scholarly journals The Social & Mobile Learning Experiences of Students Using Mobile E-books

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Jeff S Kissinger
Keyword(s):  
Mobile Learning ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Learning Experiences ◽  
The United States ◽  
Learning Opportunities ◽  
Value Theory ◽  
Learning Theories ◽  
College Level ◽  
State College

This research was designed to explore the learning experiences of state college students using mobile e-book readers. The purpose of the study was to build a rich description of how students used electronic textbooks delivered on mobile computing devices for college-level, introductory sociology courses at a Southeastern public state college in the United States. This research employed a multiple case study design that thoroughly investigated and documented student experiences with this instructional technology. The bounding frame was comprised of the literature on mobile technology, mobile learning theories, and e-books. Situated within the mobile learning framework was a theoretical lens of learning theories commonly found in the literature on mobile learning (constructivism, social cognitive theory, self-efficacy theory, expectancy x value theory, self-determination theory, and situated cognition). This lens was used to provide insight into the student’s learning experiences. Students were found to be competent with the e-books, confident, metacognitive, and desirous of more social learning opportunities within their e-books. Six major conclusions were reached. These were: (1) students expressed competence in their use of the mobile e-books, (2) students expressed feelings of high self-efficacy when using the mobile e-books, (3) students overall valued the use of the e-book for their learning, (4) students were individualized and metacognitive in their learning with the mobile e-books, (5) students enhanced their learning socially and within situated learning opportunities, and (6) the students and the instructor had divergent views on the value and utility of social, interactive textbooks.

Assessing students’ motivation to engage in sustainable engineering

2015 ◽  
Vol 16 (2) ◽  
pp. 136-154 ◽  
Author(s):  
Mary McCormick ◽  
Angela R. Bielefeldt ◽  
Christopher W. Swan ◽  
Kurtis G. Paterson
Keyword(s):  
Self Efficacy ◽  
Learning Experiences ◽  
Value Theory ◽  
Assessment Instrument ◽  
Graduate Studies ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Content Type ◽  
Sustainable Engineering ◽  
Students Attitudes

Purpose – The purpose of this study was to design an assessment instrument to evaluate students’ attitudes toward sustainable engineering (SE). Factors that impact SE beliefs could then be explored. Design/methodology/approach – Using the definition of sustainability from the Brundtland report and expectancy value theory, students’ sentiment toward SE was evaluated using items to assess SE self-efficacy, SE value and SE affect. The survey was distributed at three diverse universities with 515 responses from students ranging from first year through graduate studies in a variety of engineering majors. The survey instrument was validated using principal components analysis, and internal reliability was established via high Cronbach’s alpha for each construct. Findings – Participation in more experiential, enriching learning experiences correlated to higher SE self-efficacy, value and affect. Extracurricular club involvement correlated with a lower self-efficacy but high SE value. Students who had participated in undergraduate research had a high SE self-efficacy, particularly in the environmental and social sub-scales. The students who participated in internships had high SE self-efficacy but lower SE affect. A greater number of volunteer hours correlated with increased SE affect. Female students possessed higher SE value and affect than male students, but self-efficacy was not significantly different. SE self-efficacy increased with academic rank. Originality/value – This is the first effort to measure engineering students’ attitudes toward SE using the three sub-scales of expectancy value theory and assessing correlations in these attributes with students’ participation in various learning experiences.

Predictors of Intention to Promote Family Planning: A Survey of Protestant Seminarians in the United States

2002 ◽  
Vol 29 (5) ◽  
pp. 521-541 ◽  
Author(s):  
Patricia Goodson
Keyword(s):  
United States ◽  
Family Planning ◽  
Self Efficacy ◽  
Structural Equation ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
The United States ◽  
Equation Modeling ◽  
Seminary Students ◽  
Theological Schools

