scholarly journals Does Test-Anxiety Experience Impair Student Teachers’ Later Tendency to Perspective-Taking?

2020 ◽  
Vol 10 (1) ◽  
pp. 1-24
Author(s):  
Anett Wolgast ◽  
Miriam Hille ◽  
Philipp Streit ◽  
Wolfgang Grützemann
Keyword(s):  
Student Teachers ◽  
Test Anxiety ◽  
Perspective Taking ◽  
Self Efficacy ◽  
Structural Equation ◽  
Later Life ◽  
Equation Modeling ◽  
School Students ◽  
Student Orientation ◽  
Correlational Design

AbstractIntroduction: We aimed to examine whether student teachers’ tendency to test anxiety relates to their later perspective-taking tendency and self-efficacy. The purpose of the presented study was to obtain first insights into the relationship between test anxiety, perspective-taking, and self-efficacy tendencies in student teachers. These tendencies may determine student orientation across different situations. We tested the hypothesis that the test anxiety components emotionality and worry relate to later low perspective-taking and self-efficacy.Methods: We conducted a longitudinal study with 275 student-teachers and analyzed the obtained data using structural equation modeling.Results: The data analysis revealed that only emotionality is related to lower perspective-taking and self-efficacy in later life.Discussion: We conclude that lowering student teachers’ test anxiety emotionality (e.g. through interventions) would result to later increased perspective-taking tendency.Limitations: Participants attended the study voluntarily, so it was a self-selected sample. We employed a correlational design over two measurement times instead of experimental methods.Conclusions: The obtained results give an explanation of why student teachers focused rather on themselves than on school students in classes. The perspective-taking tendency is important for teachers’ student orientation. The role of perspective-taking in different teaching situations might be investigated in further research.

scholarly journals Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being

2020 ◽  
Vol 17 (20) ◽  
pp. 7358
Author(s):  
Tali Heiman ◽  
Dorit Olenik-Shemesh
Keyword(s):  
Social Support ◽  
High School Students ◽  
Indirect Effects ◽  
Self Efficacy ◽  
Structural Equation ◽  
Well Being ◽  
Self Report ◽  
Equation Modeling ◽  
Social Emotional ◽  
School Students

The current study examined whether perceived social support mediated the effects of loneliness and self-efficacy on well-being among students with or without a learning disability (LD). Participants included 834 elementary, middle, and high school students from Israel (29.6% students with LDs) who completed self-report questionnaires. The results of structural equation modeling indicate that social support mediates the indirect effects of age, gender, loneliness and self-efficacy on well-being. In addition, the results show differences between groups, as non-LD girls noted a higher self-efficacy and well-being than boys, and well-being had indirect effects in the non-LD group than in the LD group. These results indicate students with LDs have a unique social-emotional profile that affects their well-being. The study highlights the importance of enhancing self-efficacy and reducing loneliness in order to increase social support, thus predicting positive well-being. Effective and practical educational programs are needed for both groups across age and gender.

Role of Student Well-Being

2016 ◽  
Vol 119 (1) ◽  
pp. 77-105 ◽  
Author(s):  
Huy P. Phan ◽  
Bing H. Ngu ◽  
Oqab Alrashidi
Keyword(s):  
Structural Equation Modeling ◽  
Self Efficacy ◽  
Academic Engagement ◽  
Structural Equation ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
Social Self ◽  
School Students ◽  
Achievement Outcome

The present study explored the effects of academic and social self-efficacy beliefs on students' well-being at school, academic engagement, and achievement outcome. Well-being at school is conceptualized as a central mediator of students' engagement and learning in achievement contexts. It was hypothesized that well-being at school would mediate the effects of social and academic self-efficacy beliefs on engagement and achievement outcome. This research focus has credence and may provide grounding for educational–social interventions. A cohort of 284 (122 girls, 162 boys) Year 11 secondary school students participated in this correlational study. A theoretical-conceptual model was explored and tested using structural equation modeling. Subsequent structural equation modeling analyses provided moderate support for the hypothesized model. The results showed that both academic and social self-efficacy depended on each other in their effect on well-being at school. Both academic engagement and well-being at school served as partial mediators of the effects of academic and social self-efficacy on academic engagement.

