scholarly journals Perceived self-efficacy of students in a business simulation game

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Vinod Dumblekar ◽  
Upinder Dhar
Keyword(s):  
Factor Analysis ◽  
Goal Setting ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Performance Enhancement ◽  
Simulation Game ◽  
Business Simulation ◽  
Simulation Games ◽  
Significant Research ◽  
And Performance

Abstract Self-efficacy is an individual's confidence in the personal ability to complete a task under specified conditions. Game self-efficacy is the belief of game players that they would win in a business simulation game competition. To understand the composites of such belief, an instrument of 30 statements was developed and statistically tested on 227 undergraduate students at the end of a business simulation game competition. The factor analysis produced eight factors of perceived game self-efficacy, namely, innovation, experimentation, conviction, openness, focus, proactivity, conceptualisation and determination. These factors have significant research implications for goal-oriented behaviour, goal setting and performance enhancement at work and in games and competitions, and in developing simulation games.

The Impact of SimVenture on the Development of Entrepreneurial Skills in Management Students

2015 ◽  
Vol 29 (5) ◽  
pp. 379-395 ◽  
Author(s):  
Dina Williams
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Entrepreneurship Education ◽  
Current Status ◽  
Simulation Game ◽  
Business Simulation ◽  
Simulation Games ◽  
Management Students ◽  
The Impact ◽  
Business And Management

The purpose of this study was to bridge a gap in our understanding of the role business simulation games can play in the development of entrepreneurial capabilities in undergraduate students. While entrepreneurship education has come a long way from being a branch of business and management studies, to its current status as a core discipline in its own right, the debate on the pedagogy of entrepreneurship education continues. The best results in entrepreneurship education are achieved when students are exposed to action-oriented experiential learning that encourages problem-solving, creativity and peer evaluation. Game-based learning is an emerging pedagogy that brings together the evolving nature of young learners and experiential learning. Grounded in the theory of experiential learning and action research methodology, this study investigates how a particular business simulation game, SimVenture, develops not only students' business and management skills but also their entrepreneurial attitude and values. The findings suggest that the business simulation allowed students to face their limitations, overcome some of them and make significant progress in their learning. Using SimVenture improved students' appreciation of business in general and the challenges entrepreneurs have to face in running a business.

Effects of a Goal-Setting Training Program on Basketball Free-Throw Self-Efficacy and Performance

1987 ◽  
Vol 1 (2) ◽  
pp. 103-113 ◽  
Author(s):  
J. Ted Miller ◽  
Edward McAuley
Keyword(s):  
Training Program ◽  
Goal Setting ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Organizational Psychology ◽  
Free Throw ◽  
Correlational Data ◽  
Improved Performance ◽  
And Performance ◽  
Performance Perceptions

Though improved performance as a result of goal setting has been reported in organizational psychology studies, little research in sport settings has demonstrated these effects. This study was designed to examine the effects of a goalsetting training program on basketball free-throw performance, perceptions of success, and self-efficacy. Eighteen undergraduate students were matched by free-throw shooting ability, then randomly assigned to either goal-training (GT) or no-goal-training (NT) groups for a period of 5 weeks. Although the GT group reported significantly higher perceptions of success and self-efficacy than did the NT group, no significant differences between groups were revealed for free-throw accuracy. Correlational data suggested a stronger relationship between self-efficacy and free-throw performance for the GT group than for the NT group. Discussed are factors that contribute to the discrepancies between results found in sport related investigations of goal setting and those obtained from studies conducted in business and laboratory environments.

Interpersonal Competitiveness - A Study Of Simulation Game Participants’ Behaviour

Paradigm ◽  
2010 ◽  
Vol 14 (2) ◽  
pp. 13-19 ◽  
Author(s):  
Dr Vinod Dumblekar
Keyword(s):  
Factor Analysis ◽  
Intrinsic Motivation ◽  
Verbal Aggression ◽  
Simulation Game ◽  
Future Research ◽  
Business Simulation ◽  
Simulation Games ◽  
Ability To Act ◽  
The Individual ◽  
Interpersonal Situations

Interpersonal Competitiveness refers to the urge of the individual to accomplish something in any form of human endeavour, and sometimes, prevent others from reaching that goal in that process. This study examined the construct of interpersonal competitiveness (IC) with reference to similar constructs generated in earlier research. It recognised IC as an adaptive characteristic trait of individuals who wish to win in interpersonal situations. A Competitiveness Index of 20 items was administered to 391 students at the end of business simulation games played at three business schools. Factor analysis of the data generated five IC factors, viz., measured aggression, proactivity, intrinsic motivation, winning orientation, and verbal aggression. Interpersonal Competitiveness was found to be an amalgam of willingness and courage to attack, ability to act earlier than others, and an innate eagerness for action, irrespective of material discomforts, gains or rewards. Implications and recommendations for future research are discussed.

