PROMOTING POSITIVE EMOTIONS AND SELF-EFFICACY BELIEFS IN A DISTANCE LEARNING SCIENCE COURSE THROUGH ACTIVE-DISTANCE-BLENDED TEACHING METHODOLOGY

2018 ◽  
Author(s):  
David González-Gómez ◽  
Alejandrina Gallego-Picó ◽  
Jin Su Jeong ◽  
Florentina Cañada
Keyword(s):  
Distance Learning ◽  
Self Efficacy ◽  
Positive Emotions ◽  
Efficacy Beliefs ◽  
Learning Science ◽  
Teaching Methodology ◽  
Blended Teaching

scholarly journals Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course

2019 ◽  
Vol 9 (2) ◽  
pp. 217 ◽  
Author(s):  
Jin Su Jeong ◽  
David González-Gómez ◽  
Florentina Cañada-Cañada ◽  
Alejandrina Gallego-Picó ◽  
Juan Carlos Bravo
Keyword(s):  
Distance Learning ◽  
Active Learning ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Positive Emotions ◽  
Positive Impact ◽  
Efficacy Beliefs ◽  
Learning Program ◽  
Brick And Mortar ◽  
Distance Learning Program

Distance education programs in higher education are gaining popularity mostly due to the flexibility of the formative programs to fit all the requirements that brick-and-mortar educational institutions are not able to provide to students. However, quite often these distance programs report feelings of isolation, lack of self-direction and management, and eventual decrease in motivation levels. Thus, the main aim of this research is to assess the effect of following an active learning methodology on the students’ emotions, self-efficacy beliefs and learning outcomes in the context of a distance learning program in an Atmospheric Pollution course. According to the results, the use of these methodologies not only had a significant promotion in the positive emotions and self-efficacy beliefs, but also positive impact in the students’ learning outcomes. The results obtained in this research demonstrate that following an appropriate learning methodology in a distance program could contribute to reduce the main handicaps of these programs.

scholarly journals Correlations Between Personality, Affective and Filial Self-Efficacy Beliefs, and Psychological Well-Being in a Sample of Italian Adolescents

2017 ◽  
Vol 121 (1) ◽  
pp. 59-78 ◽  
Author(s):  
Marco Tommasi ◽  
Paola Grassi ◽  
Michela Balsamo ◽  
Laura Picconi ◽  
Adrian Furnham ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Personality Traits ◽  
Self Efficacy ◽  
Positive Emotions ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Moderating Effects ◽  
Psychological Well Being ◽  
High Level ◽  
Italian Adolescents

Adolescence is a critical period for the emergence of a balanced personality in adults. Extraversion, neuroticism, and affective self-efficacy beliefs in emotion regulation showed to be good predictors of psychological well-being in adolescents. We analyzed the association between affective self-efficacy beliefs, personality traits, and psychological well-being of 179 Italian adolescents. We also analyzed the connection between adolescents’ filial self-efficacy beliefs and psychological well-being and possible moderating effects of self-efficacy beliefs on personality traits. Results show that extraversion, neuroticism, and self-efficacy beliefs in emotion regulation are correlated with psychological well-being, while filial self-efficacy does not. Self-efficacy beliefs do not show significant moderating effects on personality traits, even if self-efficacy beliefs in expressing positive emotions reduce negative characteristics of individuals with high level of psychoticism.

Emotional Stability and Affective Self–regulatory Efficacy Beliefs: Proofs of Integration between Trait Theory and Social Cognitive Theory

2013 ◽  
Vol 27 (2) ◽  
pp. 145-154 ◽  
Author(s):  
Gianvittorio Caprara ◽  
Michele Vecchione ◽  
Claudio Barbaranelli ◽  
Guido Alessandri
Keyword(s):  
Growth Rate ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Positive Emotions ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Negative Emotions ◽  
Efficacy Beliefs ◽  
Emotional Stability ◽  
Effective Interventions

The present study aimed to investigate the development and interplay of emotional stability and affective self–regulatory efficacy beliefs through adolescence to young adulthood. A latent growth curve approach was used to investigate level and stability of emotional stability and self–efficacy in managing negative emotions and in expressing positive emotions. We found that initial levels of emotional stability and self–efficacy beliefs are highly correlated. In accordance with the posited hypothesis, the growth rate of perceived self–efficacy in managing negative emotions predicted the growth rate of emotional stability, whereas the opposite path was not significant. The growth rates of perceived self–efficacy in expressing positive emotions and emotional stability were not related to each other. Taken together, these findings point to self–efficacy beliefs as instrumental to the change of traits. Practical implications of results are discussed, highlighting the role of social cognitive theory in supplying the proper strategies to design effective interventions to enable people to make the best use of their potentials. Copyright © 2012 John Wiley & Sons, Ltd.

