scholarly journals فعالیة الذات وعلاقتها بمستوى التنمر لدى طلاب التعلیم الثانوى الفنى المتقدم. Self-efficacy and its relationship to the level of bullying among advanced technical secondary education students

2021 ◽  
Vol 53 (1) ◽  
pp. 41-80
Author(s):  
نعمه نادى عبدالسمیع أبوزید
Keyword(s):  
Secondary Education ◽  
Self Efficacy ◽  
Education Students

scholarly journals Perceived Academic Self-Efficacy among Romanian Upper Secondary Education Students

2020 ◽  
Vol 17 (13) ◽  
pp. 4689 ◽  
Author(s):  
Ana-Maria Zamfir ◽  
Cristina Mocanu
Keyword(s):  
Mental Health ◽  
Secondary Education ◽  
School Environment ◽  
Self Efficacy ◽  
School Engagement ◽  
Well Being ◽  
Education Students ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Academic Self Efficacy

Perceived academic self-efficacy represents an important component of students’ mental health and well-being. The link between efficacy beliefs and level of academic performances relies on the fact that they regulate the anxiety and foster motivation, school engagement, effort, and perseverance of students. This paper aims to identify factors that are conducive for more efficacious beliefs in different socio-economic and educational contexts. We build our analysis on data collected from a sample of Romanian upper secondary education students on their beliefs in relation to their ability to perform at the baccalaureate exam. We employ decision tree models in order to unveil the way factors interact and predict perceived academic self-efficacy, with focus on the positive support received from parents and teachers, as well as on features of the school environment. Our results can be useful for building more resilient educational environments that support mental health and academic well-being of students.

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.

Self-Efficacy in a Sample of Education Majors and Teachers

2002 ◽  
Vol 91 (3) ◽  
pp. 935-939 ◽  
Author(s):  
Marian J. Parker ◽  
A. J. Guarino ◽  
Roy Wade Smith
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Significant Interaction ◽  
Teaching Efficacy ◽  
Education Majors ◽  
Education Students ◽  
Personal Teaching Efficacy ◽  
Teaching Implications

The teachers' self-efficacy, both personal and general, has a profound effect on students' learning. This study investigated the influence on education students' perceptions of their experience as teaching interns of Personal Teaching Efficacy and General Teaching Efficacy. The participants were 196 undergraduates and graduate students who were preparing for or active as interns in teaching or were teachers. There was a significant effect between Personal Teaching Efficacy and General Teaching Efficacy scores, with all respondents scoring higher on the former scale. A significant interaction indicated that students who had not completed internships scored significantly higher on General Teaching Efficacy than either students who had just completed internships or those who were engaged in teaching. Implications are discussed.

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