scholarly journals Critical thinking, creativity, self-efficacy, and teaching practice in Peruvian teacher trainers

2022 ◽  
Vol 40 (1) ◽  
pp. 603-633
Author(s):  
Boris Jesús Arce-Saavedra ◽  
Sheyla Blumen
Keyword(s):  
Critical Thinking ◽  
Work Experience ◽  
Self Efficacy ◽  
Teaching Practice ◽  
Work Place ◽  
Holistic View ◽  
Innovative Performance ◽  
Teacher Trainers ◽  
Teacher Self Efficacy ◽  
The Relationship

The relationship between dispositions towards critical thinking, creative-innovative performance, self-efficacy and teaching practice was assessed in Peruvian teacher trainers from the Amazonian region of San Martin. Direct and big relationships were found between all variables. A model that explained 42% of the variance of teaching practice is presented, where dispositions towards critical thinking and creative and innovative performance have a direct effect on teacher self-efficacy. In addition, teacher self-efficacy fully mediates the relationship between dispositions toward critical thinking, and partially mediates the relationship between creative-innovative performance and teaching practices. Likewise, results show differences according to sex, work experience, specialization and work place. It is suggested to include other actors to get a holistic view of the teachers’ trainer capacities.

scholarly journals The Role of Family Influence and Academic Satisfaction on Career Decision-Making Self-Efficacy and Happiness

2021 ◽  
Vol 18 (11) ◽  
pp. 5919
Author(s):  
Orhan Koçak ◽  
Namık Ak ◽  
Sezer Seçkin Erdem ◽  
Mehmet Sinan ◽  
Mustafa Z. Younis ◽  
...  
Keyword(s):  
Environmental Factors ◽  
Work Experience ◽  
Self Efficacy ◽  
Social Stress ◽  
Quantitative Research ◽  
Career Decision ◽  
Family Influence ◽  
Cross Sectional ◽  
Holistic View ◽  
Academic Satisfaction

Careers are a reality of life that need to be considered as multi-dimensional in today’s modern societies. Choosing a career is a complex process that coincides with high school and university ages, creating psycho-social stress. Considering the literature, the effects of different environmental factors have been revealed in separate studies. This study examines both individual and environmental factors together. By adopting a quantitative research method, we collected cross-sectional data through online questionnaires from 1130 university students. The association of family influence and academic satisfaction with happiness through career decision self-efficacy was meaningful using gender, age, income, and parents’ education as control variables. Family influence and academic satisfaction were positively correlated with career decision self-efficacy and happiness. In conclusion, we found that family influence and support, students’ work, and academic satisfaction are positively significant in terms of the career process and happiness. It was understood that the career reality should be considered with a holistic view that includes family, school, and work experience.

scholarly journals Using avatars to address teacher self-efficacy

2021 ◽  
Vol 5 (1) ◽  
pp. 15-35
Author(s):  
Chancey Bosch ◽  
Trevor Ellis
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Technology Enhanced Learning ◽  
Teacher Self Efficacy ◽  
The Relationship ◽  
Enhanced Learning

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, instructional strategies, and student engagement. The sample from a student teaching course, which had a limited number of participants, provided mixed results. More studies need to include experimental designs and isolation of variabilities in the avatar model.

High School Co-Teaching Partners’ Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction

2020 ◽  
pp. 073194872091981
Author(s):  
Todd M. Johnson ◽  
Margaret E. King-Sears ◽  
Angela D. Miller
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Special Educators ◽  
General Educators ◽  
Students With Learning Disabilities ◽  
Active Involvement ◽  
Actor Partner Interdependence Model ◽  
Teacher Self Efficacy ◽  
High Incidence Disabilities ◽  
The Relationship

High school co-teachers prepare students with and without disabilities to earn content credits for graduation, with instructional effectiveness influenced by multiple factors. In this study, teacher self-efficacy and personal compatibility were examined as potential predictors of active involvement in instruction. The moderating effect of personal compatibility on the relationship between teacher self-efficacy and active involvement in instruction was also examined. One hundred twenty-seven co-teachers of students with learning disabilities and other high-incidence disabilities participated. Active involvement in instruction was significantly higher for general educators than for special educators. Results of Actor–Partner Interdependence Model (APIM) analyses revealed teacher self-efficacy was predictive of active involvement in instruction for general educators but not for special educators. Results of APIM with moderation found personal compatibility did not significantly moderate the relationship between teacher self-efficacy and active involvement in instruction for general or special education co-teachers. Implications for co-teaching practices are provided.

scholarly journals Self-Efficacy and Critical Thinking as the Predictors of Autonomous Language Learning in EFL Contexts

2017 ◽  
Vol 7 (1) ◽  
pp. 64
Author(s):  
Mania Nosratinia ◽  
Faranak Amiri Hossaini
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Self Efficacy ◽  
Rank Order ◽  
Sampling Strategy ◽  
Unique Contribution ◽  
Efl Learners ◽  
Efl Teachers ◽  
Age Range ◽  
The Relationship

The thrust of the present study was to systematically investigate the relationship between EFL learners' Self-Efficacy (SE), Critical Thinking (CT), and their Autonomy (AU). To this end, 196 male and female EFL learners, within the age range of 20 to 30 (Mage= 25) were selected based on convenience sampling strategy. They were asked to fill in three questionnaires, namely Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, and Rogers' SE Scale (1982), Honey's CT questionnaire (2000), and Zhang and Li's Learner AU questionnaire (2004). Since the assumptions of normality of distribution were violated for the scores of AU and SE, in order to find out the relationships among the variables, the non-parametric Spearman Rank Order Coefficient of Correlation was conducted. The results revealed that there was a significant and positive correlation between AU and CT, AU and SE, and CT and SE. Furthermore, a regression analysis revealed that SE has the largest β coefficient (β = 0.519, t = 7.65, p = 0.0005). This is to say that SE makes the strongest statistically significant unique contribution to explaining AU. CT turned out to be the second significant predictor of AU scores (β = 0.186, t = 2.75, p = 0.007). The study concludes with a discussion on the obtained results followed by presenting some implications for EFL teachers, learners, and syllabus designers.  

