scholarly journals Spatial Learning in a Virtual Environment: The Role of Self-Efficacy Feedback and Individual Visuospatial Factors

2021 ◽  
Vol 11 (9) ◽  
pp. 1185
Author(s):  
Laura Miola ◽  
Veronica Muffato ◽  
Chiara Meneghetti ◽  
Francesca Pazzaglia
Keyword(s):  
Positive Feedback ◽  
Self Efficacy ◽  
Recall Performance ◽  
Experimental Manipulation ◽  
Individual Characteristics ◽  
Learning Performance ◽  
Environmental Learning ◽  
Subsequent Recall ◽  
Visuospatial Tasks ◽  
And Gender

We examined the roles self-efficacy plays in environmental learning in terms of self-efficacy feedback and task-specific (navigation-based) self-efficacy. We manipulated self-efficacy using positive and neutral feedback to investigate the relationship between receiving positive feedback and environmental learning performance and subsequent recall. A total of 231 participants were administered visuospatial tasks, where 117 received positive feedback, and 114 received neutral feedback. Then, we tested environmental learning using route retracing, pointing, and map-completion tasks. Before each environmental task, participants evaluated their task-specific self-efficacy. A series of spatial self-reported preferences were gathered as well. Mediation models showed that receiving positive feedback after a visuospatial task influences environmental recall performance through the mediation of task-specific self-efficacy. Moreover, after accounting for experimental manipulation and gender, we found that task-specific self-efficacy, sense of direction, and visuospatial abilities influence spatial-recall task performance, even with some differences as a function of the specific recall tasks considered. Overall, our findings suggest that among individual characteristics, task-specific self-efficacy can sustain environmental learning. Furthermore, giving positive feedback can improve spatial self-efficacy before conducting spatial-recall tasks.

Intimidation in small learning groups: The roles of social-comparison concern, comfort, and individual characteristics in student academic outcomes

2011 ◽  
Vol 12 (3) ◽  
pp. 175-187 ◽  
Author(s):  
Marina Micari ◽  
Denise Drane
Keyword(s):  
Social Comparison ◽  
Small Group ◽  
Self Efficacy ◽  
Individual Characteristics ◽  
Learning Program ◽  
Course Performance ◽  
Grade Point ◽  
Learning Groups ◽  
Final Grade ◽  
And Gender

This study examines the relationship of social-comparison concern, comfort, and self-efficacy to course performance and program persistence in a small-group learning environment. As part of the study, 205 undergraduates in a peer-led, small-group science learning program were surveyed at the beginning and end of the academic term; surveys addressed self-efficacy for the course, comfort participating in the small groups, and concern about comparison with others in the groups. Results indicated that while social-comparison concern and comfort were unrelated to prior academic preparation (as measured by grade point average and SAT mathematics score), they were related to self-efficacy, ethnic minority status, and gender, as well as to persistence in the program and final grade.

Personality's Correlates of Adult Development and Aging

2003 ◽  
Vol 8 (3) ◽  
pp. 131-147 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Mariagiovanna Caprara ◽  
Patrizia Steca
Keyword(s):  
Personality Traits ◽  
Adult Development ◽  
Self Efficacy ◽  
Age Groups ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Cross Sectional ◽  
Education And Health ◽  
Development And Aging ◽  
And Gender

Three cross-sectional studies examined stability and change in personality over the course of life by measuring the relations linking age to personality traits, self-efficacy beliefs, values, and well-being in large samples of Italian male and female participants. In each study, relations between personality and age were examined across several age groups ranging from young adulthood to old age. In each study, personality constructs were first examined in terms of mean group differences accrued by age and gender and then in terms of their correlations with age across gender and age groups. Furthermore, personality-age correlations were also calculated, controlling for the demographic effects accrued by marital status, education, and health. Findings strongly indicated that personality functioning does not necessarily decline in the later years of life, and that decline is more pronounced in males than it is in females across several personality dimensions ranging from personality traits, such as emotional stability, to self-efficacy beliefs, such as efficacy in dealing with negative affect. Findings are discussed in terms of their implications for personality theory and social policy.