Factors Influencing High School Students’ Career Aspirations

2008 ◽  
Vol 11 (5) ◽  
pp. 2156759X0801100 ◽  
Author(s):  
Mei Tang ◽  
Wei Pan ◽  
Mark D. Newmeyer
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
Self Efficacy ◽  
Structural Equation ◽  
Career Aspirations ◽  
Outcome Expectations ◽  
Equation Modeling ◽  
School Students ◽  
Factors Influencing

This article explores the factors influencing high school students’ career aspirations with a study analyzing 141 high school students. The Social Cognitive Career Development Model was utilized to examine the interactive relationships among learning experiences, career self-efficacy, outcome expectations, career interests, and career choices. The results of a structural equation modeling analysis supported the mediating role of career self-efficacy in the career decision-making process, but the specific paths among the predicting variables to career aspirations were found to be different for female and male high school students. Implications for school counselors to provide more effective career intervention programs are discussed.

scholarly journals L2 Anxiety, Self-Regulatory Strategies, Self-Efficacy, Intended Effort and Academic Achievement: A Structural Equation Modeling Approach

2019 ◽  
Vol 12 (3) ◽  
pp. 24 ◽  
Author(s):  
Huei-Ju Shih
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Structural Equation Modeling ◽  
Foreign Language ◽  
Goal Setting ◽  
Self Efficacy ◽  
Structural Equation ◽  
Equation Modeling ◽  
School Students ◽  
Regulatory Strategies

Factors that contribute to learning achievement have always been a primary research concern in the field of education. In the field of second/foreign language (L2) learning, researchers have been trying to explore many important factors that are linked to successful learning and how these factors may predict the success of language learning. With respect to the factors contributing to language proficiency, many researchers endeavor themselves to the exploration of assisting the learners. The present study aims to explore whether or not the following factors would influence learners’ academic achievement: the process of goal-setting, the L2 anxiety, the effort the learners put into, self-efficacy together with self-regulatory strategies. A total number of 356 senior high school students who were learning English as a Foreign Language participated in the study. A new questionnaire was developed to measure and collect the participants’ responses in respect to the above-mentioned learning factors. In order to investigate the relationships among these factors and the learners’ academic performance, the structural equation modeling (SEM) was used to identify the best fit model. It was found that self-efficacy, L2 anxiety, together with goal-setting processes, are prerequisites for the application of effective self-regulatory strategies, which in turn play an important role in affecting the intended efforts the learners make, and consequently influence the learners’ achievement. According to the findings, we suggest the teacher elevate the students’ self-efficacy, lower the L2 anxiety, help set their learning goals, cultivate their capability of employing strategies and increase their intended effort.

scholarly journals MODELING THE STRUCTURAL RELATIONS AMONG LEARNING STRATEGIES, SELF-EFFICACY BELIEFS, AND EFFORT REGULATION

2016 ◽  
Vol 71 (1) ◽  
pp. 62-72
Author(s):  
Şenol Şen
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Structural Equation ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
School Students ◽  
Effort Regulation ◽  
Metacognitive Learning

This research examined the relations among students’ learning strategies (elaboration, organization, critical thinking and metacognitive learning strategies), self-efficacy beliefs, and effort regulation. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure students’ learning strategies, self-efficacy beliefs, and effort regulation. A total of 227 high school students participated in the research. Confirmatory factor analysis and path analysis were performed to examine the relations among the variables of the research. Results revealed that students’ metacognitive learning strategies and self-efficacy beliefs statistically and significantly predicted their effort regulation. In addition, the students’ self-efficacy beliefs directly affected deep cognitive learning strategies and effort regulation but indirectly affected metacognitive learning strategies. Furthermore, 88.6 % of the variance in effort regulation was explained by metacognitive learning strategies and self-efficacy beliefs. Key words: effort regulation, high school students, learning strategies, self-efficacy beliefs, structural equation modeling.

scholarly journals Up and Down: Trends in Students’ Perceptions about Learning in a 1:1 Laptop Model – A Longitudinal Study

10.28945/3613 ◽  
2016 ◽  
Vol 12 ◽  
pp. 169-191 ◽  
Author(s):  
Tal Berger-Tikochinski ◽  
Michal Zion ◽  
Ornit Spektor-Levy
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Self Efficacy ◽  
Structural Equation ◽  
Two Dimensions ◽  
Equation Modeling ◽  
School Students ◽  
School Norms ◽  
Positive Attitudes ◽  
Students Attitudes

This is a five-year study conducted with junior high school students studying in a 1:1-laptop program in order to test the effects of the program on various measures related to the students: their attitudes, motivation, perceived school norms, self-efficacy, and behavioral intention towards learning with laptops, according to the Theory of Planned Behavior (TPB). These variables were tested at two dimensions: ‘duration of learning’ – the effect of learning in the program on the same students; ‘duration of program in school’ – the effect of the program on different students in different school years. Participants (N=770) answered a questionnaire structured according to motivational and TPB variables. Findings show that attitudes changed over time, but differently for each dimension. For the ‘duration of learning’, attitudes declined between 7th to 9th grade. Structural equation modeling analysis showed that students’ attitudes and self-efficacy explain part of their intention to learn with laptops, therefore ways of maintaining positive attitudes, self-efficacy, and strengthening school norms should be considered. However, for the ‘duration of program in school’, students’ attitudes increased over the years: The attitudes of students who started the program at a later stage were more positive than those who began earlier. This may indicate that students who experience the program at an advanced stage are better prepared, with more realistic expectations. Findings can assist teacher trainers and policymakers with the implementation of similar programs.