THE USE OF BUSINESS SIMULATION GAMES IN HIGHER EDUCATION: LEARNING EXPERIENCE AND PERFORMANCE

2019 ◽  
Author(s):  
Cristina Segovia-López ◽  
Gema Marín-Carrillo ◽  
Manuel Sánchez-Pérez ◽  
Elvira Sáez-González ◽  
Mª Ángeles Iniesta-Bonillo ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Business Simulation ◽  
Simulation Games ◽  
And Performance

Learning from Social Collaboration

2018 ◽  
pp. 500-524
Author(s):  
Kimmo Oksanen ◽  
Timo Lainema ◽  
Raija Hämäläinen
Keyword(s):  
Social Interaction ◽  
Simulation Game ◽  
Business Simulation ◽  
Game Based Learning ◽  
Computer Supported Collaborative Learning ◽  
Simulation Games ◽  
Social Collaboration ◽  
Emotional Processes ◽  
Game Mechanics ◽  
Game Context

This chapter focuses on the challenge of evaluating game-based learning. It argues that linking game-based learning with the characteristics of a specific game or game-produced engagement is challenging. It further proposes a framework in which the game-based learning process is approached by considering (business) simulation games as Computer-Supported Collaborative Learning (CSCL) environments and presents an approach on how learning can be approached and evaluated from this perspective. In addition, it highlights how simulation game mechanics appears to be a potential way to promote learners' socio-emotional processes and give rise to social interaction and to structure collaboration among the learners in the game context. The proposed framework of this chapter takes into account both cognitive and socio-emotional perspectives of learning. The results of the chapter will present a contemporary view on the roles of sociability, collaboration and engagement in game-based learning.

scholarly journals The CSGU: A Measure of Controllability, Stability, Globality, and Universality Attributions

2008 ◽  
Vol 30 (5) ◽  
pp. 611-641 ◽  
Author(s):  
Pete Coffee ◽  
Tim Rees
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Construct Validity ◽  
Self Efficacy ◽  
Interactive Effects ◽  
Hierarchical Regression ◽  
Regression Analyses ◽  
Confirmatory Factor ◽  
And Performance

This article reports initial evidence of construct validity for a four-factor measure of attributions assessing the dimensions of controllability, stability, globality, and universality (the CSGU). In Study 1, using confirmatory factor analysis, factors were confirmed across least successful and most successful conditions. In Study 2, following less successful performances, correlations supported hypothesized relationships between subscales of the CSGU and subscales of the CDSII (McAuley, Duncan, & Russell, 1992). In Study 3, following less successful performances, moderated hierarchical regression analyses demonstrated that individuals have higher subsequent self-efficacy when they perceive causes of performance as controllable, and/or specific, and/or universal. An interaction for controllability and stability demonstrated that if causes are perceived as likely to recur, it is important to perceive that causes are controllable. Researchers are encouraged to use the CSGU to examine main and interactive effects of controllability and generalizability attributions upon outcomes such as self-efficacy, emotions, and performance.

Cognitive Self-efficacy in Relation to Personal Mastery and Goal Setting across the Life Span

1993 ◽  
Vol 16 (2) ◽  
pp. 351-379 ◽  
Author(s):  
Jane M. Berry ◽  
Robin L. West
Keyword(s):  
Life Span ◽  
Goal Setting ◽  
Perceived Control ◽  
Self Efficacy ◽  
Empirical Studies ◽  
Control Beliefs ◽  
Sources Of Information ◽  
Personal Mastery ◽  
And Performance ◽  
Perceived Control Beliefs

This article is an integrative review of empirical studies of cognitive self-efficacy from childhood through old age. Issues of definition and measurement are addressed and the relation of self-efficacy to personal mastery is evaluated. Research on academic achievement in children and adolescents, complex decision-making in young adults, and memory and intellectual functioning in older adults supports a variety of theoretically driven hypotheses regarding the sources and effects of self-efficacy. Percepts of self-efficacy are based on a variety of sources of information, including personal mastery and perceived control beliefs. Self-efficacy has predictable effects on a variety of task engagement variables (e.g. persistence, effort, goal setting, strategy usage, chioce) that mediate the relationship between self-efficacy and performance. Generalisations regarding the applicability of self-efficacy to understanding cognitive development across the life span are discussed in terms of age-relevant domains and it is argued that a life span treatment of self-efficacy development is particularly compelling because both life span theory and self-efficacy theory emphasise domain specificity.

The Impact of International Business Strategy Simulation Games on Student Engagement

2019 ◽  
Vol 50 (3) ◽  
pp. 393-407 ◽  
Author(s):  
Tim Rogmans ◽  
Wasseem Abaza
Keyword(s):  
Student Engagement ◽  
International Business ◽  
Business Strategy ◽  
Traditional Classroom ◽  
Simulation Game ◽  
Learning Tools ◽  
Business Simulation ◽  
Simulation Games ◽  
The Impact

Background. Despite the increasing use of business simulation games in management education little is known about their effectiveness as learning tools. Aim. The aims of this study were to assess the effectiveness of an international business simulation game in enhancing levels of student engagement. Methods. We investigated student engagement levels after using a simulation game, as measured through quantitative self-reports obtained through a survey among students. The results were compared to engagement levels experienced in more traditional classroom based case discussions with the same students in the same course. The study was carried out across six class sections taught by two professors over two semesters. Results. The results show that average student engagement levels were higher during the traditional case study class than during the class using the simulation game. The standard deviation of the reported levels of student engagement was higher for the simulation game than for the traditional class, indicating that student responses were more extreme (either positive or negative) for the class using the simulation game. Students who were generally more motivated to learn reported higher levels of engagement with the simulation, whereas students with low levels of motivation who found the game complex became less engaged. Conclusion. Simulation games are not always necessarily effective in enhancing engagement among all students. The choice between traditional and experiential learning methods may be partly determined on the basis of the level of student motivation and other student characteristics.

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