The Influences of Social Collaboration on Web2.0 Self-Efficacy for Higher Education

2016 ◽  
Author(s):  
Mohamed Abdallaha Turky
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Social Collaboration

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

Knowledge hiding in academia: an empirical study of Indian higher education students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Neha Garg ◽  
Asim Talukdar ◽  
Anirban Ganguly ◽  
Chitresh Kumar
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Self Efficacy ◽  
The Body ◽  
Equation Modeling ◽  
Content Type ◽  
Indian Higher Education ◽  
Knowledge Hiding ◽  
Academic Self Efficacy

Purpose This study aims to investigate the role of knowledge hiding (KH) on academic performance, using three antecedents – relatedness with peers, territoriality of knowledge and performance motivation. It also looked into the moderating role of academic self-efficacy upon student’s KH behavior and academic performance. The research was grounded on the theory of reasoned action. Design/methodology/approachx Structural equation modeling (SEM) was used to analyze the five hypotheses. The data was collected through a primary survey based on a structured questionnaire with a sample size of 324 students from the Indian higher education institutions. Findings The study found that performance motivation and territoriality are positively associated with KH, which is further positively related to students’ academic performance. Sense of relatedness had no influence upon KH behavior, implying that proximity of social relationships does not predict KH behavior among students. Additionally, it was also observed that while evasive (a situation where the knowledge hider deliberately provides incorrect, partial or misleading information) and rationalized KH (a situation where the knowledge hider tries to provide a rational justification for not sharing the knowledge) had a significant influence on the academic performance of the students, the effect of “playing dumb” was not significant. The study did not reveal any moderating effect of academic self-efficacy on all three forms of KH and academic performance. Practical implications The findings of the study are expected to be valuable for instructors, administrative authorities and policymakers at the higher education level, to create a more conducive teaching and learning environment. Out of the three hiding strategies, students indulge more often in rationalized KH. Based on the outcomes of this research, management may focus toward the creation of an institutional environment conducive toward knowledge sharing interdependency among students. Originality/value One of the novel contributions of this study is that it analyzes Indian higher education, providing a developing country perspective, thereby contributing to the body of knowledge in knowledge management and hiding. The study also intends to understand the interplay of constructs such as KH, territoriality, sense of relatedness and academic performance, which have not been discussed previously within the higher education context, thus making the research work original. The study was done among the students and hence, brings in the academic perspective in the KH literature, which has seen limited research impetus.

scholarly journals Autoeficácia em Professores do Ensino Superior

2019 ◽  
Vol 20 (3) ◽  
pp. 319
Author(s):  
José Ricardo Claudino Ribeiro ◽  
Camila Cristina Fonseca Bicalho ◽  
Marcos Teixeira de Abreu Soares Onofre ◽  
Franco Noce
Keyword(s):  
Biological Sciences ◽  
Higher Education ◽  
Self Efficacy ◽  
Minas Gerais ◽  
The Self ◽  
University Education ◽  
Future Research ◽  
Mean Values ◽  
Private Network ◽  
Social Persuasion

O objetivo deste estudo foi avaliar a percepção de autoeficácia em professores do Ensino Superior e avaliar as propriedades psicométricas da Escala de Autoeficácia para Professores do Ensino Superior para o contexto brasileiro. Participaram deste estudo 188 professores do Ensino Superior de instituições da rede privada de Minas Gerais. Os professores lecionavam nas áreas da Educação Física, Nutrição, Ciências Biológicas, Geografia, Fisioterapia, Medicina, Análise de Sistemas, Enfermagem, Turismo e Pedagogia. A amostra foi composta por 61,5% de professores do sexo masculino. Em relação à formação, foi predominante a participação de professores com especialização Lato Sensu (52,9%). Todos os professores responderam a Escala de Autoeficácia para Docentes do Ensino Superior-EADES. Os resultados mostraram que a escala está adequada para a avaliação da autoeficácia em professores (α=0,92). Em relação ao quanto os professores se sentem capazes de realizar suas tarefas docentes, foram verificados valores médios entre 5,01 e 5,65, o que representa um alto valor de percepção de autoeficácia pelos professores. Conclui-se que os principais fatores responsáveis pela autoeficácia dos professores são a Satisfação, a Persuasão Social e as Experiências Pregressas. Estes aspectos fornecem uma importante sugestão sobre as possibilidades de exploração destes fatores no que diz respeito às futuras aquisições, programas de formação e pesquisas futuras. Palavras-chave: Validação. Eficácia Docente. Educação Superior. AbstractThe aim of this study was to evaluate the perception of self-efficacy in higher education teachers and to evaluate the psychometric properties of the Self-efficacy Scale for higher education teachers in the Brazilian context. A total of 188 higher education teachers from institutions of the private network of Minas Gerais participated in this study. Teachers taught in the areas of Physical Education, Nutrition, Biological Sciences, Geography, Physiotherapy, Medicine, Systems Analysis, Nursing, Tourism and Pedagogy. The sample consisted of 61.5% male teachers. All teachers answered the Self-Efficacy Scale for Teachers of Higher Education-EADES. Lato Sensu teachers (52.9%), followed by master teachers (34.8%), doctors (9.6%) and graduates (2.7%) predominated. The results showed that the scale is adequate for the evaluation of self-efficacy in teachers (α=0.92). In relation to how much teachers feel capable of performing their teaching tasks, mean values between 5.01 and 5.65 were verified, which represents a high value of self-efficacy perception among teachers. It is concluded that the main factors responsible for teachers' self-efficacy are satisfaction, social persuasion and previous experiences. These aspects provide an important suggestion about the possibilities of exploring these factors with regard to future acquisitions, training programs and future research. Keywords: Validation. Professor Efficacy. University Education. 