The purpose of this study was to examine Protestant seminary students’ intention to promote family planning. Intention to promote family planning and its predictors were examined by testing a conceptual model based on the theory of planned behavior and social cognitive theory. A nonrepresentative sample of 635 seminarians (90.5% Anglo; 66.5% male) from 10 theological schools in the United States completed a mailed survey. Students were classified according to their religious beliefs as conservative (61.9%) and nonconservative (38.1%), and group differences in intention (and its correlates) were examined. Structural equation modeling was used to assess relationships among attitudes toward sexuality, attitudes toward family planning, subjective norms, knowledge, self-efficacy, and intention for both conservative and nonconservative students. Results indicated that the relationships among predictors of intention were essentially similar for both conservative and nonconservative seminarians, with attitudes and self-efficacy for promoting family planning exhibiting the strongest direct effects on intention.

scholarly journals Educating Hispanic Women about Cervical Cancer Prevention: Feasibility of a Promotora-Led Charla Intervention in a Farmworker Community

2018 ◽  
Vol 28 (3) ◽  
pp. 169 ◽  
Author(s):  
Khaliah Fleming ◽  
Vani N. Simmons ◽  
Shannon M. Christy ◽  
Steven K. Sutton ◽  
Margarita Romo ◽  
...  
Keyword(s):  
Cervical Cancer ◽  
Cancer Screening ◽  
Cancer Prevention ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Hispanic Women ◽  
The United States ◽  
Future Research ◽  
Preliminary Evaluation ◽  
Detection Rates

<p>Hispanic women suffer disproportionately from cervical cancer incidence and mortal­ity compared with non-Hispanic Whites in the United States. Peer-led health education and coaching via charlas (talking circles) may improve cervical cancer screening and early detection rates among specific sub-groups such as farmworker communities. This pilot study sought to collect preliminary evaluation data about the feasibility of implementing a promotora-led cervical can­cer education intervention among women from a farmworker community. The study took place between April 2014 and Novem­ber 2014. Created based on an established network (Tampa Bay Community Cancer Network, TBCCN), in partnership with a local farmworker organization (Farmwork­ers Self-Help, Inc.), the project entailed refinement of a curriculum guide including Spanish-language educational resources (teaching cards). Social Cognitive Theory and the Health Belief Model provided the conceptual framework for the study. Six women from the farmworker community helped to refine the intervention and were trained as promotoras. They successfully de­livered the program via charlas to a total of 60 participants who completed baseline and post-intervention measures on knowledge (cervical cancer/HPV), beliefs, self-efficacy, and intentions. Findings demonstrated gains in knowledge and self-efficacy among charla participants (P&lt;.0001), and support the promise of a community-driven intervention that is delivered by promotoras who use their cultural knowledge and trustworthiness to educate women about cancer screening practices. Results also add to the literature on the use of a charla approach for cancer prevention education within a farmworker community to prompt discussions about health. Future research should evaluate peer-led programs on a larger scale and among other at-risk groups in other commu­nity settings.</p><p><em>Ethn Dis</em>.2018;28(3):169-176; doi:10.18865/ed.28.3.169.</p>

scholarly journals English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning

2018 ◽  
Vol 8 (2) ◽  
pp. 724-741
Author(s):  
Hong Shi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
The United States ◽  
Strategy Use ◽  
English Language Learning ◽  
College Level ◽  
Social Strategy

This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The study suggested that teachers provide scaffolding for ELLs through strategy instruction. Teachers can teach self-regulated learning strategies and focus on ELLs’ improvement and mastery of content to enhance their self-efficacy, language proficiency and learning autonomy required for their academic courses learning.

Neighborhood Socioeconomic Status and Perceptions of Self-Efficacy

2000 ◽  
Vol 43 (1) ◽  
pp. 117-136 ◽  
Author(s):  
Jason D. Boardman ◽  
Stephanie A. Robert
Keyword(s):  
Socioeconomic Status ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Contextual Information ◽  
The United States ◽  
National Sample ◽  
Individual Level ◽  
Neighborhood Socioeconomic Status ◽  
Level Data

