scholarly journals Individual Differences in Learning and Corrective Feedback in Writing Skill: A Case for Self-Efficacy Beliefs

2019 ◽  
Vol 1 (3) ◽  
pp. 151-161
Author(s):  
Omid Mallahi
Keyword(s):  
Individual Differences ◽  
Self Efficacy ◽  
Corrective Feedback ◽  
Efficacy Beliefs ◽  
Writing Skill

Action regulation in old age: Time samples from everyday contexts

2001 ◽  
Vol 25 (4) ◽  
pp. 392-399 ◽  
Author(s):  
Petra L. Klumb
Keyword(s):  
Individual Differences ◽  
Everyday Life ◽  
Old Age ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Everyday Activities ◽  
Productive Activities ◽  
Perceived Difficulty ◽  
The Moment

The operation of self-efficacy beliefs was investigated in a group of 81 participants between 73 and 97 years of age with intensive time samples including activities carried out at the moment a signal was received, their subjective difficulty, and concurrent mood in everyday life. In a two-level approach, occasion-level and person-level effects could be modelled simultaneously. Within individuals, productive activities were perceived more difficult, on average, than nonproductive ones. Furthermore, perceived difficulty was lower the more positive concurrent mood was rated. Variance in these intra-individual slopes was partially explained by inter-individual differences in self-belief of efficacy regarding everyday activities.

scholarly journals Computational and neural mechanisms of affected beliefs

2021 ◽  
Author(s):  
Laura Müller-Pinzler ◽  
Nora Czekalla ◽  
Annalina V Mayer ◽  
Alexander Schröder ◽  
David S Stolz ◽  
...  
Keyword(s):  
Individual Differences ◽  
Functional Connectivity ◽  
Neural Activity ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Anterior Insula ◽  
Neural Mechanisms ◽  
Belief Formation ◽  
Prediction Errors ◽  
Subjective Value

The feedback people receive on their behavior shapes the process of belief formation and self-efficacy in mastering a given task. The neural and computational mechanisms of how the subjective value of these beliefs and corresponding affect bias the learning process are yet unclear. Here we investigate this question during learning of self-efficacy beliefs using fMRI, pupillometry, computational modeling and individual differences in affective experience. Biases in the formation of self-efficacy beliefs were associated with affect, pupil dilation and neural activity within the anterior insula, amygdala, VTA/SN, and mPFC. Specifically, neural and pupil responses map the valence of the prediction errors in correspondence to the experienced affect and learning bias people show during belief formation. Together with the functional connectivity dynamics of the anterior insula within this network our results hint towards neural and computational mechanisms that integrate affect in the process of belief formation.

The Effect of Implicit versus Explicit Corrective Feedback on Intermediate EFL Learners' Speaking Self-efficacy Beliefs

2016 ◽  
Vol 6 (5) ◽  
pp. 1066 ◽  
Author(s):  
Hajar Shamiri ◽  
Mohammad Taghi Farvardin
Keyword(s):  
Self Efficacy ◽  
Corrective Feedback ◽  
Likert Scale ◽  
Efficacy Beliefs ◽  
Female Students ◽  
Efl Learners ◽  
Efl Teachers ◽  
Different Types ◽  
Implicit And Explicit

Although a majority of previous studies have investigated the efficacy of corrective feedback (CF) and a number of them have compared implicit and explicit CF types, there are still many variables, one of which is speaking self-efficacy, that have not been investigated along with CF. Therefore, this study aimed to compare implicit versus explicit CF to see if they affect EFL learners' speaking self-efficacy beliefs differently. To this aim, 44 intermediate EFL learners were randomly assigned to two implicit (n=22) and explicit groups (n=22). All participants were female students whose age ranged from 14 to 35. In the first session, speaking self-efficacy questionnaire (Hairuzila et al., 2011) including 23 items with choices on a 5-point Likert scale was administered to the participants. After 18 sessions of receiving two different types of CF, the same questionnaire with some changes in the order of the items was given to the participants. The results revealed that there were no significant differences between the implicit and explicit groups regarding their speaking self-efficacy beliefs. Moreover, a follow-up interview was held with 12 participants two weeks after the end of the treatment. The results of the interview showed that the participants in the implicit group had more positive beliefs towards speaking self-efficacy than the explicit group. The results have some implications for EFL learners, EFL teachers, curriculum designers and teacher trainers.

