scholarly journals MPOWER: The Impact of a Purpose Program on Adolescents’ Intrinsic and Extrinsic Motivations

2021 ◽  
Vol 12 ◽  
Author(s):  
Jonathan A. Sepulveda ◽  
Brenna Lincoln ◽  
Belle Liang ◽  
Timothy Klein ◽  
Allison E. White ◽  
...  
Keyword(s):  
Self Efficacy ◽  
School Engagement ◽  
Goal Orientations ◽  
The Self ◽  
Control Group ◽  
Grade Point ◽  
Wide Range ◽  
The World ◽  
Post Test ◽  
The Impact

Purpose has been defined as an active engagement toward goals that are meaningful to the self (i.e., personal meaningfulness) and contribute to the world beyond the self (BTS). These BTS contributions may reflect the intention to meet a wide range of needs from family financial needs to more macro-level concerns, including social injustices. This study investigates the efficacy of a school-based program called MPOWER expressly designed by the authors to cultivate the BTS aspect of purpose. Previous research suggests that the BTS aspect of purpose has beneficial effects on school engagement, goal-setting abilities and orientations, and ultimately school performance. Ninety-four students participated in this study that utilized a randomized, pre-test-post-test between-subjects design to evaluate MPOWER (52 in MPOWER and 42 in the control group). The ANCOVA results indicated a significant increase in the BTS aspect of purpose among program participants, compared to controls. Moreover, participants had higher post-test levels of general self-efficacy and grade point averages, and decreased performance-approach (e.g., playing to be the best, comparing self to others) and performance-avoidance (e.g., avoiding risks of failure, fear of social consequences) goal orientations. Findings can be used to design programs that aim to cultivate students’ intentions to contribute to the world beyond themselves, as well as associated personal benefits (i.e., goal orientations, self-efficacy, academic performance).

scholarly journals The Integration of General Education in the Academic Programme to Enhance the Self-Efficacy of Accounting Students at a South African University

2020 ◽  
Vol 11 (1(V)) ◽  
pp. 23-43
Author(s):  
Suntharmurthy Kristnasamy Naidoo ◽  
S. Govender
Keyword(s):  
Academic Performance ◽  
General Education ◽  
Self Efficacy ◽  
Target Population ◽  
Positive Influence ◽  
The Self ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
The Impact

The purpose of this paper is to investigate the impact of General Education in enhancing the Self-efficacy of Cost and Management Accounting (CMA) students to assess whether Self-efficacy, is having any positive influence on the students’ academic performance. The research design for this paper was descriptive, longitudinal and a mixed-method approach. The nature of the quasi-experimental approach that was used in the current paper is a non-equivalent pre-test and post-test control group design. The target population was CMA students. A census survey was conducted. Findings, which were analysed with the aid of descriptive statistics, indicate a significant correlation in the post-test (Self-efficacy) scores of the group that undertook the General Education Modules and not the group that did not undertake the General Education Modules. This paper recommends the implementation of General Education skills into the curriculum and a model to measure Self-efficacy of students. Moreover, these skills appear to be very poor amongst current learners and respondents believed that Self-efficacy could have a positive effect on the academic performance of learners.

The effect of bibliotherapy on the development of self-efficacy of women with disabled children

2021 ◽  
pp. 026666692110157
Author(s):  
Semanur Öztemiz ◽  
Melike Tekindal
Keyword(s):  
Self Efficacy ◽  
Information Science ◽  
The Self ◽  
Control Group ◽  
Disabled Children ◽  
Specific Objective ◽  
Experiment Control ◽  
Post Test ◽  
And Control ◽  
General Self Efficacy

The aim of this study is to reveal the effect of the bibliotherapy technique on the development of general self-efficacy of women with disabled children. The specific objective of the study is to draw attention to bibliotherapy as a method in the library and information science area. The research was conducted with 18 volunteers from 80 mothers of disabled children who received service from ZİÇEV (Mentally Handicapped Education and Protection Foundation) in the 2019-2020 academic year. Group work and the general self-efficacy scale was used to collect data. In the research, 2x2 mixed design (experiment – control – pre-test – post-test) was conducted. The self-efficacy level of the women was chosen as the dependent variable while the independent variable was bibliotherapy activity. 9 women were assigned to the experimental group and the other 9 were the control group. The bibliotherapy program, designed by the researcher, was in six sessions. Each session took 2 hours. The general self-efficacy scale was conducted again at the last session. Statistically significant results were observed between the experimental and control groups. The results of the study showed that bibliotherapy increased the self-efficacy of women with disabled children. The research drew attention to the importance of bibliotherapy in the process of tackling the low self-efficacy levels of women with disabled children. It is expected that the study will contribute to the literature by encouraging interdisciplinary research based on bibliotherapy.

