scholarly journals PRIMARY STUDENTS’ PERFORMANCE OF STEM DOMAIN-SPECIFIC SELF-EFFICACY BELIEF AND EXPECTANCY-VALUE BELIEF

2021 ◽  
Vol 20 (4) ◽  
pp. 677-690
Author(s):  
Shao-Na Zhou ◽  
Lu-Chang Chen ◽  
Shao-Rui Xu ◽  
Chu-Ting Lu ◽  
Qiu-ye Li ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Efficacy Beliefs ◽  
The Self ◽  
Primary Students ◽  
School Students ◽  
Engineering Technology ◽  
Expectancy Value ◽  
Domain Specific ◽  
Grade Levels ◽  
Science Domain

Most studies have concentrated in assessing students’ overall attitudes towards science, mathematics, and engineering/technology or the attitude towards individual STEM domain. The present research aims to explore primary students’ gender and grade differences of their STEM domain-specific attitudes including self-efficacy and expectancy-value beliefs, as well as their correlations. The results showed no detected significant effects among these different STEM domains in the overall attitudes, the overall self-efficacy beliefs, and the overall expectancy-value beliefs for primary students. The correlations between self-efficacy and expectancy-value were much stronger for the science domain and engineering/technology domain than the mathematics domain. No gender difference of the self-efficacy beliefs was detected except in the mathematics domain, and the result that lower primary students performed significantly better than upper primary students in the self-efficacy was also mainly contributed by the grade difference in the mathematics domain. Whereas no different expectancy-value beliefs existed across genders and grade levels in various STEM domains. The present results reported some unique performances by the primary school students compared to the elder group. Keywords: expectancy-value, gender differences, grade levels, self-efficacy, STEM attitudes

scholarly journals Evaluation of an Afterschool Mentorship Program for Self-Efficacy

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Atia D Mark ◽  
Steve Wells
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Character Education ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Interview Data ◽  
The Self ◽  
Relationship Building ◽  
School Students ◽  
Mentorship Program

Middle school students in Nova Scotia, Canada, are perceived to have low self-efficacy for achieving learning outcomes. While strong self-efficacy beliefs, developed through effective curricula, have been linked to improved academic performance, there is a need for formal evaluation of such curricula. The purpose of this study was to investigate a 10-week afterschool mentorship curriculum that has never been evaluated. The aim of the curriculum is to strengthen self-efficacy beliefs via relationship building exercises, public speaking training, and character education. Bandura’s theory of self-efficacy, which states that treatment influences can alter the strength of self-efficacy, informed the conceptual framework. Evaluation questions explored apparent changes in the self-efficacy of the students from the perspective of seven adult caregivers and the program’s instructor. Interview data were triangulated with quantitative descriptive statistics on the self-efficacy scores of 10 middle school students before and after program participation using the Children’s Hope Scale. Comparison of pre- and posttest scores did not show remarkable differences in self-efficacy beliefs of the students. However, analysis of interview data revealed that children’s self-efficacy beliefs grew, the largest increase being in those described as reserved at the beginning of the program. This study promotes positive social change through an increased understanding that can inform efforts to increase self-efficacy in middle school students.

Relations among Perceived Self-Efficacy, Self-Esteem, and School Achievement

2003 ◽  
Vol 92 (3) ◽  
pp. 745-754 ◽  
Author(s):  
Antonella D'Amico ◽  
Maurizio Cardaci
Keyword(s):  
Self Efficacy ◽  
School Achievement ◽  
Self Esteem ◽  
Efficacy Beliefs ◽  
The Self ◽  
Scholastic Achievement ◽  
Domain Specific ◽  
Five Factors ◽  
Scholastic Performance ◽  
Two Factors

The present research explored empirically the factorial dimensions of self-efficacy and self-esteem and associations among self-esteem, self-efficacy, and scholastic achievement as measured in 151 subjects ( M age=13.4 yr.). Five factors emerged from factorial analysis: two factors reflected the self-esteem feelings (and were, respectively, named as self-referential self-esteem and comparative self-esteem). The remaining three factors reflected the self-efficacy beliefs in the three different scholastic domains considered, linguistic-literary, logical-mathematical, and technical-practical All self-efficacy scores were significantly correlated with scholastic achievement while no associations between self-esteem scores and scholastic performance were found. Nevertheless, self-efficacy and self-esteem dimensions shared some common aspects. In particular, each different self-esteem factor showed different magnitudes of association with domain-specific self-efficacy beliefs.

