Influence of Adversity Quotient, Self Efficacy, and Learning Environment Towards Independence of Learning Economy Faculty Colleger, Jakarta State University

2021 ◽  
Author(s):  
Kamilah Askalania ◽  
Osly Usman
Keyword(s):  
Learning Environment ◽  
Self Efficacy ◽  
State University ◽  
Learning Economy

scholarly journals Psychometric properities of the Polish version of clinical learning environment inventory

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Iwona Bodys-Cupak
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Self Efficacy ◽  
Discriminant Validity ◽  
Clinical Placement ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Cronbach’S Alpha ◽  
Life Orientation Test ◽  
Cronbach's Alpha

Abstract Background Clinical experience is a crucial activity for nursing students. The way students` perceive clinical placement exerts an immense influence on the learning process. This study aims to test the psychometric properties of a 19-item version of the Clinical Learning Environment Inventory under Polish clinical conditions. Method For this study, Discriminant validity and Cronbach’s alpha reliabilities were computed. In order to measure content validity, the criterion validity Generalized Self Efficacy Scale and the Life Orientation Test - Revised were used. Results Cronbach’s Alpha for the Clinical Facilitator Support of Learning Scale and the Satisfaction with Clinical Placement scale is 0.949 and 0.901, respectively. The Spearman’s rank correlation coefficient indicates the existence of a positive correlation between the students’ satisfaction with clinical placement and their [overall] life optimism. Age correlates negatively with perceived teacher support and positively with satisfaction with clinical placement. The sense of self-efficacy correlates negatively with their satisfaction with clinical placement. Clinical Learning Environment Inventory − 19 could be a useful tool to evaluate the quality of the clinical learning process in Polish conditions.

scholarly journals Android-Based Learning Environment To Enhance Creative Thinking Mathematics and Self-Efficacy

2021 ◽  
Vol 1764 (1) ◽  
pp. 012133
Author(s):  
R Amalia ◽  
M Zaiyar ◽  
F Fadilah ◽  
E Santoso
Keyword(s):  
Learning Environment ◽  
Self Efficacy ◽  
Creative Thinking

Effectiveness of web-based learning environment: role of intrinsic learning motivation, computer self-efficacy, and learner engagement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nimitha Aboobaker ◽  
Muneer K.H.
Keyword(s):  
Learning Environment ◽  
Self Efficacy ◽  
Learning Motivation ◽  
Learning Effectiveness ◽  
Learning Engagement ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Computer Self Efficacy

Purpose In the context of the abrupt shift to technology-enabled distance education, this paper examines the role of intrinsic learning motivation, computer self-efficacy and learning engagement in facilitating higher learning effectiveness in a web-based learning environment. Design/methodology/approach Data was collected using a self-administered online questionnaire from a sample of randomly selected 508 university students from different disciplines, including science, technology, and management. Findings Learning motivation and computer self-efficacy positively influenced students' learning engagement, with computer self-efficacy having a more substantial impact. Proposed mediation hypotheses too were supported. Originality/value The insights gained from this study will help in devising strategies for improving students' learning effectiveness. Game-based learning pedagogy and computer simulations can help students understand the higher meaning and purpose of the learning process.

scholarly journals PENGARUH SKEMA KOMPENSASI, SELF EFFICACY DAN PENALARAN MORAL TERHADAP SLACK BUDGETING

2019 ◽  
Vol 4 (1) ◽  
pp. 77-96
Author(s):  
Nayang Helmayunita ◽  
Ade Elsa Betavia
Keyword(s):  
Moral Reasoning ◽  
Laboratory Experiment ◽  
Self Efficacy ◽  
Accounting Students ◽  
State University ◽  
Compensation Scheme ◽  
Budgetary Slack ◽  
Causal Factors ◽  
Low Levels ◽  
The Individual

This study aims to examine the effect of compensation schemes, self efficacy and moral reasoning on slack budgeting. In this study the hypothesis is proposed that in the slack inducing compensation scheme the slack budgeting will be greater than using the truth inducing compensation scheme, then managers with low self efficacy will do slack budgeting compared to those with high self efficacy. It is also proposed that the individual with low moral reasoning will do slack budgeting rather than the individual with high moral reasoning. The research design in this study was a quasi 2 x 2 laboratory experiment, with Accounting students who had sat in the 5th semester of Padang State University as lower level managers who participated in budgeting. The statistical method used to test the hypothesis is two-way ANOVA. This study provides results that the compensation scheme can affect slack budgeting actions, self efficacy has no effect on slack budgeting actions, and the interaction between slack inducing compensation schemes with low self efficacy has no effect on slack budgeting actions. Moral reasoning affects slack budgeting actions, and at lower level managers who have low levels of moral reasoning and low levels of self efficacy, interactions with slack inducing compensation schemes affect slack budgeting actions. The results of this study can contribute in the management accounting literature related to budgetary slack and its causal factors. Keyword: Slack Budgeting, Compensation Schemes, Self Efficacy, and Moral Reasoning.