Self-Perceived Competence and Test Anxiety

2016 ◽  
Vol 37 (3) ◽  
pp. 159-167 ◽  
Author(s):  
Diana Raufelder ◽  
Tobias Ringeisen
Keyword(s):  
Test Anxiety ◽  
Self Efficacy ◽  
Structural Equation ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Intervention Strategies ◽  
Self Concept ◽  
Equation Modeling ◽  
Adolescent Students ◽  
Academic Self Efficacy

Abstract. Extrapolating from social-cognitive theory, this research examined whether academic self-efficacy mediates the association between academic self-concept and the four facets of test anxiety (worry, interference, lack of confidence, emotionality) in a large sample of adolescent students (N = 845; Mage = 15.32; SD = 0.49) from Brandenburg, Germany. Quantitative data structural equation modeling (SEM) was employed to analyze these associations. Results showed that there are negative relations between academic self-concept and three facets of test anxiety (namely interference, lack of confidence, emotionality), which are mitigated through academic self-efficacy. All three identified indirect effects revealed full mediation. Overall, the current study extends the literature on test anxiety in education settings by highlighting the importance of academic self-efficacy for prevention and intervention strategies that aim to reduce adolescents’ feelings of test anxiety, as academic self-efficacy fully mediates the association between academic self-concept and three facets of test anxiety, except for worry.

scholarly journals Determining The Predictors of Self-Efficacy and Cyber Bullying

2018 ◽  
Vol 7 (2) ◽  
pp. 138
Author(s):  
Tuğba Yılmaz Bingöl
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Goodness Of Fit ◽  
Cyber Bullying ◽  
Equation Modeling ◽  
Fit Indices ◽  
Early Memories ◽  
School Students ◽  
Modeling Analysis

In this study, it was aimed to determine the variables affecting self-efficacy and cyber bullying. The participants of the study were 223 high school students. The data was collected through the use of self-administered questionnaires which were the General Self-efficacy Scale, the Gratitude Scale, the Early Memories of Warmth and Safeness Scale and the Revised Cyber Bullying Inventory. Results of structural equation modeling analysis revealed that self-efficacy was affected by early memories of warmth and safeness and cyber bullying was affected by being a cyber victim. All goodness of fit indices of the model in this study was satisfactory. The results of the study demonstrated the importance of early memories of warmth in improving self-efficacy and preventing cyber victimization is effective in decreasing cyber bullying.

scholarly journals Academic self-efficacy and motivation: a measurement for the achievement of school objectives

2019 ◽  
Vol 9 (3) ◽  
pp. 119-135
Author(s):  
Patricio Galleguillos-Herrera ◽  
Eva Olmedo-Moreno
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Self Efficacy ◽  
Structural Equation ◽  
Learning Strategy ◽  
School Context ◽  
Equation Modeling ◽  
School Students ◽  
Chi Square ◽  
Academic Self Efficacy

The purpose of the current investigation is the construction and validation of the Self-Efficacy Scale (ACAES) through a deliberate sample of 1101 Chilean school students. The methodological procedure was carried out from the classic approach perspective of the theory of the test, complementing the exploratory factor analysis with the models of the structural equation modeling (SEM). The exploratory factor analysis of the 18 statements of the scale showed a structure of 3 factors, namely: confidence in the task; effort made in performing the task and comprehension of the task. The statistics associated to the instrument show a 57.037% of explained variance and a Cronbach alpha of the total scale of 0.917. At confirmatory level (SEM), the model obtained a goodness degree of global adjustment (Chi Square /gl) equal to 2.87, a RMSEA equal to 0.049, as well as, adequate adjustment index, namely, CFI=0.963; IFI=0.963 and RMSR (standardised)=0.0359. The psychometric properties account for a valid and reliable instrument for measurement of academic self-efficacy in school context, as well as, to facilitate cognitive and metacognitive processes as self-regulatory learning strategy.

Sign in / Sign up

Export Citation Format

Share Document