scholarly journals DEVELOPMENT OF CHEMISTRY LABORATORY SELF-EFFICACY BELIEFS SCALE

2016 ◽  
Vol 15 (3) ◽  
pp. 350-359
Author(s):  
Fatma Alkan
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Self Efficacy ◽  
Laboratory Data ◽  
Efficacy Beliefs ◽  
Chemistry Laboratory ◽  
School Students ◽  
Domain Specific ◽  
Affective Variables

Chemistry self-efficacy beliefs have been defined as someone’s beliefs about his or her own capability to perform a given chemistry task. These beliefs, one of the affective variables in the laboratory practices which are quite effective for learning science, affect individuals’ accomplishment, motivation and anxiety. Self-efficacy is task and domain specific. Therefore, self-efficacy beliefs gathered through chemistry self-efficacy scales cannot be accepted as a predictor of chemistry laboratory self-efficacy beliefs. In this research, an instrument, Chemistry Laboratory Self-Efficacy Beliefs Scale, was developed in order to determine students’ self-efficacy beliefs toward chemistry laboratory. Data were collected from 1095 high school students. Validity analysis was examined with Exploratory Factor Analysis, then Confirmatory Factor Analysis was made. The factor analysis revealed 2 factors: psychomotor self-efficacy and cognitive self-efficacy. The reliability analysis was computed with Cronbach alpha coefficient, for the whole instrument it was 0.885. The analyses resulted in the development of a two-factor scale of 14 items that was shown to be valid and reliable. At the same time, this instrument is also the first original instrument developed for determining the students’ self-efficacy beliefs toward chemistry laboratory. Key words: chemistry laboratory, high school students, self-efficacy beliefs.

scholarly journals Self-efficacy of osteoporosis preventive behaviors and its predictors in Iranian adolescents

2018 ◽  
Vol 0 (0) ◽  
Author(s):  
Fatemeh Ghelichkhani ◽  
Mojgan Mirghafourvand ◽  
Elahe Bahrami-Vazir ◽  
Esmaeil Vali ◽  
Azam Mohammadi
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
General Linear Model ◽  
The Self ◽  
Preventive Behaviors ◽  
School Students ◽  
Osteoporosis Knowledge ◽  
The Mean ◽  
Female High School

AbstractIntroductionAlmost all the bone mass in females is accumulated during adolescence and especially in the years immediately following menstruation. Self-efficacy plays an important role in moderating the relationship between knowledge and behavior. This study aimed to determine the self-efficacy of osteoporosis preventive behaviors and its predictors in female high school students.MethodologyThis descriptive-analytical cross-sectional study was conducted on 330 female high school students in Saveh, Iran during 2016–2017. A two-stage cluster sampling method was used to select the participants. Data were collected using a socio-demographic questionnaire, the Osteoporosis Knowledge Test (OKT) and the Osteoporosis Self-Efficacy Scale (OSES). A general linear model was used to determine the self-efficacy predictors of osteoporosis preventive behaviors.ResultsThe mean [standard deviation (SD)] of the total OKT score was 11.08 (4.08) of attainable range from 0 to 32. The mean (SD) of the total OSES score was 121.97 (37.36) of attainable range from 0 to 200. The mean (SD) of the exercise and calcium subscales of OSES were 58.39 (22.56) and 63.57 (21.02), respectively. There were significant relationships between the total OKT score with the total OSES score (r = 0.16, p = 0.003) and its subscales, including exercise (r = 0.16, p = 0.002) and calcium (r = 0.11, p = 0.03) scores. According to the adjusted general linear model, the variables of economic status, educational level and osteoporosis knowledge were predictors of the self-efficacy in the studied students.ConclusionFindings suggested that most of the students had moderate levels of knowledge and self-efficacy regarding osteoporosis preventive behaviors; therefore, improving the knowledge and self-efficacy of this group can play a significant role in promoting their health.

scholarly journals Investigation of Difficulties Faced by Special Education Teachers and Their Self-Efficacy Beliefs

