SOME VARIABLES PREDICTING SOCIAL SELF-EFFICACY EXPECTATION

2007 ◽  
Vol 35 (6) ◽  
pp. 777-788 ◽  
Author(s):  
Mehmet Bilgin ◽  
Emine Akkapulu
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
Marital Adjustment ◽  
Peer Attachment ◽  
Learned Resourcefulness ◽  
Social Self ◽  
School Students ◽  
Problem Solving Skills ◽  
Efficacy Expectation

The rate at which adolescents' social self-efficacy levels can be predicted by variables such as the level of the adolescents' attachment to their parents and their peers, problem-solving skills, learned resourcefulness, perceived marital adjustment of their parents, and their mothers' interpersonal relationships was examined. Volunteer high school students (N = 194), and their mothers were the participants. Students completed the Social Self-Efficacy Expectation Scale for Adolescents (SSES-A; Bilgin, 1999). Data were collected through the Inventory of Parent Attachment (IPA; Hortaçsu & Oral, 1991), the Inventory of Peer Attachment (IPA; Hortaçsu & Oral, 1991), the Interpersonal Relationship Scale (IPRS; Sahin, Durak, & Yasak, 1994), the Problem Solving Inventory (PSI; Savas¸ir & Şahin, 1997), Rosenbaum's (1980) Learned Resourcefulness Schedule (RLRS), and the Perceived Marital Adjustment Questionnaire (PMAQ; Akkapulu, 2005). The result of the stepwise regression analyses revealed that learned resourcefulness, problem-solving skills, perceived marital adjustment, the level of peer attachment, the mothers' nourishing interpersonal relations, and parental attachment levels, were all significant predictors of social self-efficacy.

scholarly journals Influence of Auditory Intellectually Repetition (AIR) and Self Efficacy Learning Models on HOTS Problem-Based Problem Solving Ability

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Rizal Kamsurya ◽  
Veni Saputri
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
Analysis Data ◽  
Cluster Sampling ◽  
Learning Models ◽  
School Students ◽  
Problem Solving Skills ◽  
Research Population ◽  
Quasi Experimental

This research aims to determine the differences in problem-solving skills in students taught using auditory intellectual repetition (AIR) learning models and conventionally reviewed from the self-efficacy level. The type of research used is a quasi-experimental design. The research population is high school students in the South Jakarta area. Determination of samples using random cluster sampling and stratified random sampling. The instruments used are problem-solving tests and non-test instruments that are questionnaires. Analyze data using two-lane Variance Analysis. Data analysis shows that; (1) there are significant differences in problem-solving skills in students using air learning models and conventional learning, (2) there are differences in problem-solving skills in students with high, medium, and low self-efficacy, (3) there is a significant interaction between AIR learning and self-efficacy to problem-solving ability, (4) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning that have high self-efficacy, (5) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning who have moderate self-efficacy, and (6) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning who have low self-efficacy.

scholarly journals Hubungan Antara Keterampilan untuk Sukses dan Prestasi Akademik Siswa Madrasah Aliyah Kabupaten Situbondo

2017 ◽  
Vol 2 (1) ◽  
pp. 92-107
Author(s):  
Hanik Mufaridah
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Problem Solving ◽  
Time Management ◽  
Self Efficacy ◽  
Sampling Technique ◽  
Self Control ◽  
Need For Achievement ◽  
School Students ◽  
Problem Solving Skills

The purpose of this study is to find out empirical evidence of the relationship between skills for success and academic achievement of Islamic Senior High School students in Situbondo regency. Data were collected with self-discipline scale, self-efficacy scale, need for achievement scale, self-control ability scale, time management skill scale, problem solving skill scale and scores of mathematics, physics, chemistry and biology which analyzed by Spearman correlation. The sample was obtained by using multistage random sampling technique. The results of studies from various literatures conclude that self-discipline, self efficacy, need for achievement, self-control ability, time management skills, and problem solving skills have a significant positive relationship with students’ achievement. And from the findings that will be obtained, there is one factor from the six factors that contribute greatly to the students’ academic achievement, so that factor will need to get attention especially from the teachers.

scholarly journals INDUCTIVE-DEDUCTIVE LEARNING APPROACH TO DEVELOP STUDENTS’ MATHEMATICAL PROBLEM SOLVING SKILLS AND SELF EFFICACY

