ADULT UNDERGRADUATE STUDENTS� PERCEPTION OF ANXIETY & SELF-EFFICACY IN QUANTITATIVE COURSES

This study aims to investigate the impact of parental career behaviors on undergraduate student’s career exploration and the mediating role of career self-efficacy. In the literature it is suggested that some social and individual factors facilitate students’ career exploration. Therefore, parental career behaviors and career self-efficacy is considered as predictors of student’s career exploration attitudes within the scope of the study. In this respect, data which are collected from 405 undergraduate students having an education on tourism and hotel management field by the survey method are analyzed by using the structural equation modeling. The results of the study indicate that parental career behaviors which are addressed support; interference and lack of engagement have a significant effect on student’s career exploration behaviors such as intended-systematic exploration, environment exploration and self-exploration. In addition, it has been found that one of the dimensions of parental career behaviors addressed as a lack of engagement has a significant effect on career self-efficacy levels of students. However, research results indicate that student’s career self-efficacy has a significant effect on only the self-exploration dimension. On the other hand, career self-efficacy has a partial mediating role between lack of engagement attitudes of parents and career exploration behaviors of students.

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The relationship between human values and creative ideation among undergraduate students: The role of creative self-efficacy

Cogent Psychology ◽

10.1080/23311908.2021.1885575 ◽

2021 ◽

Vol 8 (1) ◽

pp. 1885575

Author(s):

Puthyrom Tep ◽

Sorakrich Maneewan ◽

Saranya Chuathong ◽

Matthew A. Easter

Keyword(s):

Undergraduate Students ◽

Self Efficacy ◽

Human Values ◽

Creative Self ◽

Creative Ideation ◽

The Relationship

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Effectiveness of a Problem-Solving Training Program

Psychological Reports ◽

10.2466/pr0.1995.76.2.507 ◽

1995 ◽

Vol 76 (2) ◽

pp. 507-514 ◽

Cited By ~ 7

Author(s):

Johan W. Wege ◽

André T. Möller

Keyword(s):

Problem Solving ◽

Training Program ◽

Undergraduate Students ◽

Internal Control ◽

Self Efficacy ◽

Group Analysis ◽

External Control ◽

Problem Solving Skills ◽

Control Orientation ◽

Problem Solvers

The relationship between problem-solving efficiency, defined in terms of the quality of alternative soludons selected, and measures of behavioral competence (self-efficacy and locus of control) was investigated as well as the effectiveness of a problem-solving training program. Subjects were 29 undergraduate students assigned to an effective ( n = 16) and an ineffective ( n = 13) problem-solving group. Analysis indicated that the ineffective problem-solvers appraised their problem-solving skills more negatively and reported low self-efficacy expectations and an external control orientation. Problem-solving training led to improved general self-efficacy expectancies, greater confidence in problem-solving, a more internal control orientation, and improved problem-solving skills. These improvements were maintained at follow-up after two months.

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Career Adaptability Profiles and Their Relations With Emotional and Decision-Making Correlates Among Belgian Undergraduate Students

Journal of Career Development ◽

10.1177/08948453211005553 ◽

2021 ◽

pp. 089484532110055

Author(s):

Michaël Parmentier ◽

Thomas Pirsoul ◽

Frédéric Nils

Keyword(s):

Decision Making ◽

Emotional Intelligence ◽

University Students ◽

Undergraduate Students ◽

Self Efficacy ◽

Career Decision ◽

Career Adaptability ◽

Career Decision Making ◽

Work Transition ◽

Person Centered Approach

This study used a person-centered approach to investigate university students’ profiles of career adaptability and determine whether different combinations of concern, control, curiosity, and confidence could be identified. We also explored the relations of these profiles with emotional intelligence, anticipatory emotions, and career decision-making self-efficacy. We found six distinct profiles of career adaptability among 307 university students who differed both on their level and on shape. Emotional intelligence was associated with profiles displaying higher levels of career adaptability. Furthermore, profiles of career adaptability significantly displayed differences in terms of positive anticipatory emotions at the prospect of the school-to-work transition and career decision-making self-efficacy but not in terms of negative anticipatory emotions. These results highlight that differentiating profiles of career adaptability provide insights for the design and the implementation of career-related interventions among university students.

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New Measures Assessing Predictors of Academic Persistence for Historically Underrepresented Racial/Ethnic Undergraduates in Science

CBE—Life Sciences Education ◽

10.1187/cbe.16-01-0030 ◽

2016 ◽

Vol 15 (3) ◽

pp. ar32 ◽

Cited By ~ 6

Author(s):

Angela Byars-Winston ◽

Jenna Rogers ◽

Janet Branchaw ◽

Christine Pribbenow ◽

Ryan Hanke ◽

...

Keyword(s):

Ethnic Groups ◽

Undergraduate Students ◽

Self Efficacy ◽

Outcome Expectations ◽

National Sample ◽

Group Differences ◽

Internal Reliability ◽

Black African ◽

Broadening Participation ◽

Racial Ethnic

An important step in broadening participation of historically underrepresented (HU) racial/ethnic groups in the sciences is the creation of measures validated with these groups that will allow for greater confidence in the results of investigations into factors that predict their persistence. This study introduces new measures of theoretically derived factors emanating from social cognitive and social identity theories associated with persistence for HU racial/ethnic groups in science disciplines. The purpose of this study was to investigate: 1) the internal reliability and factor analyses for measures of research-related self-efficacy beliefs, sources of self-efficacy, outcome expectations, and science identity; and 2) potential group differences in responses to the measures, examining the main and interaction effects of gender and race/ethnicity. Survey data came from a national sample of 688 undergraduate students in science majors who were primarily black/African American and Hispanic/Latino/a with a 2:1 ratio of females to males. Analyses yielded acceptable validity statistics and race × gender group differences were observed in mean responses to several measures. Implications for broadening participation of HU groups in the sciences are discussed regarding future tests of predictive models of student persistence and training programs to consider cultural diversity factors in their design.

