scholarly journals Predictors of lifelong learning: Information literacy and academic self-efficacy

2019 ◽  
Vol 14 (4) ◽  
pp. 492-506 ◽  
Author(s):  
Ishak Kozikoglu ◽  
Zehra Onur
Keyword(s):  
Regression Analysis ◽  
Lifelong Learning ◽  
Information Literacy ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Stepwise Regression ◽  
Descriptive Statistics ◽  
Faculty Of Education ◽  
High Level ◽  
Academic Self Efficacy

The aim of this study is to determine whether the prospective teachers' information literacy levels and academic self-efficacy perceptions predict their lifelong learning tendencies. This research was conducted with 500 prospective teachers studying at Van Yuzuncu Yil University, Faculty of Education. In this study, ‘Lifelong Learning Tendencies Scale’ developed by Gur-Erdogan and Arsal (2016), ‘Information Literacy Scale’ developed by Adiguzel (2011) and ‘Academic Self-efficacy Scale’ adapted into Turkish by Yilmaz, Gurcay and Ekici (2007) were used for data collection. The data were analysed with descriptive statistics (mean and standard deviation), Pearson Product Moments Correlation Coefficient and stepwise regression analysis. As a result, it was concluded that prospective teachers' lifelong learning tendencies, information literacy and academic self-efficacy were at a high level, and there is a moderate, positive and significant relationship between prospective teachers’ lifelong learning tendencies, information literacy and academic self-efficacy. Furthermore, it was concluded that prospective teachers’ information literacy and academic self-efficacy are significant predictors of their lifelong learning tendencies and they can explain 41% of the variance in lifelong learning tendencies. Keywords: Lifelong learning, information literacy, academic self-efficacy, prospective teachers.

scholarly journals An Investigation of the Variables Predicting Faculty of Education Students’ Speaking Anxiety through Ordinal Logistic Regression Analysis

2016 ◽  
Vol 6 (1) ◽  
pp. 27
Author(s):  
Ebru Bozpolat
Keyword(s):  
Logistic Regression ◽  
Regression Analysis ◽  
Logistic Regression Analysis ◽  
Self Efficacy ◽  
Public Speaking ◽  
Education Students ◽  
Speaking Anxiety ◽  
Ordinal Logistic Regression Analysis ◽  
Faculty Of Education ◽  
Speech Content

The purpose of this study is to determine whether Cumhuriyet University Faculty of Education students’ levels of speaking anxiety are predicted by the variables of gender, department, grade, such sub-dimensions of “Speaking Self-Efficacy Scale for Pre-Service Teachers” as “public speaking”, “effective speaking”, “applying the speaking rules”, “organizing the speech content”, and “evaluating the speech”. Correlational survey model is employed in the study. While the dependent variable of the study is students’ “speaking anxiety”, its independent variables are gender, department, grade, and such sub-dimensions of “Speaking Self-Efficacy Scale for Pre-Service Teachers” as “public speaking”, “effective speaking”, “applying the speaking rules”, “organizing the speech content”, and “evaluating the speech”. The research population consists of 2983 students studying at seven departments of Faculty of Education of Cumhuriyet University in the 2015-2016 academic year. The research sample, on the other hand, is composed of 1057 students from seven departments of Faculty of Education of Cumhuriyet University. Data were collected via “Scale of Speaking Anxiety for Prospective Teachers”, which was developed by Kınay and Özkan (2014) to determine pre-service teachers’ speaking anxiety, and “Speaking Self-Efficacy Scale for Pre-Service Teachers”, which was developed by Katrancı and Melanlıoğlu (2013) to determine pre-service teachers’ speaking self-efficacy. Data were collected through ordinal logistic regression analysis as the dependent variable was made three-category and ordinal through cluster analysis. According to the logistic regression analysis results, gender, department, such sub-dimensions of “Speaking Self-Efficacy Scale for Pre-Service Teachers” as “public speaking” and “applying the speaking rules” have a significant influence on speaking anxiety.

scholarly journals High Academic Self-Efficacy and Dispositional Empathy in Future Teachers

