scholarly journals Learner Autonomy of Pre-Service Teachers and its Associations with Academic Motivation and Self-Efficacy

2019 ◽  
Vol 16 (Number 2) ◽  
pp. 75-96
Author(s):  
Muhammet Fatih Alkan ◽  
Mehmet Arslan
Keyword(s):  
Self Efficacy ◽  
Academic Motivation ◽  
Teacher Educators ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Survey Method ◽  
Second Phase ◽  
School Type ◽  
And Gender ◽  
Academic Self Efficacy

Purpose - Learner autonomy enables an individual to learn how to cope with novelties without getting any help from others. Considering the rapid changes and transformations of the 21st century, it has become essential for teachers to possess this characteristic. Moreover, measuring learner autonomy is required to determine their levels. Thus, the purpose of this two-phased study was to adapt the Autonomous Learning Scale into Turkish and to investigate academic motivation and self-efficacy as the predictors of autonomous learning. Methodology - In the first phase, the Autonomous Learning Scale was adapted into Turkish with the participation of 335 pre-service teachers. In the second phase of the study, the autonomous learning of pre-service teachers was investigated in terms of a number of demographic variables along with academic self-efficacy and academic motivation using the data obtained from 776 pre-service teachers with a survey method. Findings - For the first phase, the confirmatory factor analysis showed that Autonomous Learning Scale was a valid and reliable tool to be used in Turkish samples. For the second phase, the regression analysis revealed that academic self-efficacy and academic motivation were significant predictors of autonomous learning of pre-service teachers. Additionally, their autonomous learning significantly differed in terms of department, high school type, and gender. Furthermore, the GPAs of the pre-service teachers were significantly correlated with their autonomous learning levels. Significance - The Turkish version of the Autonomous Learning Scale was presented to researchers. The relationships between autonomous learning and self-efficacy along with motivation have been asserted in a number of studies. However, the present study not only confirmed the correlations among these variables, but also revealed the predictive powers of these variables on autonomous learning. Therefore, teacher educators and policy makers can gain insights from these findings.

Development and psychometric evaluation of the motivation for nursing student scale (MNSS): a cross sectional validation study

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Giampiera Bulfone ◽  
Sondra Badolamenti ◽  
Valentina Biagioli ◽  
Massimo Maurici ◽  
Loreana Macale ◽  
...  
Keyword(s):  
Nursing Students ◽  
Hypothesis Testing ◽  
Validation Study ◽  
Self Efficacy ◽  
Nursing Student ◽  
Academic Motivation ◽  
Self Report ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Academic Self Efficacy

Abstract Objectives To develop a self-report scale to measure academic motivation among nursing students and to test its psychometric properties. Methods a cross-sectional validation study with a convenience sample of nursing students (n=1,635) was performed. The Motivation Nursing Students Scale was developed; content, face, construct validity, hypothesis testing and reliability were evaluated. Results The validity structure revealed a four-factor solution and the model reached a satisfactory fit (χ2=622.835 df=160, p<0.01, CFI=0.90, TLT=0.83, RMSEA=0.060 (90% [CI] 0.055–0.064, p=0.001, SRMR=0.067). The hypothesis testing was confirmed with a positive correlation of the academic self-efficacy with Introjected, Intrinsic motivation and a negative correlation with Amotivation. Conclusions We verified a link between academic self-efficacy and motivation. Both motivation and self-efficacy may increase academic achievement and the possibility for HEIs to degrees a number of students in line with demands.

scholarly journals College Students’ Academic Achievement: Exploring the Role of Hope and Academic Self-Efficacy

2021 ◽  
Vol 8 (1) ◽  
pp. 4-23
Author(s):  
Esther C. Penzar ◽  
Munyi Shea ◽  
Cher N. Edwards
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Self Efficacy ◽  
Specific Domain ◽  
College Going ◽  
Significant Difference ◽  
First Generation College ◽  
Trait Hope ◽  
And Gender ◽  
Academic Self Efficacy

In the present study, the relationships among trait hope, academic self-efficacy, and academic achievement (self-reported GPA) were examined among college students. Demographic differences were analyzed based on college-going status, ethnicity, and gender. First-generation college-going students (FGCS) reported significantly lower levels of hope, academic self-efficacy, and academic achievement when compared to non-FGCS. Male students reported significantly lower academic self-efficacy compared to female students. There was no statistically significant difference between non-White and White students. Overall, academic self-efficacy was a stronger predictor of achievement than hope. Between the two subscales of trait hope, agency was more strongly correlated with academic achievement than pathways. Furthermore, a mediation analysis indicated that academic self-efficacy fully accounted for the relationship between agency and academic achievement, which suggests that perceived capacity and agency to perform tasks in a specific domain may be more strongly associated with academic achievement than a general sense of hope and motivation.

scholarly journals Relationship between Student’s Self-Directed-Learning Readiness and Academic Self-Efficacy and Achievement Motivation in Students

2016 ◽  
Vol 10 (1) ◽  
pp. 225 ◽  
Author(s):  
Nasim Saeid ◽  
Tahere Eslaminejad
Keyword(s):  
Achievement Motivation ◽  
Self Efficacy ◽  
Study Skills ◽  
Academic Motivation ◽  
Simple Random Sampling ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
Academic Self Efficacy

Self-directed learning readiness to expand and enhance learning, This is an important goal of higher education, Besides his academic self-efficacy can be improved efficiency and Achievement Motivation, so understanding how to use these strategies by students is very important. Because the purpose this study is determination of relationship between students self-directed learning and academic self-efficacy and Achievement Motivation in Payamnoor students (2012-2013). In a correlation-descriptive study 322 bachelor students were selected from Payamnoor University of Rafsanjan (2014-2015) through a Simple random sampling. Data collection was SDL questionnaire, academic self-efficacy questionnaire and Achievement Motivation questionnaire. Data were analyzed by multiple regression, simple regression, variance analysis and T-test. The obtained findings from this research showed that there is a relation between student’s Self-directed learning readiness and academic self-efficacy and academic motivation in Students University of Payamnoor. Also Independence in learning and Study skills and problem solving has the most ability for academic self-efficacy and academic motivation prediction and there was the most correlation.According to results and that self-directed learning readiness to enhance self-efficacy and academic motivation, it is necessary to teach strategies to students.

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