scholarly journals ADAPTATIONAL TRAINING AS A MEANS OF STUDENTS SELF-EFFICACY DEVELOPMENT

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Olena Muzyka ◽  
Keyword(s):  
Self Efficacy ◽  
Real Life ◽  
The Self ◽  
First Year ◽  
First Year Students ◽  
Professional Goals ◽  
Psychological Indicators ◽  
Motivational Support ◽  
Before And After ◽  
The One

The article analyzes the possibilities of adaptation training as a means of developing the self-efficacy of first-year students. Theoretical and organizational principles of training are substantiated, the content of its separate stages is described, indicators of self-efficiency of students before and after training are compared. The training is based on the analysis of real life situations, specific organization of group work and feedback. The self-efficacy of first-year students develops at three stages of adaptation training: actualization of professional goals, reflection of adaptive resources, value-motivational support of self-efficacy. After getting acquainted and announcing the purpose of the training, students diagnose their own self-efficacy using the author's method "Student Self-Efficacy Profile". The main content of the first stage is the actualization of distant and close professional goals. The second stage of training - reflection on adaptive resources - is the main one. Аbilities can be considered the most relevant adaptation resources. An important property of abilities is the ability to develop. Students need to pay special attention to this. Arguments are sought in their personal value experience. This stage of training is aimed at reflecting their own professional abilities and forming a value attitude towards them. It is important that each trainee realizes that his or her personal set of professional abilities is sufficient to begin the process of professionalization and characterizes him or her individuality. The third stage of training is aimed at developing self-efficacy based on updated adaptation resources. We assume that the motivation for professionalization is provided by two groups of psychological indicators. On the one hand, it is based on personal values (abilities, standards of activity), and on the other - professional goals. Re-diagnosing self-efficacy completes the training. The results of the training show an increase in self-efficacy indicators on scales: goals and motives, abilities, reflection, resistance to failures, self-development.

scholarly journals Psychological Well-being of First-year Psychology Students Amid the COVID-19 Pandemic

2022 ◽  
Author(s):  
Getrude C. AH Gang ◽  
Keyword(s):  
Real Life ◽  
Well Being ◽  
Psychology Students ◽  
First Year ◽  
Online Classes ◽  
First Year Students ◽  
First Semester ◽  
University Life ◽  
Before And After ◽  
Social Media Platforms

University life is always colorful, filled with a plethora of memorable moments, both academic and non-academic. Amid the COVID-19 pandemic, however, first-year university students’ academic experiences might be slightly different from their expectations due to being fully conducted in online learning. The COVID-19 pandemic denied first year students the opportunity to join the face-to-face classes and become involved in university’s activities in the real setting. All activities were replaced with virtual setting and they could only contact their course mates and lecturers via social media platforms. This derailment of their expectation to experience real-life university settings may dampen their enthusiasm and impact their motivational and happiness levels. To explore the phenomenon, a study was conducted with 143 first-year psychology students to examine their self-reported motivational and happiness levels before and after seven-week of online classes. This study included 113 females (79%) and 30 males (21%) with a mean age of 20.68 (SD=1.88). Data collected revealed that students’ motivation and happiness levels declined significantly after their online classes. According to their extent of agreement with the single statement ‘Overall, I am happy with my university life’, 48 (33.60%) students agreed, 76 (53.10%) were neutral, and 19 (13.30%) indicated dissatisfaction. This study may assist the university and relevant authorities in understanding students’ perceptions of dealing with academic and life challenges through online classes amid the COVID-19 pandemic. Therefore, psychological strategies should be considered to enhance first-year students’ motivation and happiness levels when faced with online classes in their new first semester.

scholarly journals DEVELOPMENT OF STUDENTS' SELF-EFFICACY IN THE PROCESS OF ADAPTATION TRAINING

2019 ◽  
Author(s):  
Olena Muzуka
Keyword(s):  
Theoretical Model ◽  
Group Work ◽  
Self Efficacy ◽  
Empirical Studies ◽  
Real Life ◽  
First Year ◽  
First Year Students ◽  
Adaptive Training ◽  
Individual Value ◽  
Development Of Students

The article analyzes the results of theoretical and empirical studies of self-efficacy as a factor of successful professionalization. The experience of the development of adaptive training for first-year students based on the development of self-efficacy is described. The theoretical and organizational foundations of the training are substantiated. The theoretical model of the development of self-efficacy in the process of adaptation training is described. Self-efficacy is seen as a system-forming factor in the adaptation of first-year students and their primary professionalization. The development of self-efficacy in the process of adaptation training is based on the analysis of real life situations, the specific organization of group work and feedback. The result of value interaction in the process of reflection by students of their own and others' experience is the amplification and partial homogenization of group and individual value space, which in turn is a valuable basis for the adaptation of first-year students. The psychological content of training is the process of value interaction. The exchange of valuable experience in the professional sphere leads to the broadening of the ideas of each participant about the possible range of development of professional abilities, and consequently to the increase of the potential of development of the value sphere and professional motivation of each student.