scholarly journals Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

2020 ◽  
Vol 22 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Sinan Keskin ◽  
Halil Yurdugül
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Task Value ◽  
Individual Factors ◽  
E Learning ◽  
The Individual

AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

scholarly journals Teacher Presence and Social Presence in Virtual and Blended Courses

10.28945/3965 ◽  
2018 ◽  
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Social Presence ◽  
Learning Process ◽  
Self Efficacy ◽  
The Other ◽  
Future Research ◽  
Blended Courses ◽  
Challenge And Threat ◽  
Teacher Presence

[This Proceedings paper was revised and published in the 2018 issue of Journal of Information Technology Education: Research, Volume 17] Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Physical separation between teacher and learners may lead to transactional distance, which should be reduced through teacher presence (TP) and social presence (SP). Methodology: This is a mixed-method study. Participants completed a threat/challenge questionnaire, a motivation questionnaire, a self-efficacy questionnaire, and answered open-ended questions. The sample included 484 students from two academic institutions in the Israel. Contribution: The study highlights the connection between critical factors involved in learning and teaching in VCs and BCs (teacher presence, social presence, feelings of challenge and threat, self-efficacy, and motivation) from the point of view of students studying in VCs and BCs. Findings: We found a link between teacher presence and social presence on one hand and feelings of challenge and threat, self-efficacy, and motivation of students in VCs and BCs on the other. At the same time, we found that the perceptions of motivation, challenge, and threat associated with VCs and BCs are interrelated, that is, students have similar perceptions in relation to both types of courses. Recommendations for Practitioners : It is preferable to create a learning environment that supports the learners and is attentive to their needs and to the creation of an active learning community. It has been found that these factors greatly influence the process and the quality of learning in the course. Recommendation for Researchers: The study examined the subjective feelings of the students about the learning process in virtual and blended environments. We recommend continuing to explore the characteristics of the virtual environment and of teaching methods in these environments. Impact on Society: The combination of virtual and blended learning environments in the learning process may lead to the realization of the educational vision of creating a learning environment that supports students and responds to their needs, enabling autonomous and collaborative learning while creating a learning community. Future Research: It is advisable to examine the issue from the perspective of the teachers in VCs and BCs to elucidate the topic from other angles.

scholarly journals A Measure of Entrepreneurial Behavior of University Students: A Theory of Planned Behavior Approach

2019 ◽  
Vol 13 (2) ◽  
pp. 143-156
Author(s):  
Khasan Setiaji
Keyword(s):  
Theory Of Planned Behavior ◽  
University Students ◽  
Planned Behavior ◽  
Self Efficacy ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
State University ◽  
Entrepreneurial Behavior ◽  
Student Entrepreneurship ◽  
Contextual Environment

Higher education institutions should be able to change the mindset of students who are not only as job seekers, but also job creators especially when educated unemployment in Indonesia increases every year. Entrepreneurship is one solution in tackling unemployment and poverty which will encourage national economic growth. This study examines the effect of self-efficacy and contextual environment on entrepreneurial behavior with entrepreneurial intention as an intervening variable using Theory of Planned Behavior. The subjects of this study were Semarang State University students who owned a business and joined the UNNES Student Entrepreneurship Center (UNSEC) and Himpunan Pengusaha Muda Indonesia Perguruan Tinggi (HIPMI PT) Semarang State University totaling 310 students. The results showed a direct relationship between self-efficacy and contextual environment towards entrepreneurial behavior and indirect relationships through entrepreneurial intentions. It was proved by the moderating role of entrepreneurial intention in facilitating the relationship of self-efficacy and contextual environment to student entrepreneurial behavior in accordance with the Theory of Planned Behavior. Future studies can use elements of social and demographic psychology that are more complete and involve a wider population.

How prior experience and self-efficacy shape graduate student perceptions of an online learning environment in computing

2019 ◽  
Vol 29 (4) ◽  
pp. 357-381 ◽  
Author(s):  
Quintin Kreth ◽  
Mary Eve Spirou ◽  
Sarabeth Budenstein ◽  
Julia Melkers
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Graduate Student ◽  
Self Efficacy ◽  
Prior Experience ◽  
Online Learning Environment
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