Development and Validation of the Technology Adoption and Gratification (TAG) Model in Higher Education

2018 ◽  
pp. 619-648
Author(s):  
A.Y.M. Atiquil Islam
Keyword(s):  
Higher Education ◽  
Technology Adoption ◽  
Self Efficacy ◽  
Cross Cultural ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Direct Impact ◽  
Actual Use ◽  
Computer Self Efficacy

The prime objective of this study was to develop and validate the Technology Adoption and Gratification (TAG) Model to evaluate the adoption and gratification of lecturers in using ICT facilities for their teaching and research purposes in higher education. The second objective of this study was to evaluate the cross-cultural validation of the causal structure of the TAG model. A total of 396 lecturers were collected from two public universities, namely, University of Malaya in Malaysia and Jiaxing University in China using stratified random sampling procedure. The questionnaire's validity was established through Exploratory Factor Analysis (EFA) using SPSS version 21.0. The data was analyzed applying Structural Equation Modeling (SEM) using AMOS version 18. The findings of the research using the TAG model discovered that the computer self-efficacy of the lecturers had a positive direct impact on their perceived usefulness and ease of use, while the latter two factors also had a significant direct impact on gratification and intention to use, separately. Meanwhile, gratification and actual use of ICT facilities were directly affected by intention to use. Moreover, computer self-efficacy had a positive and significant indirect impact on gratification and intention to use mediated by perceived usefulness and ease of use, respectively. In addition to lecturers' perceived ease of use and usefulness had a significant indirect effect on their gratification mediated by intention to use. The results of the invariance analysis of the TAG model also demonstrated that the model was valid for measuring lecturers' adoption and gratification in using ICT facilities. However, the TAG model works differently in cross-cultural settings. The findings contribute to the existing body of knowledge in the field of ICT by developing and validating the applicability of the TAG Model within institutions of higher education. Once validated the model could then be applied by future researchers, academicians and practitioners in the diverse context of education.

Accessibility, Self-Advocacy, and Self-Efficacy of Students With Disabilities in the 21st Century University

2020 ◽  
pp. 218-233
Author(s):  
Lynne Orr ◽  
Pamela Brillante ◽  
Linda Weekley
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Self Advocacy ◽  
Child Study Team ◽  
Child Study ◽  
Study Team ◽  
College Students With Disabilities ◽  
K 12 ◽  
To Receive

Few studies have addressed the challenging transition that occurs when students with disabilities graduate from the K-12 system and enter the world of higher education. Once in college, students with disabilities no longer have, among other federally-mandated supports, a child-study team to represent them, and thus must develop strong self-advocacy and self-efficacy skills in order to receive the accommodations and modifications they need to succeed academically. This chapter discusses the issues facing students with disabilities during this transition, details the services and support offered by colleges to guide students with disabilities, and shares recommended best practices for instructional strategies higher education can employ to ensure that these students flourish in the classroom and as self-assured, independent adults in society.

scholarly journals Teachers’ involvement and students’ self-efficacy: Keys to achievement in higher education

PLoS ONE ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. e0216865 ◽  
Author(s):  
Sara Ayllón ◽  
Ángel Alsina ◽  
Jordi Colomer
Keyword(s):  
Higher Education ◽  
Self Efficacy

Ensuring Student Wellbeing and Learning via Effective Classroom Assessments

2020 ◽  
pp. 102-125
Author(s):  
Nancy P. Gallavan
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Research Methods ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Classroom Assessment ◽  
Well Being ◽  
Qualitative Research Methods ◽  
Classroom Assessments ◽  
K 12

Teacher candidates reflect upon their most favorite and their least favorite classroom assessment experiences in K-12 and higher education. Through qualitative research methods, their vivid images, compelling influences, and enduring implications are analyzed to reveal clear indicators of teacher presence, practice, and professionalism. Evident in the immediate importance for advancing their understanding and application of their awareness, communication, and self-efficacy, teachers benefit greatly by connecting effective classroom assessments to ensure student well-being and learning for every student.

Impact of pressure, self-efficacy, and self-competency on students’ plagiarism in higher education

2019 ◽  
Vol 27 (1) ◽  
pp. 32-48 ◽  
Author(s):  
Anam Fatima ◽  
Kenneth Khavwandiza Sunguh ◽  
Asad Abbas ◽  
Abdul Mannan ◽  
Samira Hosseini
Keyword(s):  
Higher Education ◽  
Self Efficacy
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