scholarly journals PELATIHAN OUTBOUND UNTUK MENINGKATKAN SELF EFFICACY PADA SISWA SMK

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Syarifah Ivonesti ◽  
Rany Fitriany ◽  
Laily Maghviroh
Keyword(s):  
Data Collection ◽  
Qualitative Analysis ◽  
Self Efficacy ◽  
The Self ◽  
Wilcoxon Test ◽  
Vocational School ◽  
Vocational Students ◽  
Sample Test ◽  
The One ◽  
Related Sample

ABSTRACT: OUTBOND TRAINING TO INCREASE SELF EFFICACY IN VOCATIONAL SCHOOL STUDENT This study aims to see the effect of outbound training in increasing self-efficacy of vocational students. Data collection using a self-efficacy scale, interviews and observations. The research design used was The one Group Pretest-postest Design. The analysis used two related sample tests with the Wilcoxon test and qualitative analysis to describe the effect of outbound training to increase self-efficacy in vocational students. The results showed that there was an effect of outbound training on the self-efficacy of vocational students. The influence is positive, which means that when vocational students receive outbound training, the self-efficacy of vocational students will get positive changes related to self-efficacy. Keywords: Outbond Training, Self efficacy, Vocational Students Penelitian ini bertujuan untuk melihat pengaruh pelatihan outbound dalam meningkatkan self efficacy siswa SMK. Pengumpulan data menggunakan skala self efficacy, wawancara dan observasi. Desain penelitian yang digunakan adalah The one Group Pretest-postest Design. Analisis menggunakan two related sample test dengan uji Wilcoxon dan analisis kualitatif untuk mendeskripsikan pengaruh pelatihan outbound untuk meningkatkan self efficacy pada siswa SMK. Hasil penelitian menunjukkan bahwa ada pengaruh pelatihan outbound terhadap self efficacy siswa SMK. Adapun bentuk pengaruhnya adalah positif, yang artinya ketika siswa SMK mendapatkan pelatihan outbound maka self efficacy siswa SMK akan mendapatkan perubahan yang positif terkait self efficacynya. Kata kunci: Pelatihan Oubound, Self Efficacy, Siswa SMK

Cybernetic Model by Blended Learning Using Technological Applications About Mathematics in Higher Education

2020 ◽  
pp. 40-63
Author(s):  
Samuel Olmos Peña ◽  
Magally Martinez-Reyes ◽  
Anabelem Soberanes-Martín
Keyword(s):  
Blended Learning ◽  
Information And Communication Technologies ◽  
Mathematics Learning ◽  
First Year ◽  
Cybernetic Model ◽  
First Year Students ◽  
Before And After ◽  
Information And Communication ◽  
Education Of Students ◽  
The University

Traditional teaching has been changing with the development of information and communication technologies (ICTs). Blended learning is a new approach that enriches the education of students in order to improve their performance in their different subjects. Mathematics learning is a subject matter that is particularly difficult for students. The present chapter targets the application of a cybernetic model for blended learning in the teaching of mathematics, that is, the elements of communication and control are incorporated into this learning paradigm. It applies to first-year students of mathematics at the university level in the area of engineering. The results show an improvement in tests applied to students before and after the inclusion of activities with technological applications.

scholarly journals Teaching Socrates to First-year Philosophy Students in Iran, Based on Plato's Euthyphro

2018 ◽  
Vol 19 (38) ◽  
pp. 36-41
Author(s):  
Maryam Forghani ◽  
Sofia A Koutlaki
Keyword(s):  
Practical Experience ◽  
First Year ◽  
Socratic Method ◽  
First Year Students ◽  
Starting Point ◽  
The One ◽  
Everyday Routine

AbstractIs it possible to teach philosophy to first-year philosophy students in a way similar to the one Socrates used to teach his interlocutors in the early dialogues? Socrates conducted challenging discussions in the agora of Athens; he began with examining everyday routine concepts, subjected his interlocutors to scrutiny—ἒλεγχος— showed the contradictions in their thinking, and often finally arrived at both his and their ignorance. The starting point of this paper is whether is it possible to teach Socratic philosophy following the Socratic Method. Here, we defend this possibility based on our practical experience of teaching Plato's Euthyphro to first-year students. In particular, the first author taught three groups of first-year philosophy students, for three semesters—Autumn 2016, Spring and Autumn 2017—in the Department of Philosophy at ATU (Allameh Tabataba'i University, Tehran, Iran).

