scholarly journals Faktor eksternal yang mempengaruhi academic self-efficacy: Sebuah tinjauan literatur

Cognicia ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 36-39
Author(s):  
Chozina Nauvalia
Keyword(s):  
Self Efficacy ◽  
External Factors ◽  
Family Factors ◽  
Learning Activities ◽  
Great Level ◽  
Academic Expectations ◽  
Academic Efficacy ◽  
Factors Affecting ◽  
Academic Self Efficacy ◽  
Efficacy Factors

Academic self-efficacy is one’s belief in his/her ability to do assignments, regulate their learning activities, or realize their academic expectations. Indeed, a great level of academic efficacy is needed by one student so he or she can meet his/her academic expectations. The purpose of this study was to examine the results of research related to external factors affecting academic self-efficacy. Literature identification was conducted on databases such as google scholar, Science direct, SAGE Journals, and Springerlink using the keywords ”efikasi diri akademik”, ”academic self-efficacy”, and ”academic self-efficacy factors”. The results of this study found that family factors, friendship factors, and teacher support factors are external factors that can affect the level of individual’s academic self-efficacy.

scholarly journals Factors affecting academic self-efficacy and learning experiences of pharmacy students: Insights from a qualitative study in Zambia

2021 ◽  
pp. 133-144
Author(s):  
Aubrey Chichonyi Kalungia ◽  
Micheal Chigunta ◽  
James Sichone ◽  
Bugewa Apampa ◽  
Sarah Marshall ◽  
...  
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Self Efficacy ◽  
Learning Experiences ◽  
Educational Programme ◽  
Pharmacy Students ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Factors Affecting ◽  
Academic Self Efficacy

Background: Factors influencing how pharmacy students learn and experience pharmaceutical education have not been elucidated in Zambia. Aim: To elucidate contextual factors affecting academic self-efficacy and learning experiences among undergraduate pharmacy students at a public university in Zambia. Methods: A qualitative study utilising focus group discussions was conducted at the University of Zambia. Thirty-two undergraduate pharmacy students participated in four focus group discussions. Qualitative data were thematically analysed. Results: Four themes and eight sub-themes emerged from the data. Notional time management, learning style, and motivation; educational programme-related factors such as course load, the pace of teaching; the learning environment; and assessment practices affected undergraduate pharmacy students’ self-efficacy and learning experiences. Conclusion: Addressing the student-related, educational programme-related, and the learning environment factors identified in this study will contribute to the improvement of undergraduate pharmacy students’ learning experiences. This is premised to improve their educational outcomes and future practice of pharmaceutical care.

Self-sexualization in preadolescent girls: Associations with self-objectification, weight concerns, and parent’s academic expectations

2019 ◽  
Vol 43 (6) ◽  
pp. 515-522 ◽  
Author(s):  
Christine R. Starr ◽  
Eileen L. Zurbriggen
Keyword(s):  
Self Efficacy ◽  
Academic Expectations ◽  
Weight Concerns ◽  
Social Emotional ◽  
Academic Goals ◽  
Parental Reports ◽  
Self Objectification ◽  
Relationship Of ◽  
The Relationship ◽  
Academic Self Efficacy

We investigated the relationship of self-sexualization to self-objectification, weight concerns, self-efficacy, academic outcomes, and career aspirations among preadolescent girls. Participants were 89 six- to nine-year-old girls; parental reports were also obtained. Two thirds of girls showed signs of self-sexualization by choosing a sexualized doll over a nonsexualized doll as who they preferred to look like and/or who they currently look like. Girls who self-sexualized reported higher self-objectification and weight concerns than girls who did not self-sexualize. Self-sexualization was unrelated to social, emotional, and academic self-efficacy and to girls’ career confidence and interest. However, parents of girls who self-sexualized reported their daughters had lower academic performance and enjoyed school less compared to girls who did not self-sexualize. Additionally, parents of girls who self-sexualized had lower academic expectations for their daughters. It is possible that in preadolescence self-sexualization affects girls’ body cognitions and parental expectations without (yet) affecting self-efficacy or academic goals.

scholarly journals Academic Self-Efficacy in Military Higher Education: Assessment of the Psychometric Qualities of Perceived Academic Efficacy Scale

2018 ◽  
Vol 24 (2) ◽  
pp. 311-316
Author(s):  
Crenguţa Mihaela Macovei
Keyword(s):  
Higher Education ◽  
Adaptive Learning ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Academic Efficacy ◽  
Education Assessment ◽  
Higher Education Assessment ◽  
The Social ◽  
Academic Self Efficacy

Abstract The concept of academic self-efficacy has its origins in the social cognitive theory developed by A. Bandura and it refers to the conviction of a person that he/she can successfully achieve a certain academic goal or can solve a specific task. In this research we tested the psychometric qualities of the Perceived Academic Efficacy Scale in the context of military higher education. This scale is taken from PALS - The Patterns of Adaptive Learning Scales - and it demonstrated adequate psychometric properties that make it suitable for measuring the level of academic self-efficacy of military students. All six items on the scale load a single factor; the tested model showed a good fit

scholarly journals Factors Affecting Academic Self-Efficacy and Academic Self-handicapping Behaviors in Doctoral Students

10.28945/4414 ◽  
2019 ◽  
Vol 14 ◽  
pp. 637-649
Author(s):  
Anique A Falconer ◽  
Borivoje-Boris Djokic
Keyword(s):  
Socioeconomic Status ◽  
Factor Analysis ◽  
Student Retention ◽  
Doctoral Students ◽  
Self Efficacy ◽  
Psychological Factors ◽  
Doctoral Program ◽  
Future Research ◽  
Factors Affecting ◽  
Academic Self Efficacy