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Linking Mentoring and Job Search Behavior: A Moderated Mediation Model

SAGE Open ◽

10.1177/21582440211067235 ◽

2021 ◽

Vol 11 (4) ◽

pp. 215824402110672

Author(s):

Ruirui Lian ◽

Wenjing Cai ◽

Kun Chen ◽

Hongru Shen ◽

Xiaopei Gao ◽

...

Keyword(s):

Undergraduate Students ◽

Job Search ◽

Self Efficacy ◽

College Graduates ◽

Self Regulation ◽

Search Behavior ◽

Survey Study ◽

Job Search Behavior ◽

Search Behaviors ◽

The Impact

The present research aims to explore the impact of mentoring relationship on college graduates’ job search behavior among Chinese undergraduate students by examining the mediator of job search intention and the moderator of job search self-efficacy. A two-wave survey study was conducted in China ( N = 594). Our findings show a positive indirect relation between mentoring and college graduates’ job search behaviors through job search intention. The graduates’ job search self-efficacy positively moderated the indirect relationship such that when job search self-efficacy was higher, the influence of mentoring on behavior via job search intention was stronger. These findings extend the literature by clarifying how and when mentoring facilitates graduates’ job search behaviors and provide practical implications for facilitating a smooth school-to-work transition in China. As the first study that empirically clarifies why (through job search intention) and when (job search self-efficacy) mentoring function is positively related to job search behavior among Chinese undergraduate students, the present study contributes to the existing mentoring and job search literature. Future research is encouraged to extend the findings by integrating theory of planned behavior (TPB) with self-regulation theory toward deepening current understanding of how and when mentoring can contribute to a student’s success in job search behavior.

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Measuring University Students’ Perceptions and Attitudes toward Sudden Transition to Online Learning and Academic Self- Efficacy

International Journal of Education and Literacy Studies ◽

10.7575/aiac.ijels.v.9n.4p.153 ◽

2021 ◽

Vol 9 (4) ◽

pp. 153

Author(s):

Mona Saad Alamri

Keyword(s):

Online Learning ◽

University Students ◽

Undergraduate Students ◽

Self Efficacy ◽

Student Attitudes ◽

Learning Experiences ◽

Statistical Correlation ◽

Social Distancing ◽

Sudden Transition ◽

Academic Self Efficacy

Online learning has unquestionably shaped contemporary education. The emergence and spread in recent months of the COVID-19 virus, with the attendant preventative implementation of social distancing, has significantly enhanced online learning’s influence. In the Kingdom of Saudi Arabia, where strict social distancing precautions were implemented early in the pandemic, thousands of college students were rapidly shifted from conventional to online instructional environments. Now that these students have a semester of experience with online learning, the time is propitious to explore these students’ online learning experiences. One concept in connection with which students’ online learning experiences have not been extensively studied is that of academic self-efficacy. The present study seeks to investigate Jeddah University students’ experiences with online learning in light of their assessments of their academic self-efficacy. Employing a combined descriptive/correlational research design organized around a pair of survey instruments—one designed to query students’ online learning experiences and a second designed to measure their senses of their academic self-efficacy—the present study investigates attitudes of a population of 1,167 Jeddah University undergraduate students randomly selected from the available pool of 16,893 individuals. The study finds that student attitudes with respect to both online learning and self-efficacy are high. It shows, furthermore, significant statistical correlation between students’ highly positive experiences with online instruction and their high senses of their academic self-efficacy. By developing the understanding regarding student attitudes and self-efficacy, this research opens avenues for further research into the connections between online learning and students’ self-perceptions. Moreover, the study’s findings hold significant implications for bettering Saudi Arabian e-learning, an outcome fully in keeping with the policy goals outlined in the 2030 vision.

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The effect of perceived educational support, self-efficacy and planned behavior predictors on entrepreneurial intention of Ho Chi Minh City University students

HCMCOUJS - ECONOMICS AND BUSINESS ADMINISTRATION ◽

10.46223/hcmcoujs.econ.en.10.1.226.2020 ◽

2020 ◽

Vol 10 (1) ◽

Author(s):

Nguyen Ngoc Duy Phuong ◽

Quang Ngoc Thuy Van ◽

Nguyen Duc Dung

Keyword(s):

Planned Behavior ◽

Undergraduate Students ◽

Self Efficacy ◽

Behavioral Control ◽

Entrepreneurial Intention ◽

Ho Chi Minh City ◽

Perceived Behavioral Control ◽

Educational Support ◽

Education Support ◽

Practical Implications

The research attempts to quantify the significance of perceived education support, self-efficacy, and the theory of planned behavior in predicting the entrepreneurial intention among undergraduate students in Ho Chi Minh City (HCMC). The paper employs a 28-item questionnaire to acquire information on undergraduate demographics and six variables based on the five-point Likert scale. SmartPLS version 3.0 was applied to analyze statistical data collecting from 312 students in three selected universities in Ho Chi Minh City. The findings indicate that perceived education support and two elements of theory planned behavior, specifically, attitude towards entrepreneurship and perceived behavioral control positively and significantly affect entrepreneurial intention. Furthermore, perceived education support had a strong correlation on attitude towards entrepreneurship. Overall, the paper suggests practical implications in increasing entrepreneurship intention toward undergraduates.

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