Development and Evaluation of an Objective Tympanic Membrane Visualization Assessment Technique

2020 ◽  
Vol 129 (8) ◽  
pp. 767-771 ◽  
Author(s):  
Amir A. Hakimi ◽  
Simon P. Lalehzarian ◽  
Aaron S. Lalehzarian ◽  
Ariel M. Azhdam ◽  
Benjamin D. Boodaie ◽  
...  
Keyword(s):  
Medical Students ◽  
Tympanic Membrane ◽  
Low Cost ◽  
Training Session ◽  
Standardized Patients ◽  
First Year ◽  
First Year Students ◽  
Before And After ◽  
Cohort Groups ◽  
Tympanic Membranes

Objectives: To introduce an inexpensive method for objectively evaluating otoscopic visualization of the tympanic membrane wherein learners match what they visualize in standardized patients to tympanic membrane photographs. Methods: Two standardized patients had photographs taken of their tympanic membranes using a commercially-available digital otoscope. First- and third-year medical students were asked to perform an otoscopic examination on each patient using a conventional handheld otoscope and to match what they saw with the correct tympanic membrane image among distractor photographs belonging to other patients. The ability of students to match the standardized patients’ tympanic membrane to the correct photographs was assessed before and after a didactic training session. These measurements were compared between the two cohort groups for construct validity. Results: Fifty-one first-year medical students (with no previous otoscopy experience) and 44 third-year medical students (with otoscopy experience from completing pediatric and family medicine clinical clerkships) were recruited to voluntarily participate in this study. At baseline, a larger percentage of third-year students correctly matched both tympanic membranes compared to first-year students (27% vs 8%, P < .01). After otoscopy training, correct matching of both tympanic membranes significantly improved among both first-year students (8-31%, P < .01) and third-year students (27-54%, P < .01). Conclusion: The use of tympanic membrane photographs from standardized patients provides a novel technique for objectively assessing proficiency in otoscopic visualization of the middle ear. The concept is low cost, uses live patients, and can be easily implemented in pre-clinical instruction and beyond.

Metacognitive Training in Chemistry Tutor Sessions Increases First Year Students’ Self-Efficacy

2019 ◽  
Vol 96 (8) ◽  
pp. 1539-1547 ◽  
Author(s):  
Kate J. Graham ◽  
Catherine M. Bohn-Gettler ◽  
Annette F. Raigoza
Keyword(s):  
Self Efficacy ◽  
First Year ◽  
First Year Students ◽  
Metacognitive Training

Self-Regulation and Ability Predictors of Academic Success During College: A Predictive Validity Study

2008 ◽  
Vol 20 (1) ◽  
pp. 42-68 ◽  
Author(s):  
Anastasia Kitsantas ◽  
Adam Winsler ◽  
Faye Huie
Keyword(s):  
Academic Success ◽  
Self Efficacy ◽  
Role Models ◽  
Academic Career ◽  
Sense Of Self ◽  
Self Regulation ◽  
First Year ◽  
First Year Students ◽  
Undergraduate Study ◽  
Upper Level

Knowledge about self-regulation and motivation processes enables students to maximize their college career paths and allows universities to implement better intervention programs to encourage struggling students to persist and complete their educational studies. College administrators and instructors should focus on developing interventions to instill a healthy sense of self-efficacy in students and teach them how to manage their time effectively. Interventions in the form of learning how to learn courses and/or workshops should be designed specifically for first-year students to provide them with helpful adjustment strategies such as setting strategic goals, planning effectively throughout the first year of undergraduate study, and seeking help when needed. Furthermore, instructors of introductory-level classes should provide first-year students with successful peer role models to enhance their self-efficacy beliefs in completing their course requirements. For example, they can make available samples of past projects to their current students, which may allow them to observe successful peers and encourage them to believe that they can succeed. Equipping students with self-regulatory strategies and positive motivational beliefs earlier on in their studies will prepare and sustain their motivation for more demanding, upper level courses as they progress through their academic career.

scholarly journals Opinions towards Companion Animals and Their Welfare: A Survey of Croatian Veterinary Students

Animals ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 199 ◽  
Author(s):  
Tomislav Mikuš ◽  
Mario Ostović ◽  
Ivana Sabolek ◽  
Kristina Matković ◽  
Željko Pavičić ◽  
...  
Keyword(s):  
Veterinary Medicine ◽  
Animal Welfare ◽  
Companion Animals ◽  
First Year ◽  
The European Union ◽  
Veterinary Students ◽  
First Year Students ◽  
Study Programme ◽  
Study Results ◽  
Before And After

This survey was the first one investigating opinions of veterinary students in Croatia towards companion animals and their welfare, with special reference to dogs and cats as the most popular companion animals in the European Union. The study included students of all six years of the integrated undergraduate and graduate veterinary medicine study programme in Croatia. First-year students were surveyed twice, before and after having attended the course on animal welfare. Student opinions were assessed on the basis of their mean responses to five-point Likert scale questions and frequency of responses to Yes/No/I do not know questions and ratio scale questions. Study results revealed students to have strongly positive opinions towards companion animals and their welfare. The majority of student statements did not differ significantly between the first and sixth study years or before and after having attended the animal welfare course in the first study year, mostly yielding a straight, non-fluctuating line. Students were not sure whether welfare of companion dogs and cats was compromised. Study results pointed to reliable and reasonable opinions of veterinary medicine students in Croatia towards companion animals and their welfare, as well as to the welfare issues these species may be facing nowadays.

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