entrepreneurial intention. It is mandatory to offer a rich agenda in order to improve the students’ entrepreneurial competencies, preparing them to strive in the competitive market, in which self-efficacy plays an important role.

COMPARING THE DEVELOPMENT OF ENTREPRENEURIAL SELF-EFFICACY OF FEMALE ENTREPRENEURS IN MALE- AND FEMALE-DOMINATED INDUSTRIES

2015 ◽  
Vol 20 (03) ◽  
pp. 1550018 ◽  
Author(s):  
GLORIA L. SWEIDA ◽  
JEREMY ALAN WOODS
Keyword(s):  
Gender Stereotypes ◽  
Self Efficacy ◽  
Role Theory ◽  
Social Role ◽  
Qualitative Interviews ◽  
Future Research ◽  
Learning Differences ◽  
Female Entrepreneurs ◽  
Mastery Experiences ◽  
Social Persuasion

The aim of this paper is to examine the potential differences in the entrepreneurial self-efficacy (ESE) of female entrepreneurs who own businesses in gender congruent and incongruent industries. Through the lens of social role theory the four antecedents of efficacy are examined. The results of ten in-depth, qualitative interviews show there are overarching similarities in all factors between the groups but nuanced differences in the areas of mastery experiences, social persuasion and vicarious learning. Differences were also found in the areas of social comparisons and perceived gender stereotypes. The paper discusses how ESE manifests for female entrepreneurs based on the gender congruency of the industry in which her business operates. Last, areas for future research are discussed.

scholarly journals Self-Efficacy as a function of Work Engagement with the mediating role of Organizational Trust in Higher Educational Institutions.

2021 ◽  
Vol 3 (2) ◽  
pp. 185-199
Author(s):  
Muhammad Adnan ◽  
Ather Ummad Khan ◽  
Raisham Hayee
Keyword(s):  
Work Engagement ◽  
Self Efficacy ◽  
Organizational Trust ◽  
The Self ◽  
Educational Institutions ◽  
Future Research ◽  
Higher Educational Institutions ◽  
Mediating Role ◽  
The Relationship

Purpose: The purpose of this paper is to find out the impact of the self-efficacy on work engagement in the employees working in the organization especially on the educationists (teachers and professors) working in the educational institutions of Southern Punjab, Pakistan. Methodology/Design: The paper focuses on the survey with a questionnaire containing 30 questions with 7-point Likert Scale ranging from 1.0 (Strongly Disagree) to 7.0 (Strongly Agree) inculcating all three variables (self-efficacy, organizational trust and work engagement). The sample population was obtained from the Southern Punjab including the teachers and professors working in the public as well as private sector institutions. Quantitative data was analyzed through Pearson Correlation and Multiple Linear Regression. Findings: The study finds the institutions pertaining to the higher education especially in South Punjab, Pakistan must focus on imparting self-efficacy within the employees to have high performance and growth.  Limitations/Future Research: The study was based on a single research approach for investigation i.e., quantitative which may affect the investigation’s outcomes. Furthermore, the findings of current study are cross-sectional. Future study may entail longitudinal study for investigating the relationship between self-efficacy and work engagement. Moreover, the study has been conducted with one mediator – organizational trust. Future research may go with more or other mediators like working conditions, employees’ motivations, goal progress. Practical Implications: The authors discuss the importance of the self-efficacy in the employees in order to enhance the work engagement within them through building the organizational trust. Originality/Value: This study is fist of its kind that discusses the relationship between self-efficacy as well as the work engagement with a mediating role of organizational trust. The paper highlights the importance of the self-efficacy while employees exert their efforts to achieve their objectives enthusiastically due to the trust they have in the organizations.  Keywords: Self-Efficacy, Work Engagement, Organizational Trust, Educationists, Higher Educational Institutions, Southern Punjab

Development and validation of the self-efficacy for medical communication scale.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 12124-12124
Author(s):  
David B. Feldman ◽  
Mark Allen O'Rourke ◽  
Benjamin W. Corn ◽  
Matthew F. Hudson ◽  
Rajiv Agarwal ◽  
...  
Keyword(s):  
Communication Skills ◽  
Social Desirability ◽  
Self Efficacy ◽  
Maslach Burnout Inventory ◽  
Well Being ◽  
The Self ◽  
Satisfaction With Life Scale ◽  
Future Research ◽  
Personality Factors ◽  
Medical Communication