Self-Efficacy and Gender on Cognitive Performances in Older Adults

2007 ◽  
Author(s):  
Juliet Acolatse ◽  
Olga Rosito ◽  
Rowena G. Gomez
Keyword(s):  
Older Adults ◽  
Self Efficacy ◽  
And Gender

PENINGKATAN SELF EFFICACY SISWA KELAS X MAN 4 MARTUBUNG MEDAN DENGAN MENGGUNAKAN MODEL PEMBELAJARAN BERBASIS MASALAH

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Anugrah Mulia Tampubolon
Keyword(s):  
Self Efficacy ◽  
Problem Based Learning ◽  
Instructional Approach ◽  
And Gender ◽  
Better Than

The purpose of this research was to identify the inprovement of student’s Self Efficacy as an impact of problem based learnin, asd to find the interaction between the instructional approach and gender with improvement of student’s Self Efficacy. This research was a quasy experiment with the sample of research was 70 students, consisted of X-IPA<sup>2</sup> with 35 students asan experiment class and X-IPA<sup>4</sup> with 35 students as a control class. The data which collected in this research were Self Efficacy. The instruments which used to collect the data were a test of Self Efficacy. The data were analyzed by using two way anava in the SPSS program. Based on the result of this research, it could be concluded that the improvement student’s Self Efficacy by using problem based learning better than improvemet student’s Self Efficacy by using a usuall learning. There was not an interaction between the instructional approach and gender with improvement student’s Self Efficacy.

An investigation of STEM Interest, Mathematics Beliefs and gender stereotypes among pre-service early childhood educators

2020 ◽  
Author(s):  
Thomas Delahunty ◽  
Máire Ní Ríordáin ◽  
Mark Prendergast
Keyword(s):  
Early Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Gender Stereotype ◽  
Early Childhood Teacher ◽  
Cultural Barriers ◽  
Global Issue ◽  
Underrepresentation Of Women ◽  
And Gender ◽  
Stem Interest

BackgroundThe underrepresentation of women in STEM fields is a pervasive global issue. Despite evidence casting doubt on the preconceived notions that males outperform females in these domains, gender stereotype beliefs persist and have been highlighted as potential cultural barriers limiting females opportunities. Gender stereotype and ability beliefs emerge in early childhood and recent evidence has highlighted early childhood education as a promising period for the cultivation of positive STEM dispositions. AimsThis study investigated gender stereotype beliefs, mathematical self-beliefs and STEM attitudes among a sample of pre-service early childhood teachers to assess the existence of stereotype endorsements and predictive relationships with STEM interests.SampleParticipants were pre-service early childhood teacher (N=74), mean age 21.17 years, 4 males and 70 femalesMethodsElectronic surveys utilising a series of pre-established scales, measuring gender stereotype bias from ability and cultural perspectives, mathematical self-belief variables (self-efficacy, self-concept, anxiety), and interest in STEM, were distributed. ResultsRegression analysis reveal previous level of mathematical study at secondary school, social persuasions as a sources of self-efficacy and gender stereotype endorsements as significant predictors of overall attitude to STEMConclusions Findings suggest the importance of previous school experience and social influences as well as participants’ gender stereotype endorsements in influencing interest in STEM. These data are discussed in light of implications for teachers; future practice and teacher education

To The Problem Of Researching Individual Concepts In Author’s Texts

2020 ◽  
Vol 6 (1) ◽  
pp. 6-19
Author(s):  
Nadezhda V. Razumkova
Keyword(s):  
Intercultural Communication ◽  
Semantic Space ◽  
Individual Characteristics ◽  
Literary Translation ◽  
Anthropological Linguistics ◽  
Individual Concepts ◽  
And Gender ◽  
Further Development ◽  
Aesthetic Values ◽  
Individual Style