scholarly journals Self-awareness Skill Training of Mothers as the Head of the Household and the Self-efficacy of Their Sons

2019 ◽  
Vol 5 (4) ◽  
pp. 213-222
Author(s):  
Maliheh Aziznejad ◽  
◽  
Sara Janmohammadi ◽  
Marhamat Farahaninia ◽  
Hamid Haghani ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Intervention Group ◽  
T Test ◽  
The Self ◽  
Control Group ◽  
Self Awareness ◽  
Study Results ◽  
Significant Difference ◽  
The Family ◽  
Post Test

Background: The adults’ life is rooted in their childhood. Children living in single-parent families have less self-efficacy than others. Educating self-awareness skill reliance on the family is among the key aspects of self-efficacy promotion in early childhood. The present study aimed to determine the effect of self-awareness training of the mothers as the head of the household on the self-efficacy of their 10- to 12-year-old sons. Methods: This was a quasi-experimental study with a Pre-test-Post-test and a control group design. The study sample consisted of 10- to 12-year-old boys (N=71) from public schools of Ray City, Iran, and their heads of the family mothers. The study subjects were randomly assigned to the experimental and control groups. The Pre-test was administered to both groups. Then, the mothers of the intervention group attended four 45-minute training sessions twice a week. Moreover, the Post-test was administered to the groups three months after the end of the intervention. The required data were collected by demographic characteristics form, Self-Consciousness Scale (SCS), and Self-efficacy Questionnaire for Children (SEQ-C). Furthermore, the obtained data were analyzed by descriptive statistics, including frequency distribution, mean and standard deviation, and inferential statistics, including the Chi-squared test, Fisher’s Exact test, Independent Samples t-test, Paired Samples t-test, and Analysis of Covariance (ANCOVA) using SPSS. Results: The study results suggested a significant difference in self-awareness Mean±SD scores of the mothers in the intervention group before (41.77±10.59) and after (53.83±8.43) conducting the intervention (P<0.001); however, such difference was not significantly different in the control group before (47.31±12.45) and three months after the intervention (47.05±11.76). There was a significant difference between the self-efficacy Mean±SD scores of boys in the intervention group before (61.88±9.29) and after (70.44±8.12) providing the intervention (P<0.001); however, this difference was not significantly different in the control group before (65.68±11.33) and after the intervention provision (65.14±12.01). Conclusion: In this study, mothers’ self-awareness positively affected their sons’ self-efficacy. Thus, self-awareness enabled mothers to identify the emotions of themselves and their children and become aware of them and pay more attention to interacting with their children. These findings help school health nurses in providing a proper educational environment with the collaboration of mothers who are the head of the family.

scholarly journals Impact of an intervention through Facebook to strengthen Self-esteem in nursing students

2020 ◽  
Vol 28 ◽  
Author(s):  
Renato Mendonça Ribeiro ◽  
João Victor Bernardi Bragiola ◽  
Letícia Palota Eid ◽  
Rita de Cássia Helú Mendonça Ribeiro ◽  
Carlos Alberto da Cruz Sequeira ◽  
...  
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Self Esteem ◽  
The Self ◽  
Nursing Interventions ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Made In

Objective: to evaluate the impact of the “Strengthening Self-Esteem” intervention proposed by the Nursing Interventions Classification, conducted through the use of Facebook, on the self-esteem and self-efficacy levels of nursing undergraduates. Method: quasi-experimental study carried out in two Higher Education Institutions. The sample consisted of 74 students. Two data collection tools were applied before and after the intervention: Rosenberg Self-Esteem Scale and General and Perceived Self-Efficacy Scale. The students were submitted to the intervention for ten sessions. Posts were made in private profile created on Facebook and consisted of positive messages, reflective texts and pictures, all supported by the persuasive resources of Bandura’s theoretical framework. Results: of the 264 students who answered the pretest, 74 (28.03%) participated in the interventions and the post-test. Rosenberg self-esteem (p=0.026) and self-efficacy (p=0.001) scores after the intervention were significantly higher than those obtained before, confirming the effectiveness of the intervention. Conclusion: the “Strengthening Self-Esteem” intervention was effective for improving students’ self-esteem and self-efficacy levels. Such interventions help spread knowledge and build mentally healthier individuals.

scholarly journals The Effect of Using English-Only and English-Arabic on the Grammar Achievement of EFL Undergraduates at Hashemite University in Jordan

