scholarly journals Instructional Videos, Conceptual Understanding and Self-Efficacy in the Time of COVID

2021 ◽  
Vol 29 (3) ◽  
Author(s):  
Smitha Jose ◽  
Raji Kochandra ◽  
Scott Daniel
Keyword(s):  
Conceptual Understanding ◽  
Self Efficacy ◽  
First Year ◽  
Instructional Videos ◽  
Support Materials ◽  
Assessment Performance ◽  
Problem Solving Process ◽  
The Right ◽  
Khan Academy ◽  
The Relationship

Advances in technology offer new opportunities for teaching. Many students engage with online videos that enable them to watch, and re-watch these support materials flexibly and at their own pace. In our large-enrolment introductory first-year physics unit, many students find the content very challenging. To support their learning, we have developed short videos of 4-7 minutes explaining concepts and providing demonstrations of the problem-solving process. Our study was originally designed to evaluate and compare the effect on conceptual understanding and self-efficacy of students engaging with two different types of videos: screencasts (e.g. Khan Academy style) and lightboard videos, where the teacher presents direct to the camera on a writable transparent board (the image is then inverted to be the right way round). Then COVID struck, and all our learning was moved online. Thus, in the second semester of the study, we only used screencasts, and focused our research on exploring the relationship between online engagement, self-efficacy and conceptual understanding of students. We found that students preferred lightboards, and that both semesters’ average survey scores on self-efficacy and conceptual understanding were generally stable or increased only slightly. This is at odds with other studies of similar cohorts. However, the small number of paired responses in our study meant that a self-selection bias may have skewed results. Scores on the conceptual understanding were weakly correlated with assessment performance, suggesting the presence of other contributing variables. Initial self-efficacy scores did not predict subsequent engagement. Instead, missing multiple early assessments was identified as a stronger predictor of failing to pass the subject.

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

scholarly journals The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Naomi A.N.Y. Boakye
Keyword(s):  
Reading Instruction ◽  
South African ◽  
Self Efficacy ◽  
Academic Literacy ◽  
Reading Proficiency ◽  
First Year ◽  
Tertiary Institution ◽  
First Year Students ◽  
Affective Factors ◽  
The Relationship

Self-efficacy, which is the belief about one’s ability to perform a task successfully, has been widely acknowledged as important in learning. This affective factor, though not explicitly evident, has been said to play an important role in academic performance. However, its role in reading development has not been widely investigated. To determine the relationship between self-efficacy and reading proficiency, a study was conducted with first-year students in a South African tertiary institution. Students’ self-efficacy levels were elicited through a questionnaire and their reading proficiency was obtained through the Test of Academic Literacy levels (TALL), which essentially assesses reading proficiency. An analysis of variance showed a robust relationship between reading self-efficacy and reading proficiency for this cohort of students. Regression analysis conducted with other affective factors showed self-efficacy as the best predictor of students’ reading proficiency. Results are discussed as they relate to previous research and recommendations are made to include the development of self-efficacy in reading instruction.

Intention to Be Physically Active: A Theory-Guided Study in Italian Teenagers

2007 ◽  
Vol 100 (3) ◽  
pp. 939-948
Author(s):  
Massimo Miglioretti ◽  
Gabriella Pravettoni
Keyword(s):  
Physical Activity ◽  
Risk Perception ◽  
Self Efficacy ◽  
Outcome Expectancies ◽  
Key Factors ◽  
Physically Active ◽  
Efficacy Outcome ◽  
The Right ◽  
Relationship Of ◽  
The Relationship

This study investigated the relationship of self-efficacy, outcome expectancies, and risk perception on intention to increase physical activity in a group of adolescents. The 833 participants ( M age = 16.2 yr., SD =1.5) completed a Survey of Health Behavior anonymously. 88% of the sample said that they engaged in physical activity; 42.1% said that they spent 4 hours per week exercising. Boys appeared to be more active than girls. The results indicated self-efficacy, outcome expectancies, and risk perception as key factors in explaining behavioural intention in teenagers. As regards outcome expectancies, it seems that adolescents are effectively motivated by objectives which affect them closely, such as maintaining the right weight, and which may influence their everyday life.

Predictors of Relationship Outcome between Disabled and Non-Disabled Siblings

2018 ◽  
Author(s):  
Laura Peill
Keyword(s):  
Relationship Quality ◽  
Self Efficacy ◽  
Online Survey ◽  
Negative Relationship ◽  
Positive Outcome ◽  
Sibling Relationship ◽  
Relationship Outcome ◽  
The Right ◽  
The Impact ◽  
The Relationship