Aim/Purpose: The purpose of this study was to determine to which degree age, race, and Socioeconomic Status (SES) influence academic self-efficacy and academic self-handicapping behaviors in doctoral. Background: Across all disciplines, more than 50% of students who begin a doctoral program do not persist to graduation. Although the issue of student retention and psychological factors have been proffered, much attention has not been placed on this relationship. Past researchers have focused primarily on academic-related, student-related, institutional, and financial factors. Methodology: A quantitative study was conducted, using the exploratory factor analysis. One-hundred and sixty-five participants, of legal age, who had completed at least one semester of a doctoral program, were involved in this current study. Contribution: The findings from this study increase the empirical evidence reported on the scarce literature on student retention and psychological factors in doctoral students. Findings: The factor analysis test did not show a statistically significance between the dependent variables -academic self-efficacy and academic self-handicapping- and any of the independent variables – gender, race, age, and socioeconomic status. Recommendations for Practitioners: Higher education leaders should make a proactive effort to understand the issue of student retention from a psychological perspective and make implementations to reduce these problems for doctoral students. Recommendation for Researchers: Future researchers should explore in-depth psychological variables that contribute to the high attrition rates in doctoral students. Impact on Society: A better understanding of the factors affecting the cognitive strategies and self-constructs of doctoral students could provide those working in academia with a better understanding of the problem and increase awareness at a societal level. Future Research: It is recommended that future research be carried using a mixed methods approach to offset the limitations found in the quantitative strand and gain thick, rich data from the qualitative strand.

scholarly journals FAKTOR-FAKTOR YANG MEMPENGARUHI KOMITMEN KARIER

2017 ◽  
Vol 5 (2) ◽  
pp. 202
Author(s):  
Tri Muji Ingarianti
Keyword(s):  
Literature Review ◽  
Work Experience ◽  
Self Efficacy ◽  
Career Commitment ◽  
Job Involvement ◽  
External Factors ◽  
Career Goals ◽  
Internal Factors ◽  
Factors Affecting ◽  
Internal And External Factors

Komitmen karier adalah sikap yang ditunjukkan individu dalam mencapai tujuan karier.  Penelitian ini bertujuan untuk mengkaji hasil-hasil penelitian (literature review) mengenai faktor-faktor yang mempengaruhi komitmen karier pada individu. Penelusuran literatur dilakukan pada database elektronik SAGE Journals, ProQuest, dan Science Direct dengan menggunakan kata kunci “career commitment”. Hasil penelusuran menunjukkan bahwa komitmen karier dipengaruhi oleh faktor internal dan eksternal. Faktor internal yang mempengaruhi komitmen karier terdiri dari komitmen organisasi, keterlibatan kerja, kepuasan kerja, nilai kerja, pengalaman kerja, kepribadian, dan self-efficacy sedangkan faktor eksternal terdiri dari situasi kerja yang meliputi kondisi kerja, persepsi pensiun, persepsi terhadap ancaman dalam bekerja, dorongan yang ditawarkan organisasi (offered inducements), kontribusi yang diharapkan organisasi (expected contributions), peluang promosi, dan reward. Kata kunci: Karier, komitmen karier Career commitment is the attitude that individuals show in achieving career goals. This study aims to examine the results of research or literature review on the factors that affect career commitments in individuals. The literature search was conducted on SAGE Journals, ProQuest, and Science Direct electronic databases using the keyword "career commitment". Search results showed that career commitments are influenced by internal and external factors. Internal factors affecting career commitment consist of organizational commitment, job involvement, job satisfaction, work value, work experience, personality, and self-efficacy while external factors consist of work situations covering working conditions, retirement perception, perceptions of threats in work, encouragement offered by the organization (offered inducements), the expected contribution of the organization (expected contributions), promotion opportunities, and rewards. Keywords: Career, career commitment

The Effect of the School and Family Factors to the Adolescents’ Academic Self-Efficacy

2016 ◽  
Vol 23 (10) ◽  
pp. 127
Author(s):  
Soon do Hong ◽  
Hye Jeong Lee ◽  
Jung Eun Shim ◽  
Byung Gook Song ◽  
Min Kim
Keyword(s):  
Self Efficacy ◽  
Family Factors ◽  
Academic Self Efficacy

scholarly journals Smartphone Habits and Behaviors in Supporting Students Self-Efficacy

2018 ◽  
Vol 13 (02) ◽  
pp. 94 ◽  
Author(s):  
Abdur Razzaq ◽  
Yulia Tri Samiha ◽  
Muhammad Anshari
Keyword(s):  
Knowledge Sharing ◽  
Mobile Learning ◽  
Self Efficacy ◽  
Higher Learning ◽  
External Factors ◽  
Learning Activities ◽  
Internal Forces ◽  
Internal And External Factors ◽  
The Relationship ◽  
Internet Literacy

The widespread of smartphones usage have increased the convenience of accessing information and knowledge sharing for higher learning students. University’s students are exposed with the multi channels of knowledge from various sources primarily from online learning’s resources. The study examines smartphone habit, internet literacy, and mobile learning in relation to self-efficacy. Self-efficacy refers to the internal forces of a student’s belief in the abilities in utilizing smartphone as educational aid in the context of mobile learning. This study deploys a quantitative approach in assessing the relationship between self-efficacy, internet literacy and smartphone’s habits for of university students. Understanding student self-efficacy is important factor to deliver an effective ways in supporting mobile learning activities. In addition to documenting the findings of self-efficacy and mobile learning, the research also represents a model of internal and external factors that affects student self-efficacy to make mobile learning successful.

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