scholarly journals The Relationship Between the Lifelong Learning Tendencies and Teacher Self-Efficacy Levels of Social Studies Teacher Candidates

2021 ◽  
Vol 12 (1) ◽  
pp. 67-84
Author(s):  
Kubilay Yazıcı ◽  
Ebru Ay ◽  
Salih Uslu ◽  
Soner Arık
Keyword(s):  
Social Studies ◽  
Lifelong Learning ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Personal Information ◽  
Education Policies ◽  
Sense Of Efficacy ◽  
Social Studies Teacher ◽  
Teacher Self Efficacy ◽  
The Relationship

Abstract Lifelong learning emerges as an important dimension in the implementation of sustainable education policies of countries. The conception of developing citizenship competencies, which is at the centre of social studies, plays an important role in shaping the lifelong learning process. The purpose of this study is to analyse the lifelong learning tendencies and teacher self-efficacy levels of social studies teacher candidates in terms of different variables and to determine the relationship between social studies teacher candidates’ lifelong learning tendencies and teacher self-efficacy levels. The study group of the research consists of 307 social studies teacher candidates studying at the education faculty of a public university in the 2016–2017 academic years. The data collection tools used in the research, which was designed in relational survey model, are “Lifelong Learning Tendency Scale” developed by Diker Coşkun (2009), “Teachers’ Sense of Efficacy Scale” adapted into Turkish by Çapa, Çakıroğlu and Sarıkaya (2005) and a Personal Information Form prepared by the researchers. The data of the study are analysed using SPSS 24 statistical software. As a result of the research, it is found that the lifelong learning tendency levels of the social studies teacher candidates are high and their teacher self-efficacy levels are very high. Lifelong learning tendencies and teacher self-efficacy levels of teacher candidates show statistically significant differences in terms of grade level, and taking education for personal and professional development. It is concluded that teacher self-efficacy levels of teacher candidates are a significant predictor of their lifelong learning tendencies.

scholarly journals The Relationship between Mastery Experience and Teacher Self-Efficacy: A Meta-Analytic Review

2018 ◽  
Vol 5 (2) ◽  
pp. 73-83
Author(s):  
Mohamad Sahari Nordin ◽  
Lilia Halim ◽  
Mohd Burhan Ibrahim ◽  
Enas Said Abu Libdeh
Keyword(s):  
Research Design ◽  
Self Efficacy ◽  
Meta Analysis ◽  
School Level ◽  
Regression Procedure ◽  
Analytic Review ◽  
Mastery Experience ◽  
Meta Regression ◽  
Teacher Self Efficacy ◽  
The Relationship

The objective of the meta-analysis was to examine the likelihood and magnitude of the effect of the mastery experience and teacher self-efficacy relationship. The meta-analysis also aimed to identify the moderators of the relationship. A total of 39 original studies, involving 9,560 teachers was included in the meta-analysis. To identify the moderators, the study applied meta-regression procedure. The results supported the expectation that mastery experience positively influences teacher self-efficacy. In addition, differences in research design, school level, and culture impacted the variability of the relationship.

scholarly journals Assess the Relationship between Personality Traits (Neuroticism, Extraversion and Self-Efficacy) with Anxiety and Depression among Aging Population

2021 ◽  
pp. 112-119
Author(s):  
Trupti Uke ◽  
Jaya Gawai ◽  
Pooja Kasturkar
Keyword(s):  
Personality Traits ◽  
Self Efficacy ◽  
Sampling Technique ◽  
Aging Population ◽  
Cross Sectional Study ◽  
Demographic Variables ◽  
Anxiety And Depression ◽  
Work Place ◽  
Cross Sectional ◽  
The Relationship

Background: Many people experience and deal with anxiety very efficiently at home, work place and every walk of their life. The beneficial outcomes of high level of anxiety are usually the effects and achievements you and others experience. On the outward, you should appear to be very effective in proper work and routinely lifestyle and this may be objectively perfect if you judge yourself on what you are accomplishing. Aim: The aim is to assess the relationship between personality traits (neuroticism and extraversion and self-efficacy) with anxiety and depression among aging population. Objectives: 1. To assess the relationship between personality traits of neuroticism with anxiety among aging population. 2. To assess the relationship between personality traits of neuroticism with depression among aging population. 3. To assess the relationship between personality traits of extraversion with anxiety among aging population. 4. To assess the relationship between personality traits of extraversion with depression among aging population.5. To assess the relationship between personality traits self-efficacy with anxiety among aging population.6. To assess the relationship between personality traits self-efficacy with depression among aging population.7.To compare the relationship between personality traits (neuroticism, extraversion and self-efficacy) with anxiety and depression among aging population.8.To correlate relationship between personality traits (neuroticism, extraversion and self-efficacy) with anxiety and depression among aging population.9.To associate score of personality traits (neuroticism extraversion and self-efficacy) with their selected demographic variables. Methodology: The research design is cross-sectional study, and participants are, the aging populations. Sampling technique will be non-probability convenience sampling. Data will be obtained from the participants with the use of standardized scale personality five big inventory scale, self-efficacy scale, Hamilton-depression and Hamilton anxiety scale. Results: There may be relationships between neuroticism, extraversion and self-efficacy with anxiety and depression among aging population and this relationship will be tested with demographic variables by regression analysis. Conclusion: Findings will be drawn from the statistical analysis.

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