2020 ◽  
Vol 12 (17) ◽  
pp. 6728
Author(s):  
María Pilar Aparicio-Flores ◽  
José María Esteve-Faubel ◽  
Rosa Pilar Esteve-Faubel ◽  
José Daniel Álvarez-Teruel
Keyword(s):  
Perspective Taking ◽  
Self Efficacy ◽  
Reactivity Index ◽  
Future Teachers ◽  
Predictive Capacity ◽  
Social And Emotional ◽  
The Subject ◽  
High Level ◽  
Academic Self Efficacy ◽  
Dispositional Empathy

High perceived academic self-efficacy influences both subject performance and emotions of the subject. In turn, dispositional empathy implies a social and emotional adaptability towards the subject itself and those around them. This study aimed to analyze the differences in the mean dispositional empathy factors (i.e., perspective taking, fantasy, empathic concern and personal distress) between future teachers with high and low perceived academic self-efficacy, as well as the predictive capacity of dispositional empathy on high perceived academic self-efficacy, and the correlations between both dimensions. For this, a sample of 805 Spanish students of the Faculties of Education of the Universities of Alicante and Murcia was recruited. The Escala de Autoeficacia Percibida Específica de Situaciones Académicas was used to assess perceived academic self-efficacy and the Interpersonal Reactivity Index was used to analyze the dimensions of dispositional empathy. It was observed that high academic self-efficacy is more likely to present in people with a high level of perspective taking and fantasy (OR = 1.06 and 1.09, respectively) and less for those with personal discomfort (OR = 0.86). The other analyzes provided the same conclusions. In conclusion, it is important to develop perceived academic self-efficacy in undergraduates and future teachers due to the consequences that can lead to their classrooms.

scholarly journals Socio-Economic Characteristics and Taxis Services Patronage in Lagos State, Nigeria

2021 ◽  
Vol 9 (1) ◽  
pp. 1-9
Author(s):  
Oluwaseyi Joseph Afolabi ◽  
◽  
Taiwo Kareem Alli ◽  
Bukola Temitope Falayi
Keyword(s):  
Regression Analysis ◽  
Sampling Technique ◽  
Descriptive Statistics ◽  
Statistical Tools ◽  
Lagos State ◽  
Taxi Service ◽  
Multistage Sampling ◽  
Recruitment And Selection ◽  
High Level ◽  
Selection Of

Taxi service is a pivotal instrument in public transport and its dominance is highly felt in providing door to door service in place and time utility. It is in respect of this importance that this study examined the socio-economic characteristics influence on taxis services patronage in Lagos State. 304 completed questionnaires were used in seeking information from the passengers on their socio-economic characteristics and variation in patronage using multistage sampling technique. Descriptive statistics were used in describing socio-economic characteristics while inferential statistical tools of multiple regression analysis were used to determine the influence of socio-economic characteristics on patronage. It was observed from the findings that there is a strong correlation between the passenger patronage of the Taxi companies and socio-economic characteristics of age (Age), gender (Gen), income (Inc), occupation (Occ) and education (Edu) with R = 0.986) in Uber, R = 0.983 in Oga Taxi and R = 0.974 in Bolt Taxi. Hence, it is recommended that strict rules and regulations guiding routine operation and service delivery to the populace must be adhere to, recruitment and selection of drivers be considered on merit with high level of scrutiny.

scholarly journals Relationship of Academic Vitality, Academic Self-efficacy, and Metacognitive Skills with Lifelong Learning Concerning Mediating role of Study Approaches

2021 ◽  
Vol 11 (1) ◽  
pp. 1-10
Author(s):  
Marzieh Khamisabadi ◽  
◽  
Seyed Reza Mirmehdi ◽  
Ali Reza Merati ◽  
◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Self Efficacy ◽  
Structural Equation ◽  
Pearson Correlation ◽  
Equation Modeling ◽  
Metacognitive Skills ◽  
Human Beings ◽  
Mediating Role ◽  
Academic Self Efficacy