12124 Background: Most studies of clinician-patient communication use scales created ad hoc with unknown validity. To provide a standard measure for future studies, we developed and validated a new scale of clinician-reported skills in communicating difficult news: the Self-Efficacy for Medical Communication (SEMC) scale. Methods: Using evidence-based scale development guidelines, we created 16 items sampling a range of communication skills, including “Disclose difficult news in manageable chunks, so the patient is not overwhelmed,” and “Determine how to present information based on the patient’s emotional state.” Items are rated on Likert scales from 1 ( cannot do at all) to 10 ( highly certain can do). We constructed two forms—one assessing communication with patients and one with family—using identical items but replacing “patient” with “family/caregiver.” We examined the convergent and discriminant validity of the SEMC (correlations with similar and dissimilar measures) as well as its reliability and factor structure. A total of 221 clinicians working in oncology settings (physicians, nurses, medical students) completed measures online. Convergent measures included medical communication items from past studies; the Self-Perceived Communication Competence Scale to measure communication ability outside the medical realm; and the General Self-Efficacy and Occupational Self-Efficacy scales to measure overall self-efficacy/confidence. Discriminant measures included the Ten Item Personality Inventory to measure personality factors; the Maslach Burnout Inventory to measure job burnout; and the Satisfaction with Life Scale to measure well-being. Finally, the Marlowe-Crowne Social Desirability (MCSD) scale measured motivation to “look good” in responding to survey questions. Results: Mean scores were similar for the patient (126.36) and family (127.09) forms (max score 160), both with excellent reliability ( alphas =.94,.96, respectively). Because these forms were almost perfectly correlated ( r =.95, p <.001), we used only the patient form in subsequent analyses. Factor analysis demonstrated that the SEMC measures a unitary construct ( eigenvalue = 9.0). Its mean correlation was higher with convergent ( r =.46) than discriminant measures ( r =.22), supporting its validity. Moreover, its correlation with the MCSD was small ( r =.28) and no larger than between the MCSD and other measures, indicating minimal social-desirability effects. Finally, no differences emerged for gender or profession; higher scores did correlate with age ( r =.29, p <.001) and years working in oncology ( r =.18, p =.01). Conclusions: Our findings support the SEMC’s validity and reliability. Scores on the patient and family forms were similar, indicating that either may be used. The SEMC provides a useful tool for measuring clinician-rated communication skills in future research, ultimately allowing standardization across studies.

scholarly journals Musical Practice in Music Students During COVID-19 Lockdown

2021 ◽  
Vol 12 ◽  
Author(s):  
Manfred Nusseck ◽  
Claudia Spahn
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Self Regulation ◽  
The Self ◽  
Music Students ◽  
Educational Facilities ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
The Mean ◽  
The University

The pandemic situation has forced students in higher education to use alternative learning routines due to reduced activities at universities and educational facilities. Especially music students needed to adapt their musical learning to this particular situation. Mostly affected by the lockdown was the musical practicing behavior, especially when practicing at the University of Music was not possible. In this study, music students in their second and third semesters were asked to provide information on their practicing situations during the coronavirus disease 2019 (COVID-19) lockdown. They were required to fill in questionnaires about the practicing time and concepts of self-efficacy and self-regulation for musical learning. The data of 18 music students were collected. For the analysis, they were compared with the answers of 15 music students who were asked the same questions half a year earlier before the pandemic situation occurred. The results showed that the music students relocated mostly to their parents' homes for practicing during the lockdown. In the amount of practicing, the bachelor of music students practiced less during lockdown compared with before the lockdown. The mean self-efficacy for musical learning did not differ between before and during the lockdown. For the self-regulated musical learning, the music students showed significantly higher values in the subscale on reflecting and creating a framework for the progress of musical learning during the lockdown. The findings indicate that the music students developed certain self-regulated learning skills during the lockdown and managed to find suitable solutions in continuing with their musical learning without reservation.

scholarly journals Adult Beginner Instrumentalists’ Practice, Self-Regulation, and Self-Efficacy: A Pilot Study

2018 ◽  
Vol 6 (5) ◽  
pp. 1
Author(s):  
Laura Ritchie ◽  
Phil Kearney
Keyword(s):  
Pilot Study ◽  
Self Efficacy ◽  
Self Regulation ◽  
The Self ◽  
Specific Structure ◽  
Future Research ◽  
String Instruments ◽  
Self Regulated Learning ◽  
Limited Effectiveness ◽  
Research Designs

The self-regulation of practice behaviour has repeatedly been shown to distinguish between novice and expert performers, however interventions designed to encourage self-regulation by novice musicians have shown limited effectiveness. Guided by successful research in sporting contexts, the present study investigated the behaviours of beginner (novice) adult musicians’ self-regulated learning, self-efficacy for learning, and practice. Participants undertook a semester of music lessons learning string instruments. Half of the group completed a self-regulation worksheet alongside practicing whereas the others listened to various pieces of music and were not instructed to implement any specific structure to their practice outside the lesson. The results showed that although the intervention was successful in promoting self-regulatory behaviours, the worksheet element had no impact on self-efficacy for learning and was not recognised by participants as directly influencing their learning. Future research should consider the directed use of the worksheet, and other practice aids in interventions and the research designs used to evaluate the effectiveness of such behaviours.