2019 ◽  
Vol 1 (2019-V1-I1) ◽  
pp. 57-69
Author(s):  
Pelin Piştav-Akmeşe ◽  
Nilay Kayhan
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
The Self ◽  
Special Education Services ◽  
Education Services ◽  
Service Training ◽  
Undergraduate Programs ◽  
Future Practice

Abstract Quality special education services are closely related to the quality and the efficacy of the teachers. The purpose of this study is to investigate the difficulties faced by the special education teachers and their selfefficacy beliefs. The study included 84 special education teachers. Data for the study were collected using the Tool for Identifying Difficulties Faced by Special Education Teachers and Teacher Interpersonal SelfEfficacy Scale. Results showed that while the difficulties faced by the teachers did not differ based on gender, they differed significantly based on the undergraduate programs from which the teachers graduated, type of the school in which the teachers worked and the need for the in-service training. Another finding of the study was that the self-efficacy beliefs of the teachers do not differ based on their gender, undergraduate program from which they graduated and type of the school they worked in. However, self-efficacy beliefs of the teachers differed according to their need for in-service training. Recommendations for future practice is presented. Öz Özel eğitim hizmetleri öğretmenlerin niteliği ve etkililiği ile yakından ilişkilidir. Bu çalışmanın amacı, özel eğitim öğretmenlerinin karşılaştıkları güçlükler ve öz-yeterlik inançlarını incelemektir. Çalışma 84 özel eğitim öğretmeni ile yürütülmüştür. Araştırmanın verileri Özel Eğitim Öğretmenlerinin Karşılaştığı Zorlukları Belirleme Aracı ve Kişilerarası Öz-Yeterlik Ölçeği ile toplanmıştır. Öğretmenlerin karşılaştıkları güçlüklerin cinsiyete göre farklılık göstermediği gözlenirken, mezun oldukları lisans programına, görev yaptıkları okul türüne ve hizmet içi eğitim gereksinimleri olup olmama durumuna göre gruplar arasında anlamlı farklılık görülmüştür. Araştırmanın diğer bir bulgusu ise, öğretmenlerin öz-yeterlik inançlarının cinsiyetlerine, mezun oldukları lisans programına ve çalıştıkları okul türüne göre farklılık göstermediği, ancak hizmet içi eğitim gereksinimleri olup olmama durumuna göre değiştiğini ortaya koymaktadır. Çalışmanın sonunda uygulamaya yönelik öneriler sunulmuştur.

scholarly journals Investigation of the Self-Efficacy Beliefs of Turkish Language and Literature Teachers in Practicing Constructivist Approach in Terms of Various Variables

2020 ◽  
Vol 13 (7) ◽  
pp. 47
Author(s):  
Fatih Veyis
Keyword(s):  
Self Efficacy ◽  
Efficacy Beliefs ◽  
The Self ◽  
Constructivist Approach ◽  
Educational Activities ◽  
New Information ◽  
Language And Literature ◽  
Training Activities ◽  
Turkish Language ◽  
And Training

It is a scientifically and developmentally undeniable reality that the educational activities that guide education and training activities and aim to raise the nation according to the requirements of the age and keep up with the necessary arrangements for this purpose. With the periodic developments in the world, the transformation in the philosophy of education and understanding of education has brought along the application of new approaches and understandings in education. The constructivist approach that started to be applied in education with these developments is also one of the new educational approaches. Constructivist understanding is defined as a process in which students are actively involved in educational activities and new information is built on pre-learning. Constructivism is a contemporary understanding that covers all kinds of practices that the student can actively engage in the learning process, and it emphasizes that education can be successful to the extent that it can serve individual differences. It has been fifteen years since the practices on constructivism started to be implemented in our country. During this period and as a point reached, it is a question of how much this understanding is applied. With this research, it is aimed to examine the self-efficacy beliefs of Turkish language and literature teachers towards applying constructivist approach in terms of various variables.

Factors Influencing the Self-Efficacy Beliefs of First-Year Engineering Students

2006 ◽  
Vol 95 (1) ◽  
pp. 39-47 ◽  
Author(s):  
Mica A. Hutchison ◽  
Deborah K. Follman ◽  
Melissa Sumpter ◽  
George M. Bodner
Keyword(s):  
Self Efficacy ◽  
Engineering Students ◽  
Efficacy Beliefs ◽  
The Self ◽  
First Year ◽  
Factors Influencing
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