REPEATED SUCCESS AND FAILURE INFLUENCES ON SELF-EFFICACY AND PERSONAL GOALS

2004 ◽  
Vol 32 (2) ◽  
pp. 191-197 ◽  
Author(s):  
Casey J. Spieker ◽  
Verlin B. Hinsz
Keyword(s):  
Task Performance ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Idea Generation ◽  
Personal Goals ◽  
Personal Factors ◽  
The Impact ◽  
Successes And Failures

Research shows that challenging and specific goals in conjunction with high self-efficacy lead to higher levels of task performance. The impact of repeated success and failure on personal goals and self-efficacy was examined. Undergraduate students initially participated in two-idea generation tasks in which they generated different uses for common objects, such as a knife, which provided them with opportunities to either succeed or fail in goal attainment. Participants then set personal goals and judged their self-efficacy for a subsequent idea generation trial. Our results show that participants who experienced repeated successes set higher personal goals than did those with only a single success, while self-efficacy was not significantly influenced by repeated success or failure. These findings suggest that situational and personal factors such as reactions to prior successes and failures may influence personal goals on future tasks, but do not seem to have an influence on self-efficacy.

The Role of Career Self-Efficacy on the Effect of Parental Career Behaviors on Career Exploration: A Study on School of Tourism and Hotel Management’ Students

2016 ◽  
Vol 3 (1) ◽  
pp. 143 ◽  
Author(s):  
Selahattin Kanten ◽  
Pelin Kanten ◽  
Murat Yeşiltaş
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Career Exploration ◽  
Equation Modeling ◽  
Survey Method ◽  
Hotel Management ◽  
Mediating Role ◽  
The Impact

This study aims to investigate the impact of parental career behaviors on undergraduate student’s career exploration and the mediating role of career self-efficacy. In the literature it is suggested that some social and individual factors facilitate students’ career exploration. Therefore, parental career behaviors and career self-efficacy is considered as predictors of student’s career exploration attitudes within the scope of the study. In this respect, data which are collected from 405 undergraduate students having an education on tourism and hotel management field by the survey method are analyzed by using the structural equation modeling. The results of the study indicate that parental career behaviors which are addressed support; interference and lack of engagement have a significant effect on student’s career exploration behaviors such as intended-systematic exploration, environment exploration and self-exploration. In addition, it has been found that one of the dimensions of parental career behaviors addressed as a lack of engagement has a significant effect on career self-efficacy levels of students. However, research results indicate that student’s career self-efficacy has a significant effect on only the self-exploration dimension. On the other hand, career self-efficacy has a partial mediating role between lack of engagement attitudes of parents and career exploration behaviors of students.

scholarly journals Linking Mentoring and Job Search Behavior: A Moderated Mediation Model

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110672
Author(s):  
Ruirui Lian ◽  
Wenjing Cai ◽  
Kun Chen ◽  
Hongru Shen ◽  
Xiaopei Gao ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Job Search ◽  
Self Efficacy ◽  
College Graduates ◽  
Self Regulation ◽  
Search Behavior ◽  
Survey Study ◽  
Job Search Behavior ◽  
Search Behaviors ◽  
The Impact

The present research aims to explore the impact of mentoring relationship on college graduates’ job search behavior among Chinese undergraduate students by examining the mediator of job search intention and the moderator of job search self-efficacy. A two-wave survey study was conducted in China ( N = 594). Our findings show a positive indirect relation between mentoring and college graduates’ job search behaviors through job search intention. The graduates’ job search self-efficacy positively moderated the indirect relationship such that when job search self-efficacy was higher, the influence of mentoring on behavior via job search intention was stronger. These findings extend the literature by clarifying how and when mentoring facilitates graduates’ job search behaviors and provide practical implications for facilitating a smooth school-to-work transition in China. As the first study that empirically clarifies why (through job search intention) and when (job search self-efficacy) mentoring function is positively related to job search behavior among Chinese undergraduate students, the present study contributes to the existing mentoring and job search literature. Future research is encouraged to extend the findings by integrating theory of planned behavior (TPB) with self-regulation theory toward deepening current understanding of how and when mentoring can contribute to a student’s success in job search behavior.

scholarly journals Exploring the Influence of Teacher-Student Interaction on University Students’ Self-Efficacy in the Flipped Classroom

2021 ◽  
Vol 10 (2) ◽  
pp. 84
Author(s):  
Lin Li ◽  
Shanshan Yang
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Teaching Quality ◽  
Student Interaction ◽  
Student Centered Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Impact

The purpose of this study is to explore the impact of teacher-student interaction on undergraduate students’ self-efficacy in a Chinese university setting. Students came from natural science, management, economics, medicine, engineering and humanities. The empirical results demonstrate that teacher-student interaction has positive impact on students’ self-efficacy and their preference of the flipped classroom. Furthermore, the positive relationship between teacher-student interaction and students’ self-efficacy is partially mediated by students’ preference of the flipped classroom. Educators should focus on student-centered learning and motivate students’ preference of the flipped classroom. Students should be encouraged to actively participate in the flipped learning as well. It contributes to the reform of the flipped classroom and improvement of teaching quality in the universities.

scholarly journals The Effect of a Face-To-Face ScienceReady Preparatory Short Course on University Students’ Self-Efficacy

2021 ◽  
Vol 12 (1) ◽  
pp. 72-81
Author(s):  
Jyothi Thalluri ◽  
Joy Penman ◽  
Minh Chau
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Scientific Content ◽  
Face To Face ◽  
Before And After ◽  
Post Test ◽  
Preparatory Course ◽  
The Individual ◽  
Relationship Of ◽  
The Impact

The ScienceReady preparatory course is an intensive study designed to improve beginning university undergraduate students’ understanding of medical/scientific concepts, and reduce their anxiety about studying the science component of their enrolled programs. Its goals are to stimulate students’ science curiosity and provide the fundamental scientific content they are expected to know and build further on the knowledge that will feature in their upcoming programs. This article aims to describe the ScienceReady course, discuss the impact of the course on the participants, determine the relationship of the course with self-efficacy, and explain the implications of the results. Students were tested before and after the course to ascertain whether it increased or decreased or not affected self-efficacy. The results of the pre- and post-test surveys were unequivocal. The majority of the individual items for the self-efficacy questionnaire showed a significant increase in self-efficacy post-course.

