scholarly journals Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument: Drafting a Theory-based Measurement

2019 ◽  
Vol 9 (4) ◽  
pp. 247 ◽  
Author(s):  
Handtke ◽  
Bögeholz
Keyword(s):  
Science Teaching ◽  
Content Knowledge ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Cross Sectional Study ◽  
Efficacy Beliefs ◽  
Measurement Instruments ◽  
Cross Sectional ◽  
Interdisciplinary Science ◽  
New Instrument

Interdisciplinary science teaching is an issue in various countries. One example in Europe is Germany, especially regarding comprehensive schools. At the same time, German teacher education is primarily subject-specific. An examination of data on self-efficacy beliefs is helpful for understanding the qualifications of teachers for interdisciplinary science. Previous measurement instruments for teaching biology, chemistry, physics, and science lack a literature-based, theory-based, or curricular-valid measurement or a systematic obstacle to overcome. Thus, to meet these requirements, this research developed a draft for a new instrument to measure self-efficacy beliefs of interdisciplinary science teaching (SElf-ST). As the theoretical base, the instrument operationalizes a model of pedagogical content knowledge for teaching science and adapts it to self-efficacy beliefs. In a cross-sectional study (N = 114 pre-service and trainee teachers), a ten-factor-solution for self-efficacy beliefs resulted from an exploratory factor analysis (Kaiser–Meyer–Olkin-criterion = 0.858, α = 0.70–0.86). Nine factors are linked to the theoretical model. An additional tenth factor emerged: Teaching Ethically Relevant Issues. Nine factors show low and medium correlations with teaching experience. Eight factors show at least low correlations with self-rated content knowledge in no less than one of the three subjects. In general, science-specific factors show rather low or medium correlations, and generic factors (e.g., Applying Media, and Applying Methods of Evaluation) show low or no correlations. This result is in accordance with the context specificity of self-efficacy beliefs. These results meet most of the research expectations and provide initial indications of the concurrent, curricular, and divergent validity of the SElf-ST instrument. The paper argues for the development of a new, theory-based instrument to measure self-efficacy beliefs of interdisciplinary science teaching.

scholarly journals Physicians’ self-efficacy, beliefs and intentions to provide tobacco cessation services: A cross-sectional study in Riyadh, Saudi Arabia

2021 ◽  
Vol 3 (April) ◽  
pp. 1-9
Author(s):  
Nervana Elkhadragy ◽  
Sharon Christ ◽  
Yara Bashawri ◽  
Hadeel AlSaran
Keyword(s):  
Saudi Arabia ◽  
Self Efficacy ◽  
Tobacco Cessation ◽  
Cross Sectional Study ◽  
Efficacy Beliefs ◽  
Sectional Study ◽  
Cross Sectional

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.

The Relationship Between Career Adaptability and Job-Search Self-Efficacy of Graduates: The Bifactor Approach

2021 ◽  
pp. 106907272110022
Author(s):  
Marijana Matijaš ◽  
Darja Maslić Seršić
Keyword(s):  
Job Search ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Sem Analysis ◽  
Bifactor Model ◽  
Specific Factor ◽  
General Factor ◽  
Career Adaptability ◽  
Cross Sectional ◽  
Interview Performance

Career adaptability is an important resource for dealing with career transitions such as the transition from university to work. Previous research emphasized the importance of focusing on career adapt-abilities instead only on general career adaptability. The aim of this research was to investigate whether career adaptability can be conceptualized as a bifactor model and whether general and specific dimensions of career adaptability have a relationship with job-search self-efficacy of graduates. In an online cross-sectional study, 667 graduates completed the Career Adapt-Abilities Scale and Job Search Skill and Confidence Scale. The CFA analysis showed that the bifactor model of career adaptability had a good fit where general factor explained most of the items’ variance. The SEM analysis revealed that general career adaptability and the specific factor of confidence positively correlated with job-search and interview performance self-efficacy. Control only correlated with interview performance self-efficacy. Neither concern nor curiosity showed a significant relationship with job-search and interview performance self-efficacy.

scholarly journals Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

2021 ◽  
Author(s):  
Monira I. Aldhahi ◽  
Abdulfattah S. Alqahtani ◽  
Baian A. Baattaiah ◽  
Huda I. Al-Mohammed
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Learning Satisfaction ◽  
High Satisfaction ◽  
E Learning ◽  
Students Satisfaction ◽  
Remote Learning

AbstractThe overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal–Wallis H test and a chi-square test were used to compare the student’s satisfaction based on the educational variables. Spearman’s correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R2 = 0.59, p = .004). The study concluded that students’ satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study’s findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students’ satisfaction.

Correlation Between Functional Health Literacy and Self-efficacy in People with Type 2 Diabetes Mellitus: Cross-sectional Study

2021 ◽  
pp. 105477382110068
Author(s):  
Luis Angel Cendejas Medina ◽  
Renan Alves Silva ◽  
Magda Milleyde de Sousa Lima ◽  
Lívia Moreira Barros ◽  
Rafael Oliveira Pitta Lopes ◽  
...  
Keyword(s):  
Diabetes Mellitus ◽  
Type 2 Diabetes ◽  
Type 2 Diabetes Mellitus ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Functional Health ◽  
Bivariate Analysis ◽  
Sectional Study ◽  
Cross Sectional

To analyze the correlation between functional health literacy (FHL) and self-efficacy (SE) in people with type 2 Diabetes Mellitus. Cross-sectional study was conducted among September and October 2019, with 196 people with type 2 diabetes. Data were collected using the Functional Literacy in Health instrument (B-TOFHLA) and the Diabetes Management Self-Efficacy Scale for Patients with Type 2 Diabetes Mellitus (DMSES). Bivariate analysis was used to verify the relationship among the constructs. Most diabetics showed an average B-TOFHLA score of 74.75, considered adequate, and self-efficacy of 4.07, high. The association between SE and FHL in the bivariate analysis found no statistical significance ( p > .05), in the same sense as the B-TOFHLA score and the DMSES domains ( p > .05). Constructs were not related to each other in terms of skills arising from judgments and decisions with motivational confidence by the investigated audience.

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