Measuring language learner autonomy in higher education: The Self-Efficacy Questionnaire of Language Learning Strategies

2019 ◽  
Vol 9 (2) ◽  
pp. 371-393
Author(s):  
Elke Ruelens
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Teaching Practice ◽  
Learner Autonomy ◽  
Language Learner ◽  
The Self ◽  
Strategy Training ◽  
Language Learning Strategies

Abstract Students in higher education are expected to be autonomous and to become co-owners of their learning. In practice, they need support to advance their autonomy, and formal education is assigned an important role in this development. In order to optimally support the advancement of learner autonomy, educators should be able to define, identify and measure autonomy. Many models and approaches for measuring learner autonomy have been proposed, but as they were mainly developed for research purposes, they are not well suited for implementation in everyday teaching. This study aimed to design a tool to measure language learner autonomy in higher education that is easy to administer and interpret. The Self-Efficacy Questionnaire of Language Learning Strategies (SEQueLLS) blends the constructs of self-efficacy and learner autonomy. This article clarifies the intersection of both concepts, before outlining the development and preliminary validation of the questionnaire. Data collected during a pilot study in the Department of Linguistics and Literature at the University of Antwerp were used to perform a reliability analysis. The article will proceed with a discussion of the ways in which the questionnaire can inform teaching practice: on the basis of two case reports, teaching strategies for supporting students’ autonomy and sense of self-efficacy will be considered. To conclude, a framework suggesting an approach for developing strategy training based on students’ perceived efficacy beliefs for the use of learning strategies is proposed.

A Question of Calibration: A Review of the Self-Efficacy Beliefs of Students with Learning Disabilities

2002 ◽  
Vol 25 (2) ◽  
pp. 88-102 ◽  
Author(s):  
Rob Klassen
Keyword(s):  
Learning Disabilities ◽  
Self Efficacy ◽  
Research Question ◽  
Efficacy Beliefs ◽  
The Self ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Writing Difficulties ◽  
Students With Ld ◽  
Efficacy Measure

This article reviews the literature on the self-efficacy beliefs of students with learning disabilities (LD). Motivational and metacognitive difficulties of students with LD are briefly discussed, followed by a synopsis of Bandura's self-efficacy theory, with special attention to the issue of calibration. From the literature search, 22 studies met the criteria of (a) using a measure of self-efficacy, and (b) including a sample of students identified as having learning disabilities. The resulting body of literature is summarized and analyzed in terms of the nature of the sample, the performance task or domain, the self-efficacy measure used, the research question and outcomes, and the accuracy of calibration between perceived self-efficacy and task outcome. The results from this review suggest that in specific contexts — in the writing performance of students with specific writing difficulties, in particular — students appear to optimistically miscalibrate their self-efficacy. Methodological problems found in some of the research, such as “conceptual blurring,” are discussed. Finally, implications for practice are considered, and suggestions are made for future research.

The Self-Efficacy Scale: Construction and Validation

1982 ◽  
Vol 51 (2) ◽  
pp. 663-671 ◽  
Author(s):  
Mark Sherer ◽  
James E. Maddux ◽  
Blaise Mercandante ◽  
Steven Prentice-Dunn ◽  
Beth Jacobs ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Personal Control ◽  
The Self ◽  
Future Research ◽  
Social Self ◽  
Personal Mastery ◽  
Efficacy Expectations ◽  
Past Experiences ◽  
Conceptual Relationships ◽  
Generalized Expectancies

Self-efficacy theory asserts that personal mastery expectations are the primary determinants of behavioral change. Further, it is suggested that individual differences in past experiences and attribution of success to skill or chance result in different levels of generalized self-efficacy expectations. To measure these generalized expectancies, a Self-efficacy Scale was developed. A factor analysis yielded two subscales: a General Self-efficacy subscale (17 items) and a Social Self-efficacy subscale (6 items). Confirmation of several predicted conceptual relationships between the Self-efficacy subscales and other personality measures (i.e., Locus of Control, Personal Control, Social Desirability, Ego Strength, Interpersonal Competence, and Self-esteem) provided evidence of construct validity. Positive relationships between the Self-efficacy Scale and vocational, educational, and military success established criterion validity. Future research and clinical uses of the scale were discussed.

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