scholarly journals Exploring Teachers' Views on the Impact of an Online Distance Learning Course on Their Self-Efficacy Beliefs

2021 ◽  
Vol 11 (3) ◽  
pp. 1
Author(s):  
Eirini Tzovla ◽  
Katerina Kedraka
Keyword(s):  
Elementary School ◽  
Distance Learning ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
School Teachers ◽  
Biological Concepts ◽  
Online Distance Learning ◽  
Online Distance ◽  
The Impact

This paper reports on an online distance learning course that emphasizes the improvement of the self-efficacy beliefs of in-service elementary school teachers in teaching biological concepts. The course utilizes digital educational content and Open Educational Resources (OERs) and focuses on the interaction, peer support, and peer teaching into an online learning environment. In the design framework of the course, we investigated the educational needs of teachers and took into consideration the findings of other studies. A total of 251 teachers were enrolled in the online distance learning course and 142 completed it. Quantitative and qualitative data was collected in November 2020 through the bio-STEBI-A instrument and the posts in the forums of the course. The quantitative results revealed an improvement in both subscales of bio-STEBI-A, which were also confirmed by the qualitative ones, that underline the course, thus contributing to the improvement of self-efficacy beliefs of in-service elementary school teachers in teaching biological concepts. Recommendations are made for future research.

English lecturers’ self-efficacy beliefs in open and distance learning (ODL): Substantive implications

2021 ◽  
Author(s):  
A. A. A. Aziz ◽  
N. A. Norwahi ◽  
N. A. Nordin ◽  
N. Zaini ◽  
S. Shaidin ◽  
...  
Keyword(s):  
Distance Learning ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Open And Distance Learning

scholarly journals Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers

2019 ◽  
Vol 21 (2) ◽  
pp. 1-18
Author(s):  
Shelley Cooke ◽  
Farahnaz Faez
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Cultural Knowledge ◽  
The Self ◽  
French Immersion ◽  
Teaching Methodology ◽  
Core French ◽  
Second Language Pedagogy

The purpose of this study was to examine the self-efficacy beliefs of novice elementary French as a second language (FSL) teachers. A mixed methods approach was used to investigate self-efficacy appraisals of core French (n = 14) and French immersion (n = 13) teachers in delivering instruction in FSL programs. A questionnaire was administered that explored teachers’ self-perceived efficacy in four categories: general teaching methodology, second language pedagogy, language proficiency, and cultural knowledge.  Findings revealed that both groups of participants did not perceive themselves to be particularly confident in delivering instruction upon completion of their teacher education programs. The self-perceived confidence in FSL teaching abilities of both groups increased with classroom experience. However, French immersion teachers reported a higher sense of efficacy than their core French colleagues in all four categories. Implications of the findings for core French and French immersion programs as well as FSL teacher preparation programs are discussed.

Personality's Correlates of Adult Development and Aging

2003 ◽  
Vol 8 (3) ◽  
pp. 131-147 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Mariagiovanna Caprara ◽  
Patrizia Steca
Keyword(s):  
Personality Traits ◽  
Adult Development ◽  
Self Efficacy ◽  
Age Groups ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Cross Sectional ◽  
Education And Health ◽  
Development And Aging ◽  
And Gender

Three cross-sectional studies examined stability and change in personality over the course of life by measuring the relations linking age to personality traits, self-efficacy beliefs, values, and well-being in large samples of Italian male and female participants. In each study, relations between personality and age were examined across several age groups ranging from young adulthood to old age. In each study, personality constructs were first examined in terms of mean group differences accrued by age and gender and then in terms of their correlations with age across gender and age groups. Furthermore, personality-age correlations were also calculated, controlling for the demographic effects accrued by marital status, education, and health. Findings strongly indicated that personality functioning does not necessarily decline in the later years of life, and that decline is more pronounced in males than it is in females across several personality dimensions ranging from personality traits, such as emotional stability, to self-efficacy beliefs, such as efficacy in dealing with negative affect. Findings are discussed in terms of their implications for personality theory and social policy.

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