برنامج تدریبی قائم على فعالیة الذات الأکادیمیة فی مجال الإحصاء الوصفی وأثره فی بعض أبعاد الذکاء الانفعالی لدى عینة من طالبات کلیة الدراسات الإنسانیة جامعة الأزهر . The Effect of Academic Self – Efficacy Based Training Program (Applied in the Field of Descriptive Statistics) on Emotional Intelligence among a sample of Female Students in the Faculty of Huma

Academic self-efficacy is important for students which will help them to perform better in studies. This study aims to explore the level of academic self-efficacy among UNIMAS undergraduates based on gender, CGPA and trait emotional intelligence. The samples of study involved are 50 male and 50 female participants which consists of final year students from Faculty of Cognitive Sciences and Human Development. The academic self-efficacy of the students is measured using the questionnaire adopted from a study by Sachitra and Bandara (2017) and The Short Form (TEIQue-SF) Trait Emotional Intelligence Questionnaire is used to measure the trait emotional intelligence of the undergraduates. The result was analyzed using descriptive analysis and inferential analysis; independent samples t-test, One-Way ANOVA and Pearson’s correlation. The results of the study have shown that female students have higher academic self-efficacy compared to male students. In addition, students who obtain a higher CGPA also have higher self-efficacy. There was also a small positive correlation between trait emotional intelligence and academic self-efficacy.

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A multiple case study of female students' academic self-efficacy while participating in a middle school robotics program

10.32469/10355/81559 ◽

2020 ◽

Author(s):

◽

Carey Davis

Keyword(s):

Middle School ◽

Self Efficacy ◽

Female Students ◽

Great Success ◽

Gender Schema ◽

Skilled Workers ◽

Contributing Factors ◽

Field Of Study ◽

School Students ◽

Academic Self Efficacy

An instructional focus on Science, Technology, Engineering, and Math (STEM) is a current popular educational due to the widespread need for skilled workers in these growing fields. Compounding this labor shortage is the fact that female students and workers are underrepresented in STEM subjects. The purpose of this study was to examine the experiences of female middle school students participating in school-based robotics programs to gain a deeper understanding of the relationship between gender beliefs and academic self-efficacy related to STEM subjects. The results of this study were organized into the theme of experience, influence, coaching, impact, and student descriptors. Contributing factors in the decision to either remain in robotics or leave the program were noted in the category of influence. For the most part, coaching strategies aligned with the idea of the coach as facilitator and schools varied in how they attracted new students. Impact was divided into the coded impact areas of skills, long term, careers, and post-secondary impacts. The theme of student descriptors applied any time coaches and students described students or themselves in specific characteristics, traits, or behaviors. The majority of observations regarding specific gender-related behavior fell into this theme. The data gained in this study contributed information to the field of study in the areas of significance to the field of study, recommendations for schools, and suggestions for further research. The results indicated that individual gender schema is well-established by the middle school years, and it is a transformative moment in life when one must choose what to do with that knowledge. Based on the findings of this study, school districts should fully support robotics programs, focus on mentorship, and expand opportunity while eliminating obstacles for students. First, research should be conducted to determine where gender schema comes into play at the elementary level. Second, research should be conducted to determine what factors students use choosing between robotics and other activities in middle school. Third, schools that are experiencing great success at producing students who enter STEM careers should be studied.

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The Comparison of Academic Engagement, Emotional Creativity and Academic Self-efficacy in Gifted Male and Female Students

journal of counseling research ◽

10.29252/jcr.18.71.100 ◽

2019 ◽

Vol 18 (71) ◽

pp. 100-120

Author(s):

Adel Zahed ◽

Ali Rezaiisharif ◽

Mehdi Shokri ◽

◽

...

Keyword(s):

Self Efficacy ◽

Academic Engagement ◽

Female Students ◽

Male And Female ◽

Academic Self Efficacy

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Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela

Frontiers in Psychology ◽

10.3389/fpsyg.2021.759701 ◽

2021 ◽

Vol 12 ◽

Author(s):

Diego García-Álvarez ◽

Juan Hernández-Lalinde ◽

Rubia Cobo-Rendón

Keyword(s):

Emotional Intelligence ◽

University Students ◽

Self Efficacy ◽

Well Being ◽

Correct Classification ◽

Psychological Resources ◽

Cross Sectional ◽

Psychological Well Being ◽

Predictive Design ◽

Academic Self Efficacy

Due to the COVID-19 pandemic, educational centers and universities in Venezuela have closed their physical plants and are migrating to emergency remote education to continue with academic programs. This empirical study aimed to analyze the predictive capacity of academic self-efficacy and emotional intelligence skills on each of the dimensions of psychological well-being. We employed a cross-sectional predictive design. The sample comprised 277 university students, of which 252 were female (91.00%). Their ages ranged from 18 to 45 years, with a mean of 20.35 (SD = 2.29). Non-probabilistic chance sampling was used. For data collection, we used an anonymous online form, contacted students by mail, and invited them to participate in the study. Questionnaires were available between 217 and 227 days of decreed quarantine in Venezuela. The results indicated average levels of academic self-efficacy (Me = 4; IQR = 2), emotional intelligence: clarity (Me = 27; IQR = 10), attention (Me = 25; IQR = 10) y repair (Me = 25; IQR = 12), and psychological well-being (Me = 35; IQR = 5). We found differences according to sex and age, specifically in emotional regulation (z = 3.73, p < 0.001, d = 0.438) and in bonds of psychological well-being (z = 2.51, p = 0.012, d = 0.276) favoring men (Me = 33, IQR = 9; Me = 8, IQR = 1), respectively. Regarding age, statistically significant differences were found in the group of students older than 21 years with higher perception of psychological well-being (z = 3.69, p < 0.001, d = 0.43) and in each of its dimensions. Emotional intelligence and academic self-efficacy were found to be significant predictors of psychological well-being and its dimensions, specifically on control (R2-Cox = 0.25, R2-Nagelkerke = 0.34, 69.90% of total correct classification), links (R2-Cox = 0.09, R2-Nagelkerke = 0.12, 65.07% of total correct classification), projects (R2-Cox = 0.32, R2-Nagelkerke = 0.46, 78.40% of total correct classification), acceptance (R2-Cox = 0.17, R2-Nagelkerke = 0.23, 68.28% of total correct classification), and total well-being (R2-Cox = 0.52, R2-Nagelkerke = 0.71, 87.16% of total correct classification). It was concluded that emotional intelligence and academic self-efficacy are protective psychological resources of psychological well-being that should be promoted at university to mitigate the negative effects of the pandemic on the mental health of young people.

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