This article reviews the text concept studies on the material of a Russian poem and its translation into Chinese within the framework of the anthropological linguistics. The study of individual concepts, embodying the ethical and aesthetic values of a creative person, is relevant and promising for the further development of establishing their role in the implementation of a writer’s individual style in translation. The author analyzes the lexical-semantic space, which implements a fragment of the content of the universal concept of HOME, presented in the original and translated texts. The author presents a linguistic experiment carried out among Chinese students. Its purpose was to consider the cognitive (indicative, figurative, and situational) basis of the content of the translation and the degree of its compliance with the author’s intention. The tasks include the description of translation transformations as well as interpretation of the mental reactions of Chinese respondents. The results obtained indicate that the author’s representation of the HOME concept is achieved through the use of cognitive structures, associated with Russian traditional views. The representation of the discursive concept by interpreters is accompanied by cognitive refraction in terms of the associative development of thoughts. Literary translation is seen as an indirect act of intercultural communication, the subjects of which — the author, translator, and reader — have a set of individual characteristics, lining up on the principle of following an ethnic cultural standard to individual-emotional and gender marked manifestations.

scholarly journals Exploring the Roles of Daily Spiritual Experiences, Self-Efficacy, and Gender in Shopping Addiction: A Moderated Mediation Model

Religions ◽  
2021 ◽  
Vol 12 (5) ◽  
pp. 355
Author(s):  
Edyta Charzyńska ◽  
Magdalena Sitko-Dominik ◽  
Ewa Wysocka ◽  
Agata Olszanecka-Marmola
Keyword(s):  
Young Adults ◽  
Self Efficacy ◽  
Protective Factor ◽  
Treatment Programs ◽  
Spiritual Experiences ◽  
Moderated Mediation Model ◽  
Daily Spiritual Experiences ◽  
Negative Effect ◽  
And Gender ◽  
Shopping Addiction

Although spirituality has been considered a protective factor against shopping addiction, the mechanisms involved in this relationship are still poorly recognized. The present study aims to test the association of daily spiritual experiences, self-efficacy, and gender with shopping addiction. The sample consisted of 430 young adults (275 women and 155 men), with a mean age of 20.44 (SD = 1.70). The Daily Spiritual Experiences Scale, the General Self-Efficacy Scale, and the Bergen Shopping Addiction Scale were used to measure the study variables. The results showed that: (1) Daily spiritual experiences had a direct negative effect on shopping addiction; (2) daily spiritual experiences were positively related to self-efficacy, thought the effect was moderated by gender; (3) self-efficacy negatively correlated with a shopping addiction; and (4) the indirect effect of daily spiritual experiences on shopping addiction through self-efficacy was significant for women but insignificant for men. The findings confirm that spirituality protects young adults against developing a shopping addiction. They also suggest that when introducing spiritual issues into shopping addiction prevention or treatment programs, the gender-specific effects of spirituality on shopping addiction via self-efficacy should be considered to adequately utilize young women’s and men’s spiritual resources.

scholarly journals What Lies Beneath: The Role of Self-Efficacy, Causal Attribution Habits, and Gender in Accounting for the Success of College Students

2021 ◽  
Vol 11 (7) ◽  
pp. 333
Author(s):  
Kerstin Hamann ◽  
Maura A. E. Pilotti ◽  
Bruce M. Wilson
Keyword(s):  
General Education ◽  
Self Efficacy ◽  
Causal Attribution ◽  
The United States ◽  
Female Students ◽  
Male Students ◽  
Course Grades ◽  
Success In Higher Education ◽  
And Gender

Existing research has identified gender as a driving variable of student success in higher education: women attend college at a higher rate and are also more successful than their male peers. We build on the extant literature by asking whether specific cognitive variables (i.e., self-efficacy and causal attribution habits) distinguish male and female students with differing academic performance levels. Using a case study, we collected data from students enrolled in a general education course (sample size N = 400) at a large public university in the United States. Our findings indicate that while students’ course grades and cumulative college grades did not vary by gender, female and male students reported different self-efficacy and causal attribution habits for good grades and poor grades. To illustrate, self-efficacy for female students is broad and stretches across all their courses; in contrast, for male students, it is more limited to specific courses. These gender differences in cognition, particularly in accounting for undesirable events, may assist faculty members and advisors in understanding how students respond to difficulties and challenges.

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