Background: Nowadays, learning is one of the most important factors in the lives of human beings. Lifelong learning and its effective variables are the topics of discussion in the contemporary era. In this regard, the present study was done to investigate the relationship between academic vitality, academic self-efficacy, and metacognitive skills, and lifelong learning concerning the mediating role of study approaches among students of Payame Noor University, Kangavar branch in the academic year 2016-2017. Methods: A random sampling method was used to select the participants. The sample size was determined to be 168 students. The required data were collected using the Academic Vitality Inventory, the Self-efficacy Scale, the Metacognition Questionnaire-30 (MCQ-30), Approaches and Study Skills Inventory for Students (ASSIST), and the Lifelong Learning Inventory. In total, 128 questionnaires were completely filled out and collected. Results: The results were analyzed using the Pearson Correlation and Structural Equation Modeling (SEM) using PLS and SPSS v. 20 software. The results showed that the model suitably fitted the data. The main research hypothesis was accepted at the 0.002 significance level. Academic self-efficacy, study approaches and skills, and metacognitive skills were directly correlated with lifelong learning (r=0.436, p=0.001). Conclusion: Education and emphasis on study give incentives for lifelong learning. In a normal situation, no relationship was found between lifelong learning and other factors.

scholarly journals Anxiety and its influence on maternal breastfeeding self-efficacy

2021 ◽  
Vol 29 ◽  
Author(s):  
Luciana Camargo de Oliveira Melo ◽  
Marina Cortez Pereira Bonelli ◽  
Rosa Vanessa Alves Lima ◽  
Flávia Azevedo Gomes-Sponholz ◽  
Juliana Cristina dos Santos Monteiro
Keyword(s):  
Mental Health ◽  
Trait Anxiety ◽  
State Anxiety ◽  
Self Efficacy ◽  
Short Form ◽  
Descriptive Statistics ◽  
State Trait Anxiety Inventory ◽  
Exact Test ◽  
Low Levels ◽  
High Level

Objective: to identify the levels of anxiety and breastfeeding self-efficacy in puerperal women at the intervals of 60, 120, and 180 days postpartum; and to verify the influence of anxiety on breastfeeding self-efficacy among these puerperal women. Method: an analytical, longitudinal and prospective study, conducted with 186 puerperal women, and which used a sociodemographic and obstetric characterization questionnaire, the State-Trait Anxiety Inventory, and the Breastfeeding Self-Efficacy Scale - Short Form. The analyses were performed by means of descriptive statistics, and Fisher’s Exact Test was used. Results: most of the puerperal women presented low levels of trait anxiety (55.4%) and of state anxiety (66.2% at 60 days, 72.8% at 120 days, and 75.5% at 180 days), and a high level of self-efficacy (77.3% at 60 days, 75.3% at 120 days, and 72.1% at 180 days of puerperium). Low levels of trait anxiety and state anxiety were associated with high self-efficacy at 60 days (p=0.0142 and p=0.0159, respectively). Conclusion: it is necessary to pay greater attention to the mental health of puerperal women, considering that those who presented low levels of anxiety had higher levels of self-efficacy, a situation that can result in longer exclusive breastfeeding.

scholarly journals The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement

2016 ◽  
Vol 9 (3) ◽  
pp. 12 ◽  
Author(s):  
Andrew Wilson ◽  
Wonsun Kim
Keyword(s):  
Reading Comprehension ◽  
Goal Orientation ◽  
Concept Mapping ◽  
Learning Strategies ◽  
Test Scores ◽  
Self Efficacy ◽  
Control Group ◽  
Mastery Goals ◽  
High Level ◽  
Academic Self Efficacy

<p class="apa">The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading comprehension achievement and intrinsic motivation of wanting to master a task at a high level. A total of 42 5th grade students at Ilshin Elementary School in South Korea participated in this study. The experiment group (<em>n</em>=22) has undergone concept mapping training while the control group (<em>n</em>=20) has not. All students were required to fill out questionnaires based on mastery goals, performance goals and academic self-efficacy. The results indicated that concept-mapping did not increase mastery goals and mastery goals had no effect on test scores. In addition, the interaction effect between academic self-efficacy and condition did not increase mastery goals and had no effect on test scores. In conclusion, the reduced number of samples may have caused a potential source of instability considering the statistical procedure chosen.</p>

scholarly journals Sustainable Development in Teacher Education in Terms of Being Solution Oriented and Self-Efficacy

2019 ◽  
Vol 11 (23) ◽  
pp. 6878 ◽  
Author(s):  
Figen Akça
Keyword(s):  
Sustainable Development ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Limited Extent ◽  
Certificate Program ◽  
Analysis Techniques ◽  
Predictive Variables ◽  
Teachers Beliefs ◽  
Education Levels ◽  
Faculty Of Education