2020 ◽  
Vol 7 (4) ◽  
pp. p90
Author(s):  
Mohammed M. Obeidat ◽  
Arqam M. Mohideen
Keyword(s):  
Private School ◽  
Teaching And Learning ◽  
Statistical Difference ◽  
Control Group ◽  
School Type ◽  
School Students ◽  
Grade Point ◽  
English Only ◽  
Post Test ◽  
The Impact

Second language (L2) teaching and learning and the use of first language (L1) in the EFL classroom are debatable issues among educationists, specialists, and researchers. Some of them argue that L2 should be taught through L2 and others contend that L1 should be used as a support for L2. As a result of this controversy, the researchers have decided to conduct this study to investigate the impact of using English-only and English-Arabic on the grammar achievement of undergraduate EFL students. The research instrument used was a pre-post-test developed by the researchers. Two groups were randomly chosen: The experimental group was taught by using English-only whereas the control group was taught through English-Arabic. The variables used and may affect the findings of the study are: school-type, study-year, and Grade Point Average (GPA). Results of the study showed statistical difference in the means of students’ scores, in favor of the control group, private-school students and higher achievers. However, they revealed no statistical difference according to study-year.

scholarly journals Educator Beliefs Around Supporting Early Self-Regulation: Development and Evaluation of the Self-Regulation Knowledge, Attitudes and Self-Efficacy Scale

2021 ◽  
Vol 6 ◽  
Author(s):  
Elena Vasseleu ◽  
Cathrine Neilsen-Hewett ◽  
John Ehrich ◽  
Ken Cliff ◽  
Steven James Howard
Keyword(s):  
Early Childhood ◽  
Self Efficacy ◽  
Self Regulation ◽  
Intervention Group ◽  
Early Childhood Educators ◽  
The Self ◽  
Control Group ◽  
Educator Attitudes ◽  
Cluster Randomized ◽  
The Impact

The current study sought to investigate the extent to which early childhood educators’ confidence in knowledge, attitudes and self-efficacy for supporting early self-regulation predicted educator behavior and children’s self-regulation outcomes. Data from a diverse sample of 165 early childhood educators participating in a cluster Randomized Control Trial evaluation of a self-regulation intervention were utilized to evaluate the construct validity, reliability and predictive properties of the Self-Regulation Knowledge, Attitudes and Self-Efficacy scale. Evaluation via traditional (EFA, Cronbach’s Alpha) and modern approaches (Rasch Analysis) yielded a valid and reliable 25-item scale, comprising three distinct yet related subscales (i.e., confidence in knowledge, attitudes, self-efficacy). For educators assigned to the intervention group, self-efficacy significantly predicted educators perceived competency to implement the self-regulation intervention as well as their perceptions around the effectiveness of the intervention to enhance children’s self-regulation. For educators assigned to the control group (i.e., practice as usual), educator attitudes longitudinally predicted children’s end-of-year status and change in self-regulation (over 6 months later). Findings from this study suggest the importance of pre-school educators’ beliefs for fostering early self-regulation and highlight a need to further explore the impact of these beliefs with regard to educator engagement with intervention.

The Effect of Career Cruising on the Self-efficacy of Students Deciding on Majors

2014 ◽  
Vol 34 (2) ◽  
pp. 16-25 ◽  
Author(s):  
Karen Cunningham ◽  
Anthony Smothers
Keyword(s):  
Academic Advising ◽  
Self Efficacy ◽  
Short Form ◽  
Career Decision ◽  
The Self ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Test Methodology ◽  
Post Test ◽  
The Impact

We analyzed the impact of a self-assessment instrument on the self-efficacy of those deciding on majors in a university setting. Using a pre- and post-test methodology, we employed Career Cruising to measure career decision-making self-efficacy. Participants completed the Career Decision Self-Efficacy–Short Form (CDSE-SF) with dependent variables of academic advising and the levels of self-efficacy among the CDSE-SF five subscales: Accurate Self-Appraisal, Gathering Occupational Information, Goal Selection, Planning for the Future, and Problem Solving. The data were subjected to paired and independent t tests to measure any differences in mean scores. The results indicated a slight increase in career self-efficacy for students who participated in both Career Cruising and academic advising.

scholarly journals Efficacy of Personality Development Program on Self-Efficacy of College Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. Chitra T
Keyword(s):  
College Students ◽  
Training Program ◽  
Self Efficacy ◽  
Personality Development ◽  
Development Program ◽  
Skills Training ◽  
Well Being ◽  
Control Group ◽  
Post Test ◽  
The Impact