Influence of Different Representation of Requirements on Idea Generation: An Experimental Study

2021 ◽  
Author(s):  
Akash Patel ◽  
Joshua D. Summers ◽  
Sourabh Karmakar
Keyword(s):  
Experimental Study ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Idea Generation ◽  
Problem Statement ◽  
Engineering Project ◽  
Design Problems ◽  
Is Research ◽  
Requirements Document ◽  
The Impact

Abstract The objective of this research is to understand how different representations of requirements influence idea generation in terms of quantity, addressment, sketch detail, novelty, and variety of conceptual sketches. Requirements are statements of need, desires, and wishes of the stakeholders that are used by engineers to frame the problem. Essentially, requirements are the raison d’etre for any engineering project. As the requirements document provides constraints and criteria for a design, it defines and determines the success of a project. While there is research studying the effect of requirements on the conceptual sketch, little study has focused one the impact of different requirement representations on solution development. An experimental study was conducted with 52 fourth year mechanical engineering undergraduate students. Two design problems were formulated with three different representations: a problem statement with embedded requirements, a problem statement and a traditional requirement list, and a problem statement with contextualized scrum stories. Each student was provided each design problems with two different representations of requirements. It was found that the use of contextualized scrum story representations significantly affected the conceptual sketch in the novelty of solution fragments and addressment of requirements, while no significant change in variety, sketch detail, and quantity was seen. Also, the contextualized representation positively affected all metrics but the sketch quantity. Finally, it was found that quantity is not directly related to the number of requirements addressed in the sketches.

The impact of mastery feedback on undergraduate students’ self-efficacy beliefs

2018 ◽  
Vol 59 ◽  
pp. 58-66 ◽  
Author(s):  
Nicola J. Beatson ◽  
David A.G. Berg ◽  
Jeffrey K. Smith
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
The Impact

The impact of sexual education and socialization on sexual satisfaction, attitudes, and self-efficacy

2021 ◽  
Vol 30 (2) ◽  
pp. 265-277
Author(s):  
Rebecca Nurgitz ◽  
Rebecca A. Pacheco ◽  
Charlene Y. Senn ◽  
Karen L. Hobden
Keyword(s):  
Young Adults ◽  
Undergraduate Students ◽  
Sexual Satisfaction ◽  
Self Efficacy ◽  
Sexual Attitudes ◽  
Sexual Education ◽  
Parental Socialization ◽  
Sources Of Information ◽  
School Based ◽  
The Impact

This study examined the relation between school-based sexual education and parental messages about sex received in adolescence, and sexual attitudes and experiences in young adulthood. Participants—99 Canadian undergraduate students aged 17–25 years—reported that their sexual education largely focused on traditional topics (e.g., negative health outcomes, physiology, etc.), while social and emotional topics were less likely to be formally covered. Parental sexual socialization that was more comfortable and accepting of teen sexuality was related to more permissive sexual attitudes in young adults, but was unrelated to self-efficacy or sexual satisfaction. When all variables were examined using hierarchical regression, sexual education and parental socialization did not predict sexual satisfaction. However, mediation analysis revealed an indirect effect of sexual self-efficacy on the relation between sexual education and sexual satisfaction. More comprehensive and higher-quality sexual education increased sexual self-efficacy, which was then related to higher sexual satisfaction beyond the role of gender and relationship status. This provides insight into the mechanism by which sexual education in Canada may impact sexual satisfaction. The influence of parental socialization and school-based sexual education are apparent and complementary. Both sources of information and values (parents/school) offered benefits for young adults’ positive sexual attitudes, but school-based education appears to be key. How sexual education is delivered (e.g., if teachers are knowledgeable and comfortable discussing topics) may be even more important than the content itself. These findings suggest that prioritizing teacher training to improve their comfort with delivery of sexual education programming would improve adolescents and young adults’ sexual lives.

Variations in Stress Responses as a Function of Cognitive and Personality Variables

1986 ◽  
Vol 59 (2) ◽  
pp. 575-583 ◽  
Author(s):  
Charles H. Morgan ◽  
Dean W. Owen ◽  
Arden Miller ◽  
Martha L. Watts
Keyword(s):  
Individual Differences ◽  
Life Events ◽  
Undergraduate Students ◽  
Stress Responses ◽  
Self Efficacy ◽  
Stressful Life Events ◽  
Stressful Events ◽  
Stressful Life ◽  
Successful Resolution ◽  
The Impact

Prior research shows wide individual differences in perception of and response to stressful life events. The present study examined the extent to which those differences could be attributable to individual differences in one's feelings of general self-efficacy or to characteristic ways of attributing causality for possible successful resolution of the problem posed. A sample of 273 undergraduate students were surveyed to ascertain their estimates of the stressfulness of four of 16 stressful life events as well as their attributions of the causality of successful resolution and the individuals' scores on the Self-efficacy Scale. Subjects' ratings of stressfulness were quite consistent regardless of the specific definition of stress used, were significantly, but at a low level, related to felt self-efficacy, and were inconsistently related to attributional characteristics. Further directions for research in the situational and individual interaction in assessing the impact of stressful events are suggested.

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