Development and Effectiveness Analysis of Team Based learning (TBL) for Students Majoring in Skin Care - Focus on Problem Solving Competency and Cooperative Self Efficacy -

2019 ◽  
Vol 13 (7) ◽  
pp. 469-477
Author(s):  
Jeong-Yeon Park
Keyword(s):  
Problem Solving ◽  
Self Efficacy ◽  
Skin Care ◽  
Effectiveness Analysis ◽  
Team Based Learning ◽  
Problem Solving Competency

Normative commitment in an information systems project environment

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nita G. Brooks ◽  
Melinda L. Korzaan ◽  
Stoney Brooks
Keyword(s):  
Information Systems ◽  
Problem Solving ◽  
Self Efficacy ◽  
The United States ◽  
Normative Commitment ◽  
Content Type ◽  
Project Environment ◽  
Problem Solving Competency ◽  
Intention To Continue ◽  
The Impact

PurposeThis paper builds on previous research in information systems (IS) project management by focusing on key antecedents proposed to play important roles in influencing normative commitment within the IS project environment. The study also further investigates the influence of normative commitment on intentions to continue.Design/methodology/approachTo collect data for this study, a field survey was administered online, and individuals were selected for participation by a member of upper management from Fortune 500 companies located in the United States. Two-hundred and thirty two (232) survey responses were collected. The model was analyzed using PLS-SEM.FindingsThe results indicated that personal investment, personal responsibility, voluntariness, project-specific self-efficacy and problem-solving competency were all significantly related to normative commitment. Project-specific self-efficacy, problem-solving competency and normative commitment directly influenced intention to continue. Additionally, problem-solving competency moderated both the relationships of project-specific self-efficacy to normative commitment and project-specific self-efficacy to intention to continue. The resulting model explains 63% of intention to continue and 58% of normative commitment.Originality/valueThe findings from this study contribute to commitment theory and enhance one’s understanding of IS project environments by exploring specific antecedents related to developing normative commitment. Additionally, the impact of normative commitment on intention to continue was enhanced by examining key moderating relationships to the model.

The effect of problem-based learning (PBL) on problem solving, self-directed learning ability and academic self-efficacy in dental hygiene department

2020 ◽  
Vol 8 (2) ◽  
pp. 51-57
Author(s):  
Hye-Jin Kim ◽  
Min-Kyung Lee ◽  
Hyun-Seo Yoon ◽  
Gye-Won Jang ◽  
Soo-Myoung Bae ◽  
...  
Keyword(s):  
Problem Solving ◽  
Self Efficacy ◽  
Dental Hygiene ◽  
Problem Based Learning ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Academic Self Efficacy

scholarly journals Mathematical problem solving ability based on self-efficacy in ICT-assisted preprospec learning model

2021 ◽  
Vol 1968 (1) ◽  
pp. 012019
Author(s):  
N R Dewi ◽  
M Mulyono ◽  
A S Ardiansyah
Keyword(s):  
Problem Solving ◽  
Self Efficacy ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving

scholarly journals Promoting Problem Solving About Health Management: A Mixed-Methods Pilot Evaluation of a Digital Health Intervention for Older Adults With Pre-Frailty and Frailty

2021 ◽  
Vol 7 ◽  
pp. 233372142098568
Author(s):  
Annie T. Chen ◽  
Frances Chu ◽  
Andrew K. Teng ◽  
Soojeong Han ◽  
Shih-Yin Lin ◽  
...  
Keyword(s):  
Older Adults ◽  
Mixed Methods ◽  
Health Literacy ◽  
Problem Solving ◽  
Self Efficacy ◽  
Health Management ◽  
Digital Health ◽  
Post Intervention ◽  
Problem Solving Skills ◽  
Health Related

Background: There is a need for interventions to promote health management of older adults with pre-frailty and frailty. Technology poses promising solutions, but questions exist about effective delivery. Objectives: We present the results of a mixed-methods pilot evaluation of Virtual Online Communities for Older Adults (VOCALE), an 8-week intervention conducted in the northwestern United States, in which participants shared health-related experiences and applied problem solving skills in a Facebook group. Methods: We performed a mixed-methods process evaluation, integrating quantitative and qualitative data, to characterize the intervention and its effects. We focus on four areas: health-related measures (health literacy and self-efficacy), participation, problem solving skills enacted, and subjective feedback. Results: Eight older adults with pre-frailty and frailty (age = 82.7 ± 6.6 years) completed the study. There was an upward trend in health literacy and health self-efficacy post-intervention. Participants posted at least two times per week. Content analysis of 210 posts showed participants were able to apply the problem solving skills taught, and exit interviews showed participants’ increased awareness of the need to manage health, and enjoyment in learning about others. Conclusion: This mixed-methods evaluation provides insight into feasibility and design considerations for online interventions to promote health management among vulnerable older adults.

Effectiveness of a Problem-Solving Training Program

1995 ◽  
Vol 76 (2) ◽  
pp. 507-514 ◽  
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.

Sign in / Sign up

Export Citation Format

Share Document