The Influences of After-school English Teachers’ Self-efficacy to the Students

2021 ◽  
Vol 12 (5) ◽  
pp. 3249-3258
Author(s):  
Hyunkyung Lee ◽  
Seongrok Oh
Keyword(s):  
Self Efficacy ◽  
English Teachers ◽  
After School

Measurement of Self-Efficacy and Proxy Efficacy for Middle School Youth Physical Activity

2007 ◽  
Vol 29 (3) ◽  
pp. 310-332 ◽  
Author(s):  
David A. Dzewaltowski ◽  
Konstantinos Karteroliotis ◽  
Greg Welk ◽  
Judy A. Johnston ◽  
Dan Nyaronga ◽  
...  
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Self Efficacy ◽  
After School ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Middle School Youth ◽  
Proxy Efficacy ◽  
School Youth

This study developed youth self-efficacy (SEPA) and proxy efficacy (PEPA) measures for physical activity (PA). Proxy efficacy was defined as a youth’s confidence in his or her skills and abilities to get others to act in one’s interests to create supportive environments for PA. Each spring of their sixth-, seventh-, and eighth-grade years, middle school students completed SEPA and PEPA questions and then, for 3 days, recalled their previous day’s after-school PA. Exploratory and confirmatory factor analyses revealed a four-factor structure (SEPA for 1–3 days, SEPA for 5–7 days, PEPA-Parents, PEPA-School). Across study years, SEPA 1–3 days and 5–7 days increased and PEPA-Parents and PEPA-School decreased. Initial levels of PEPA-Parents and SEPA scales were associated with initial levels of PA. From sixth through seventh grade, changes in SEPA scales were associated with changes in PA. Studies should test whether interventions targeting self-efficacy and proxy efficacy influence PA.

scholarly journals Children's self-efficacy and proxy efficacy for after-school physical activity

2010 ◽  
Vol 11 (2) ◽  
pp. 100-106 ◽  
Author(s):  
David A. Dzewaltowski ◽  
Karly S. Geller ◽  
Richard R. Rosenkranz ◽  
Konstantinos Karteroliotis
Keyword(s):  
Physical Activity ◽  
Self Efficacy ◽  
After School ◽  
Proxy Efficacy

scholarly journals Comparison of Self-Efficacy beliefs of Urdu and English Teachers on the Basis of Job Designation

2021 ◽  
Vol VI (I) ◽  
pp. 55-63
Author(s):  
Muhammad Arshad ◽  
Rashid Minas ◽  
Namra Munir
Keyword(s):  
Secondary Schools ◽  
Random Sample ◽  
Teaching Methods ◽  
Self Efficacy ◽  
New World ◽  
English Teachers ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Multi Stage ◽  
Sample Method

The decision of the Punjab Government to change teaching methods from Urdu to English has disturbed the students. They displayed less faith in their capacities and encountered difficulties adapting to the new world and providing students with education effectively. The thesis aims to examine schoolteachers self-efficacy and compare them based on career designation, i.e. PST, EST, SST or other. The sample of teachers who taught Urdu or English to Grade 1 to 10. The survey method used to collect data, and the multi-stage random sample method was stratified. Consequently, 452 taught English and 412 Urdu selected randomly from primary, elementary and secondary schools. The study concluded that Urdu teachers had a higher degree of automatic effectiveness than English teachers did on the total TSES scores and three instrument subscales.

scholarly journals English teachers' self-efficacy beliefs and students learning approaches

2015 ◽  
Vol 4 (3) ◽  
pp. 305 ◽  
Author(s):  
Farhad Mazlum ◽  
Fereshteh Cheraghi ◽  
Mahdi Dasta
Keyword(s):  
Deep Learning ◽  
Self Efficacy ◽  
Autonomy Support ◽  
First Grade ◽  
English Teachers ◽  
Efficacy Beliefs ◽  
Learning Approaches ◽  
Classroom Structure ◽  
Positive Effects ◽  
Surface Learning

<div><p class="hppag28TextAbstract">This study aimed at investigating the direct and indirect effects that teachers' self-efficacy beliefs exert on students' learning approaches via affecting their perceptions of classroom structure. The sample included 40 English teachers and 240 first-grade female students from high schools in Iran. To collect data, three questionnaires were applied: (a) Self-Efficacy Beliefs Questionnaire was answered by the teachers, and (b) Study Process Questionnaire and Survey of Classroom Structure Goals were given to the students. Path analysis revealed that, via Motivating Tasks, Mastery Evaluation, and Autonomy Support, teachers' self-efficacy beliefs had an indirect and positive effect on students' deep learning approaches but an indirect and negative effect on their surface learning approaches. Also, teachers' self-efficacy beliefs affected students' deep learning approaches directly and positively but their surface learning approaches directly and negatively.  Moreover, it was found that Motivating Tasks, Mastery Evaluation, and Autonomy Support had direct and positive effects on students' deep learning approaches but direct and negative effects on their surface learning approaches. All the relationships between model variables were statistically significant. The results tend to verify that students' perception of classroom structure plays a mediating role between teachers' self-efficacy beliefs and students' learning approaches.</p></div>

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