In recent years, there has been increasing research on individuals with a disabled sibling looking at the impact of the relationship on the adjustment and behaviour of the non-disabled sibling and predictors of sibling relationships such as behaviour disabled sibling. Although research to date has focused on individual factors, there is a need for research on the relative contributions of multiple factors. The purpose of this study is to understand the sibling relationship outcome between a disabled and non-disabled sibling as predicted by the stressors caused by the disabled sibling, the non-disabled sibling’s relationship perception and available coping and resources. This study will use the ABCX model (McCubbin & Patterson, 1983) as a framework to study predictors of relationship outcome between disabled and non-disabled siblings. Predictor variables will include: stress, aA factor, (demographic information and behaviour of sibling with a disability), resources, bB factor (knowledge about disability and resource use), perceptions, cC factor (self-efficacy and comfort with disabled sibling) and outcome, xX factor (relationship quality). I hypothesize that when the non-disabled sibling is more comfortable and knowledgeable about the disability and has a higher level of self-efficacy and available resources, the relationship will be perceived more positively, improving relationship quality and leading to a positive relationship outcome. Participants will consist of approximately 100 individuals aged 16 – 26 who have a sibling with a developmental disability. Data will be collected through an online survey. The results of this study are valuable, as understanding what the predictors are that lead to a positive versus negative relationship outcome is the first step in helping to intervene in the relationship and input the right implementations to ensure a positive outcome

The timeline of self-efficacy: changes during the professional life cycle of school principals

2014 ◽  
Vol 52 (1) ◽  
pp. 58-83 ◽  
Author(s):  
Yael Fisher
Keyword(s):  
Work Experience ◽  
Self Efficacy ◽  
Continuing Professional Development ◽  
First Year ◽  
Policy Makers ◽  
Content Type ◽  
School Year ◽  
Communal Relations ◽  
Service Training ◽  
The Relationship

Purpose – The first purpose of this paper is to investigate the relationship between principal self-efficacy and work experience. The second purpose of this paper is to re-study the structure of a multidimensional and hierarchical Principal Self-Efficacy Scale (PSES). Design/methodology/approach – PSES was measured using the Brama-Friedman scale (PSES) (Brama and Friedman, 2007). During the 2010 school year, 123 principals participated. Exploration of PSES was based on Facet Theory (Guttman, 1959). Findings – The findings show that the highest levels of the PSES were found with principals that were at their first year of leading the school. The levels of PSES drop significantly during the second year and up to the fifth year of work experience. The levels of PSES start to rise after the fifth year, and stabilize after ten years. Furthermore, the findings show that PSES is comprised of organizational leadership, educational, and pedagogical leadership and external and communal relations. Research limitations/implications – The sample was relatively small and mostly from the center school district of Israel. The second limitation was that the sample included only Jewish principals. Since 20 percent of the population in Israel is Arabs, further studies should include all minorities in order to enlighten the issue. Practical implications – Understanding the relations between PSES levels and work experience could assist policy makers with decisions concerning continuing professional development (in-service training) of principals. Originality/value – Little is known about the relations between perceived self-efficacy of principals and their work experience.

scholarly journals Correlation between academic self-efficacy and burnout originating from distance learning among nursing students in Indonesia during the COVID-19 pandemic

2021 ◽  
Vol 18 ◽  
pp. 9
Author(s):  
Ngatoiatu Rohmani ◽  
Rosi Andriani
Keyword(s):  
Distance Learning ◽  
Nursing Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Nurse Educators ◽  
First Year ◽  
Innovative Learning ◽  
Cross Tabulation ◽  
The Relationship ◽  
Academic Self Efficacy

Purpose: Distance learning, which became widespread in response to the coronavirus disease 2019 (COVID-19) pandemic, has been a burdensome challenge for students and lecturers. This study investigated the relationship between academic self-efficacy and burnout in first-year nursing students who participated in distance learning during the COVID-19 pandemic.Methods: The study included 69 first-year nursing students at Jenderal Achmad Yani University in Yogyakarta, Indonesia. Data were collected in September 2020 through self-efficacy and burnout questionnaires that were distributed via email and social media for 2 weeks. The responses were analyzed using the gamma test.Results: Most respondents were women (78.3%), with an average age of 19 years. Most nursing students had a moderate level of academic self-efficacy (72.5%), while only 13.0% of respondents had a low level of academic self-efficacy. However, 46.4% of students experienced severe burnout during distance learning. Cross-tabulation showed that students with moderate self-efficacy were more likely to experience severe burnout (24 respondents) (P<0.01; and γ=-0.884). Exhaustion was the burnout dimension most closely associated with academic self-efficacy.Conclusion: Students perceived distance learning as burdensome and reported high levels of exhaustion, which may negatively impact their academic achievement. Interventions to improve academic self-efficacy may foster students’ confidence, potentially leading to reduced burnout levels. Nurse educators should reflect upon innovative learning strategies to create a favorable learning environment for nursing students.

scholarly journals The Relationship between Musical Aptitude, Self-efficacy and Achievement of Elementary School Pre-service Teachers

2021 ◽  
Vol 20 (9) ◽  
pp. 174-191
Author(s):  
Seungyoun Hong
Keyword(s):  
Self Efficacy ◽  
Primary Teachers ◽  
First Year ◽  
Musical Experience ◽  
Chi Square ◽  
First Year Students ◽  
Musical Aptitude ◽  
Chi Square Test ◽  
Pattern Sensitivity ◽  
The Relationship