Following Bandura's (1982) social-cognitive theory of self-efficacy, Wilson (1996) hypothesizes a relationship between neighborhood-level socioeconomic status and individual-level perceptions of efficacy. This article evaluates this hypothesis and pursues the following research questions: (1) Are the socioeconomic characteristics of individual's neighborhoods related to their level of self-efficacy? and (2) if so, is this relationship simply due to lower individual-level socioeconomic status (SES), or is neighborhood SES associated with self-efficacy over and above individual-level SES? This project links individual-level data from a national sample of adults in the United States (Americans Changing Lives Survey [1986]) with contextual information from the 1980 census on the poverty and unemployment characteristics of respondents' neighborhoods. Results indicate that high proportions of neighborhood unemployment and public assistance are associated with low levels of self-efficacy above and beyond individual-level SES.

scholarly journals "I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms

2021 ◽  
Vol 23 (3) ◽  
pp. 66-84
Author(s):  
Jen McConnel ◽  
Pamela Beach
Keyword(s):  
United States ◽  
Writing Instruction ◽  
Collective Efficacy ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
The United States ◽  
Classroom Culture ◽  
Structured Interviews ◽  
Teachers And Students

This study is rooted in social cognitive theory, specifically Bandura's work on self-and collective efficacy. The authors explore self reported confidence levels with writing instruction from secondary teachers across subjects in Canada and the United States by pairing a self-efficacy scale developed by Locke and Johnston (2016) with semi-structured interviews conducted via Skype. 60 teachers participated in the survey, with 25 from Canada and 35 from the United States. Although teachers report relatively strong levels of self efficacy in writing instruction, the responses of participants regarding collective efficacy are more mixed. Based on these results, coupled with six interviews (split evenly between teachers in Canada and the United States), the authors propose a framework to help teachers of all subject areas increase their confidence in writing instruction while also helping students develop their own confidence as writers. This three-pronged framework of identity, context, and authority, relies on co-creating community with students. The potential of this framework is creative, offering teachers (and students) multiple ways into a conversation about writing that will not only enhance confidence, but will create a classroom culture in which diverse writing strategies and perspectives are valued.

scholarly journals The relationship between music performance anxiety and self-efficacy in sixth- to eighth-grade instrumental students

2021 ◽  
pp. 030573562110506
Author(s):  
Brian Bersh
Keyword(s):  
Instrumental Music ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Music Performance ◽  
Performance Anxiety ◽  
The United States ◽  
Music Performance Anxiety ◽  
Mastery Experience ◽  
The Relationship ◽  
Social Persuasion

The purpose of this nonexperimental, quantitative study was to test social cognitive theory as it relates self-efficacy to anxiety. Music performance anxiety (MPA) and music performance self-efficacy (MPSE) were tested within a stratified random sample of Grades 6–8 instrumental music students ( N = 228) enrolled in middle schools located within the Mid-Atlantic region of the United States. To determine levels of MPA and MPSE, participants completed the Music Performance Anxiety Inventory for Adolescents (MPAI-A) and the Music Performance Self-Efficacy Scale (MPSES). A correlational research design was used to test both the strength of the relationship between MPA and MPSE and the extent to which MPA could be predicted by two sources of self-efficacy: mastery experience and verbal/social persuasion. Results revealed a statistically significant, weak negative correlation between MPA and MPSE and a significant predictive relationship between MPA scores and the linear combination of mastery experience and verbal/social persuasion. Recommendations for future research include an investigation into the following: (a) the relationships between verbal/social persuasion and MPA among middle school-aged students, (b) strategies for teaching self-efficacy as a coping mechanism for MPA, and (c) how the relationship between MPA and MPSE is affected by proximity to performance.

A Model for Out-of-School Educator Professional Learning

2018 ◽  
Vol 29 (3) ◽  
pp. 115-122
Author(s):  
Saundra Wever Frerichs ◽  
Melissa Sue Pearman Fenton ◽  
Kerri Wingert
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Stem Learning ◽  
School Time ◽  
Diverse Field ◽  
Professional Development Model ◽  
Out Of School

Quality out-of-school time (OST) programs for youth are limited by a lack of professional learning opportunities for staff and volunteers that are based upon solid learning theory, affordable, and scalable for a diverse field. The Click2Science project is an innovative model for professional learning experiences that support staff and volunteers in providing high-quality science, technology, engineering, and math (STEM) learning opportunities for youth. This model of professional learning emphasizes the importance of visual, social, and experiential learning experiences with reflection and application to practice. The model leverages technology and in-person support in a cycle of professional development experiences. The experiences included in the professional development model allow staff and volunteers in OST programs to develop their instructional skills in ways that are embedded in the actual practices of their program. In this article, each part of the professional development cycle is analyzed using constructivist learning theories to encourage adult educators to replicate this model in other fields. A brief review of promising research about the effectiveness of the model concludes the description of this approach to professional development.