2018 ◽  
Vol 1 (2) ◽  
pp. 76
Author(s):  
Teguh Imam Agus Hidayat ◽  
Jozua Sabandar ◽  
Mumun Syaban
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Self Efficacy ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
School Students ◽  
Problem Solving Skills ◽  
Significant Difference

This study was a pretest-posttest designed control group experiment, aimed at reviewing the role of inductive-deductive approach on Islamic Junior High School students’ skills in mathematical problem solving and self efficacy. This research involved 56 grade eight students, a set of problem solving ability tests and a set of self efficacy scale. The result found that in the extent of mathematical problem solving skills and self efficacy, students who received problem solving-based learning achieved better quality than students who received conventional learning, either overall or based on the early mathematical ability (EMA). The interaction between learning and EMA in achieving and increasing problem solving skill showed no significant difference. Other than that, we found robust association between mathematical problem solving skills and self efficacy.

scholarly journals Introducing High School Students to Engineering Fundamentals by Four Weeks Engineering Innovation Summer Program

2019 ◽  
Author(s):  
Pawan Tyagi ◽  
Christine Newman
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Chemical Engineering ◽  
Technical Writing ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Problem Solving Skills ◽  
High School Science Teacher

Preparing high school students for engineering disciplines is crucial for sustainable scientific and technological developments in the USA. This paper discusses a pre-college program, which not only exposes students to various engineering disciplines but also enables them to consider engineering as the profession. The four-week long “Engineering Innovation (EI)” course is offered every year to high school students by the center of outreach, Johns Hopkins University. EI program is designed to develop problem-solving skills through extensive hands-on engineering experiments. A team consisting of an instructor, generally a PhD in Engineering, and a teaching fellow, generally a high school science teacher, closely work with students to pedagogically inculcate basics of core engineering disciplines such as civil, mechanical, electrical, materials, and chemical engineering. EI values independent problem-solving skills and simultaneously promote the team spirit among students. A number of crucial engineering aspects such as professional ethics, communications, technical writing, and understanding of common engineering principles are inculcated among high school students via well-designed individual and group activities. This paper discusses the model of EI program and its impact on students learning and their preparation for the engineering career.

scholarly journals Improving Senior High School Students’ Physics Problem-solving Skills Through Investigated Based Multiple Representation (IBMR) Learning Model

2021 ◽  
Vol 2 (1) ◽  
pp. 42-53
Author(s):  
Dyah Ayu Setyarini ◽  
Zainal Arifin Imam Supardi ◽  
Elok Sudibyo
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Learning Model ◽  
Senior High School ◽  
Average Score ◽  
School Students ◽  
Problem Solving Skills ◽  
Post Test ◽  
Senior High School Students

This research aims to improve senior high school students’ physics problem-solving skills through learning used IBMR learning model. This research was a pre-an experimental study with a one-group pre-test and post-test design. The Methods of data collection used validation and test. The materials used to teach were valid category by two experts and can be used to practice physics problem-solving skills. The average post-test score physics problem-solving ability was 73.24 with an N-gain of 0.59 was classified as moderate. The success of IBMR learning model-based devices in practicing problem-solving abilities can be seen in the increase in the average score in each indicator of problem-solving abilities. The indicator of understanding the problem had the highest post-test average score of 94.58 with an N-gain of 0.89 in the high category. The problem-solving indicator had the lowest posttest average score was 58.22 with N-gain 0.39 and mean that it was the moderate category. Based on the results study, it can be concluded that the learning used by IBMR learning model can practice the ability to solve physics problems on heat material and its displacement. Learning with the IBMR learning model was expected to train students in solving physics problems. The stages in the IBMR learning model can help students

Developing High-School Students´ Competences through Math Research Workshops – the M&L Project

2019 ◽  
pp. 587-592
Author(s):  
Ariana-Stanca Vacaretu
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Mathematics Students ◽  
School Students ◽  
Problem Solving Skills ◽  
Research Workshop ◽  
Different Types ◽  
Math Concepts ◽  
The Way

Mathematics is or it should be about problem solving and math thinking. However, what mathematics students learn in schools is more about procedures for solving different types of math exercises and problems. In many cases, students learn by heart algorithms and words (math concepts) and use them for solving different math tasks. School math is very far from what mathematicians do and, in many cases, doesn’t motivate students for learning math. This paper presents the way we organized the assessment of the students’ skills developed through math research workshops and some of the assessment results. Even though we didn’t assess all the competences the students develop through the math research workshop, the findings show that the students certainly develop their problem-solving skills.

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