The primary purpose of this study was to examine the self-efficacy of pre-primary teachers for musical aptitude, such as pitch and rhythm, and to examine whether there is a significant change in self-efficacy through individual practice and instruction of Chorubungen exercises for eight weeks. Another purpose of the study was to examine the relationship between the musical experience and musicality of pre-service teachers, and their musical experience and achievement. To this end, a survey was conducted at the end of the semester for first-year students (56 males, 84 females) of a University of Education after regular individual practice in and guidance for eight weeks in the second semester of 2020. According to the results of the analysis, the positive self-efficacy of the pre-service teachers for pitch and rhythm before class participation was about 22.1% and 34.3% of the respondents, respectively, but after participating in the class, self-efficacy increased to 82.1% for pitch and 72.9% for rhythm. In comparison with the lower five variables, namely whether they learned an instrument among musical experiences (t-test) and the degree of singing (F test), pitch sensitivity (t=2.41, p<.05), rhythm sensitivity (t =1.98, p<.05), tempo sensitivity (t=2.79, p<.01), major scale, and major harmony pattern sensitivity (t=2.67, p<.01), all showed significant differences. In comparison to the achievement groups (chi-square test), differences between the achievement groups were measured based on whether they previously had experienced musical instruments (χ2=10.11, p<.01) and whether they had been active in a club (χ2=8.70, p<.05).

scholarly journals Moderating Effects of Hardiness and optimism on negative life events and coping self-efficacy in first-year undergraduate students

2020 ◽  
Vol 36 (3) ◽  
pp. 451-456
Author(s):  
Mohammad Abbasi ◽  
Ezatollah Ghadampour ◽  
Mohammad Hojati ◽  
Abas Senobar
Keyword(s):  
Life Events ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Negative Life Events ◽  
First Year ◽  
Life Orientation Test ◽  
School Year ◽  
And Coping ◽  
The Relationship

Introducción: Este estudio analiza el papel de la resistencia y el optimismo en los eventos negativos de la vida y la autoeficacia de afrontamiento en 228 estudiantes universitarios de primer año de la Universidad de Lorestan (Irán). El objetivo del estudio era doble: (1) analizar las asociaciones entre resistencia, optimismo, eventos de vida negativos y autoeficacia de afrontamiento; y (2) determinar si la resistencia y el optimismo moderan la relación entre los eventos negativos de la vida y la autoeficacia de afrontamiento. Método: Este estudio correlacional descriptivo se realizó en el año escolar 2016-17. En este estudio, al principio seleccionamos 228 estudiantes. Luego, los estudiantes completaron el Cuestionario de Eventos de la Vida Adolescente (ALEQ), la Prueba de Orientación de la Vida revisada (LOT-R), la Escala de Resistencia de Kobasa y la Escala de Autoeficacia (CSE). Se utilizaron análisis jerárquicos de regresión lineal para examinar el papel moderador de la resistencia y el optimismo. Resultados: Los resultados revelan que existe una relación significativa entre resistencia, optimismo, eventos vitales negativos y autoeficacia de afrontamiento. La resistencia y el optimismo también fueron moderadores en la relación entre los eventos negativos de la vida y la autoeficacia de afrontamiento. Conclusión: Los hallazgos respaldaron la hipótesis de que niveles más altos de resistencia y optimismo se asociarían con niveles más altos de autoeficacia de afrontamiento, y que niveles más bajos de resistencia y optimismo se asociarían con niveles más bajos de autoeficacia de afrontamiento. Finalmente, nuestros resultados implican que la resistencia y el optimismo son un moderador importante de los eventos negativos de la vida del estudiante sobre la autoeficacia de afrontamiento. Introduction. This study analyzes the role of Hardiness and optimism on negative life events and coping self-efficacy in 228 first-year undergraduate students from lorestan university (iran). The aim of the study was two-fold: (1) to analyze the associations between Hardiness, optimism, negative life events and coping self-efficacy; and (2) to determine whether Hardiness and optimism moderates the relationship between negative life events and coping self-efficacy. Method. This descriptive correlational study was conducted in the school year of 2016-17. In this study, at first we selected 228 students. Then the students completed the Adolescent Life Events Questionnaire (ALEQ), Revised Life Orientation Test (LOT-R), Kobasa's Hardiness Scale, and Coping Self-Efficacy Scale (CSE). Hierarchical linear regression analyses were used to examine the moderating role of Hardiness and optimism. Results. Results reveal that there is a significant Relationship between Hardiness, optimism, negative life events and coping self-efficacy. Hardiness and optimism was also a moderator in the relationship between negative life events and coping self-efficacy. Conclusion. The findings supported the hypothesis that higher levels of Hardiness and optimism would be associated with higher levels of Coping Self-Efficacy, and that lower levels of Hardiness and optimism would be associated with lower levels of Coping Self-Efficacy. Finally, our results imply that Hardiness and optimism is an important moderator of student’s negative life events on Coping Self-Efficacy.

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