Custodial grandparents : an analysis of parenting and its impact on health

2019 ◽  
Author(s):  
◽  
Karen C. Clark
Keyword(s):  
Self Efficacy ◽  
General Health ◽  
Cognitive Theory ◽  
Well Being ◽  
The United States ◽  
Custodial Grandparents ◽  
Psychological Well Being ◽  
University Of Missouri ◽  
Custodial Grandmothers ◽  
The Relationship

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Grandparents assuming the role of caregiver to their grandchildren continues to increase in the United States. Caring for grandchildren can present challenges and stressors to custodial grandparents as they find themselves adjusting to this unanticipated role. Parenting one's grandchildren may increase the risk for health problems and psychological distress if one has low parenting self-efficacy. Despite the growing number of custodial grandparents, there has been limited research into the relationship between parenting self-efficacy and psychological well-being. This study was guided by the Parenting Self-Efficacy Theory derived from Bandura's Social Cognitive Theory. The purpose was to examine the relationship between parenting self-efficacy and psychological well-being (anxiety and depression) among custodial grandmothers. Additionally, self-reported general health was examined to determine if it moderated the relationship between parenting self-efficacy and psychological well-being. Custodial grandmothers (N=68) were recruited using several methods to respond to psychometrically sound instruments measuring anxiety, depression, general health and parenting self-efficacy scores. Findings indicated parenting self-efficacy scores were not significantly associated with anxiety scores (r = .029; p = .816) or depression scores (r= -.207; p = .090) among custodial grandmothers. Furthermore, general health did not moderate a relationship between parenting self-efficacy, anxiety (R[superscript 2=] .030; p= .5753) or depression (R[superscript 2=] .051; p= .3376). Based on the original power analysis, the study was underpowered. Therefore, the hypotheses cannot be rejected or accepted. Further research is needed to determine whether prior parenting experiences are actually protective for grandparents having to parent.

scholarly journals Breastfeeding Self-efficacy

2015 ◽  
Vol 32 (1) ◽  
pp. 35-45 ◽  
Author(s):  
Emily L. Tuthill ◽  
Jacqueline M. McGrath ◽  
Melanie Graber ◽  
Regina M. Cusson ◽  
Sera L. Young
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Strong Predictor ◽  
The United States ◽  
Breastfeeding Initiation ◽  
National Priority ◽  
Breastfeeding Rates ◽  
Suboptimal Breastfeeding ◽  
Duration Of Breastfeeding

Increasing breastfeeding rates in the United States is a national priority. Yet, initiation and duration of breastfeeding remains below national targets. Breastfeeding self-efficacy has been shown to be a strong predictor of both breastfeeding initiation and duration and is therefore an important characteristic to be able to measure. However, there is currently a myriad of instruments for measuring breastfeeding self-efficacy, which makes selection of an appropriate instrument difficult. Thus, our aim was to identify, compare, and critically review available breastfeeding self-efficacy instruments. In a systematic review, 6 breastfeeding self-efficacy instruments were identified. The instruments’ purposes, theoretical framework, final scale development, and application in 5 most recent settings were analyzed. The 6 breastfeeding self-efficacy instruments apply a number of theoretical and conceptual frameworks in their development, with Bandura’s social cognitive theory being most common. Content, construct, and predictive validity were strong for most scales. Some, but not all, have been successfully adapted to novel settings. In sum, there are several measurements of breastfeeding self-efficacy that can and should be employed to better understand reasons for suboptimal breastfeeding rates and the effects of interventions on breastfeeding self-efficacy. Instrument selection should be based on domains of primary interest, time available, peripartum timing, and assessment of previous adaptations. Failure to apply appropriate measures in research may garner results that are inconclusive, inaccurate, or nonrepresentative of true study effects.

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