In this study, the correlation between 526 prospective teachers’ beliefs about education for sustainable development (ESD) and their perceptions of self-efficacy and abilities to focus on solutions was addressed. This descriptive study found that prospective teachers had strong beliefs about ESD. In terms of the “beliefs about the implementation of sustainable development” and “beliefs about the limitation of sustainable development”, the prospective teachers who are studying at the faculty of education had stronger beliefs than those enrolled in the Pedagogical Formation Certificate Program. In addition, fourth-year prospective teachers and those perceiving themselves as showing good academic performance had stronger beliefs about ESD. Also, participants’ beliefs about ESD were found to be related to their abilities to focus on solutions and their perceptions of self-efficacy. Additionally, our study found that perceptions of self-efficacy significantly predicts the ability to focus on solutions and beliefs about ESD (29%). One of the limitations of our study is that our findings can be generalized only to a limited extent. Furthermore, further research is needed to validate the predictive variables that have arisen. Finally, longitudinal and experimental research that use qualitative analysis techniques is needed to investigate the implications of the results for professional improvement and to find out what sort of sustainable education practices there are in different education levels.

scholarly journals PROSPECTIVE TEACHERS’ CREATIVITY FOSTERING BEHAVIORS, PERCEPTIONS ON THEIR TECHNOLOGY SKILLS AND SUCCESS IN PROJECT BASED MATERIAL DEVELOPMENT

2015 ◽  
Vol 63 (1) ◽  
pp. 84-92
Author(s):  
Özge Özyalçin Oskay
Keyword(s):  
Educational Technology ◽  
Regression Analysis ◽  
Prospective Teachers ◽  
Chemistry Education ◽  
Descriptive Statistics ◽  
Technology Skills ◽  
Chemistry Teachers ◽  
Teachers Perceptions ◽  
Material Development ◽  
Development Course

In this study it was determined how pre-service chemistry teachers’ creativity fostering behaviours and their perceptions of their technology skills predict their success in Project Based Educational Technology and Material Development course. A sample of the study consists of 45 pre-service teachers attending Department of Chemistry Education at Hacettepe University. After the applications which took 10 weeks, pre-service teachers presented their materials and evaluated their peers and themselves. In order to determine pre-service teachers’ creativity fostering behaviours, “Creativity Fostering Teacher Index Scale” which was developed by Soh (2000) and adapted into Turkish by Dikici (2013) was used. In order to determine pre-service chemistry teachers’ perceptions on their technology skills, “Application Based Educational Technology and Material Development Skills Scale” consisting 46 items and developed by Akgül (2010) was used. Descriptive Statistics of “Creativity Fostering Teacher Index Scale” and “Application Based Educational Technology and Material Development Skills Scale” show that prospective teachers have behaviours supporting creativity and their perceptions about their technology skills is over the average. And multiple regression analysis shows that pre-service teachers’ creativity fostering behaviours and their perceptions on their technology skills together predict their success in project based material development course. Key words: creativity fostering behaviours, perceptions on technology skills, pre-service chemistry teachers, project based educational technology and material development.

scholarly journals Relationship between academic self-efficacy, performance and anxious and depressive symptoms in emerging adult college students

Educación ◽  
2020 ◽  
Vol 29 (57) ◽  
Author(s):  
Ana Gutiérrez García ◽  
María Landeros Velazquez
Keyword(s):  
High School ◽  
Academic Performance ◽  
Self Efficacy ◽  
Depressive Disorders ◽  
Academic Behavior ◽  
First Semester ◽  
Symptoms Of Depression ◽  
High Level ◽  
The University ◽  
Academic Self Efficacy

The objective of the present investigation was to explore the levels of academic self-efficacy and their relationship with performance, anxiety and depression in a sample of emerging university adults. 114 students between 17 and 30 years of age (SD = 2.12), answered the in the Academic Behavior Self-efficacy Scale, the Diagnostic Questionnaire for Depressive Disorders and an Anxiety Inventory. For academic performance, the average grade for high school education, the university entrance exam and the first semester of university were considered. The analysis of the measurement of the levels of each of these variables and their correlation, indicated that the respondents who had low academic self-efficacy when entering university, had the lowest academic performance during high school and a high level of anxiety upon entering university without symptoms of depression.

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