Universities and Colleges are nowadays implementing soft skills training program apart from imparting core subject knowledge, to improve the Employability skills of their students. Classroom misfortunes, conflicts with peers, and failures in love can make college a breeding ground for self-esteem issues, which ultimately affects their academic performance and well-being. Self-efficacy has emerged as a highly effective predictor of students’ motivation and learning (Zimmerman, 2008). Personality development is a potential intervention tool which helps an individual to gain confidence and improved self-efficacy. Personality Development is just not outer physical looks, but it also includes grooming one’s inner self to bring about a positive change in one’s life. The present study examined the impact of personality development training program on self-efficacy of 150 male (N=58) and female (N=86) post graduate college students. The study also evaluated the training program, by administering quantitative feedback about the program after the completion of the program. The study used one group Pre-test, Post-test research method. The age group of the sample ranged from 19-23 years and they were all single. They belonged to both Science and Arts stream. The sample was assessed on their self-efficacy by using General Self-Efficacy scale by Schwarzer & Jerusalem (1995). Data were collected at 2 time periods i.e. before the training and a week after completion of training. The personality development program with relevant modules was conducted by trained psychologist over a period of continuous 15 weeks (one 2 hour session/week). 150 students participated in 5 batches for the personality development program. 6 students did not fill the questionnaire properly, hence deleted from the research. The 144 data were statistically analyzed using Percentage analysis, t-test, and qualitative analysis. The results showed that the personality development program improved the self-efficacy among college students. Moreover, the intervention did not have any impact on gender and stream of education of college students. However, the results may only be indicative, as there is no control group in the present study. Overall, the Personality development program was found to be effective in improving self-efficacy of students and was well received by them.

scholarly journals Impact of Divergent Thinking Training on Teenagers’ Emotion and Self-Efficacy During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Bin Zuo ◽  
Qi Wang ◽  
Yalan Qiao ◽  
Yu Ding ◽  
Fangfang Wen
Keyword(s):  
Self Efficacy ◽  
Divergent Thinking ◽  
Control Group ◽  
Mixed Design ◽  
Before And After ◽  
Post Test ◽  
Anxiety Depression ◽  
The Impact ◽  
Positive Effect ◽  
Experimental Group

Currently due to the COVID-19 pandemic, young people are experiencing a decrease in self-efficacy and an increase in mental illness. Though previous studies have shown that self-efficacy and divergent thinking training are positively related, little is known about the impact of divergent thinking training on self-efficacy and emotions. Therefore, our study seeks this answer to support teenagers injured psychologically during disastrous periods. We randomly assigned 70 students to a 2 (time: pretest, post-test) × 2 (groups: divergent thinking training, controlled) mixed design. Participants in the experimental group were given a 9-day divergent thinking training with the theme of “writing down 10 novel functions of the mask,” while those in the control group spent 10 min each day recording what they ate. The self-efficacy, anxiety, depression, and stress of two groups were measured before and after training. Results showed that, compared to the control group, self-efficacy ceased decreasing while anxiety decreased for the experimental group. These findings confirm the positive effect of divergent thinking on teenagers. Implications and limitations are discussed.

scholarly journals EFEKTIVITAS PELATIHAN EFIKASI DIRI DALAM MENINGKATKAN MOTIVASI BELAJAR MATEMATIKA SISWA SEKOLAH MENENGAH PERTAMA

2015 ◽  
Vol 1 (1) ◽  
pp. 01
Author(s):  
Isnaini Oktaverina ◽  
H. Fuad Nashori
Keyword(s):  
Qualitative Analysis ◽  
Self Efficacy ◽  
Mathematics Learning ◽  
The Self ◽  
Learning Motivation ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Experimental Group

This research aimed to determine the effect of self efficacy training on students mathematics learning motivation. Subject in this research were 25 students of class IX SMP N "X" Sleman Yogyakarta, which are divided into 13 students as the experimental group and 12 students as the control group. The data was collected using a scale of mathematics motivation to learn and scale of self efficacy. The research design used was pre post control group design. Analysis of the study were quantitative and qualitative analysis. Quantitative analysis using the Mann – Whitney test to determine mathematics learning motivation after the self efficacy training given. The qualitative analysis was done based on observation, interviews and worksheets. The results of the research were used pre-test and post-test, showed that there was increased mathematics learning motivation after training given by the value of Z = -3.740 dan p = 0,000 (p < 0,05). In the pre-test and follow-up, showed that there was increased mathematics learning motivation after two weeks of training given by the value of Z = 1.989 dan p = 0,047 (p < 0,05). The conclusion of this research is the self efficacy training can increased students mathematics learning motivation class IX SMP N "X".

Sign in / Sign up

Export Citation Format

Share Document