The Role of Self-Efficacy Beliefs in Leader Development

2011 ◽  
Vol 18 (4) ◽  
pp. 459-468 ◽  
Author(s):  
Moe Machida ◽  
John Schaubroeck
Keyword(s):  
Individual Differences ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Leader Development ◽  
Efficacy Beliefs ◽  
Efficacy Belief ◽  
Practical Implications

This article examines various ways in which self-efficacy belief influences leader development. Drawing from social cognitive theory, we discuss four self-efficacy concepts that are pertinent to leader development: (a) preparatory self-efficacy, (b) efficacy spirals, (c) learning self-efficacy, and (d) resilient self-efficacy. We argue that the role of self-efficacy in leader development is more complex than traditionally considered. The article also addresses influences of a contextual factors and other individual differences on a leader’s self-efficacy. We then discuss the theoretical and practical implications of these propositions for leader development.

Personality's Correlates of Adult Development and Aging

2003 ◽  
Vol 8 (3) ◽  
pp. 131-147 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Mariagiovanna Caprara ◽  
Patrizia Steca
Keyword(s):  
Personality Traits ◽  
Adult Development ◽  
Self Efficacy ◽  
Age Groups ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Cross Sectional ◽  
Education And Health ◽  
Development And Aging ◽  
And Gender

Three cross-sectional studies examined stability and change in personality over the course of life by measuring the relations linking age to personality traits, self-efficacy beliefs, values, and well-being in large samples of Italian male and female participants. In each study, relations between personality and age were examined across several age groups ranging from young adulthood to old age. In each study, personality constructs were first examined in terms of mean group differences accrued by age and gender and then in terms of their correlations with age across gender and age groups. Furthermore, personality-age correlations were also calculated, controlling for the demographic effects accrued by marital status, education, and health. Findings strongly indicated that personality functioning does not necessarily decline in the later years of life, and that decline is more pronounced in males than it is in females across several personality dimensions ranging from personality traits, such as emotional stability, to self-efficacy beliefs, such as efficacy in dealing with negative affect. Findings are discussed in terms of their implications for personality theory and social policy.

scholarly journals Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs

ReCALL ◽  
2021 ◽  
Vol 33 (2) ◽  
pp. 143-160
Author(s):  
Zsuzsanna Bárkányi
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Course Completion ◽  
Efficacy Beliefs ◽  
Speaking Anxiety ◽  
Research Questions ◽  
Anxiety Levels

AbstractThis paper examines the role of motivation, anxiety, and self-efficacy beliefs and their interplay with regard to speaking on beginners’ Spanish LMOOCs. It answers three research questions: (1) what are learners’ motivations and goals for joining these LMOOCs and how do these relate to foreign language speaking anxiety; (2) how do learners’ self-efficacy beliefs and anxiety levels change as a result of course completion; and (3) is there a correlation between motivation, foreign language speaking anxiety, and self-efficacy beliefs in this context? A mixed-methods research design used quantitative and qualitative data gathered from self-reflective questionnaires and forum discussions. The results reveal that learners with intrinsic motivation are more likely to complete the courses than those who sign up to manage a personal situation or advance in their career or studies. No direct correlation was, however, found between motivation and the other variables under scrutiny. Learners present higher self-efficacy beliefs at the end of the courses than at the beginning, while anxiety levels are affected to a much smaller degree by course completion. Although spoken interactions in this learning environment are not synchronous, apprehension and anxiety prevent many learners from fully participating in the speaking activities.

Sign in / Sign up

Export Citation Format

Share Document