scholarly journals An Investigation into the Effects of Demographic Factors on EFL Learners’ Self-Efficacy Beliefs

2021 ◽  
Vol 9 (4) ◽  
pp. 300-308
Author(s):  
Mohammadreza Valizadeh
Keyword(s):  
Self Efficacy ◽  
Grade Level ◽  
Extrinsic Motivation ◽  
Demographic Factors ◽  
Efficacy Beliefs ◽  
The Self ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Living Circumstances

This study investigated the level of self-efficacy beliefs of Turkish university learners who majored in English. Moreover, the effects of demographic factors of gender, grade level, types of initial motivation to enter a university, and living circumstances on participants’ self-efficacy levels were explored. The participants were 301 undergraduate Turkish university learners who majored in English. Their self-efficacy was evaluated using a students’ self-efficacy scale, which measured their self-efficacy within the category of self-efficacy for self-regulated learning. The data were analysed quantitatively. A relatively good (moderate) level of self-efficacy for self-regulated learning was found for Turkish English as a Foreign Language (EFL) university learners. There was a significant difference between the self-efficacy of males and females in favour of females. However, the magnitude of the differences in the means was below medium. Moreover, the participants’ self-efficacy level did not vary by grade level and living circumstances (i.e., living alone, living with parents, living in a shared room/apartment, living in a dormitory) during the academic year. Additionally, there was not a significant difference in the self-efficacy levels of the group with initial intrinsic motivation and the group with initial extrinsic motivation to enter a university. The results of this research can be insightful for the field of educational psychology.

scholarly journals The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses

2020 ◽  
Vol 21 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Daeyeoul Lee ◽  
Sunnie Lee Watson ◽  
William R Watson
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Task Value ◽  
Future Research ◽  
Use Of Self ◽  
Massive Open Online ◽  
Positive Correlation ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning

This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy. In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings.

scholarly journals Middle School Students’ Graph Skills and Affective States about Graphs

2020 ◽  
Vol 6 (4) ◽  
pp. 692
Author(s):  
Murat Bursal ◽  
Serap Yetiş
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Grade Level ◽  
Eighth Graders ◽  
Efficacy Beliefs ◽  
Affective States ◽  
School Students ◽  
Positive Attitudes ◽  
Significant Difference

This survey design study was designed to test whether the graph skills and affective states of middle school students about graphs differ by their gender, grade level, and graph types (line, bar, and pie). The data collection instruments consisted of two scales developed by the authors and a Graph Skills Test, which consisted of graph questions from the previous TIMSS and PISA exams. Based on the findings, while middle school students were found to succeed at reading the data level graph questions, they were found to struggle in questions requiring higher graph skills, such as graph interpretation and graph construction. As for the affective states investigated, participants were found to hold high self-efficacy beliefs and positive attitudes toward graphs. No significant difference among the dependent variables (graph skills, self-efficacy beliefs about graphs, attitudes toward graphs, and graph literacy perceptions) was found by gender; however, grade level and graph type variables were found to impact students’ graph skills, graph attitudes, and personal graph literacy perceptions. Middle school students with less school experience with graphs (seventh graders) were found to hold more positive attitudes toward graphs than the eighth graders. On the contrary, eighth graders were found to perform better at graph questions requiring interpretations of the graph data. Also, participants in all subgroups were found to hold significantly higher personal graph literacy perceptions for the bar graphs, than the line graphs and pie charts. Based on the findings of the study, while middle school students were found to hold positive affective states about graphs, they were found to lack advanced graph skills. In agreement with the previous literature, it is recommended that graph literacy should become a dedicated part of the school curriculum.

Factorial Structure of the Self-Efficacy for Self-Regulated Learning Scale

1997 ◽  
Vol 81 (1) ◽  
pp. 51-57 ◽  
Author(s):  
M. E. Gredler ◽  
L. S. Schwartz
Keyword(s):  
Self Efficacy ◽  
The Self ◽  
Factorial Structure ◽  
Oblique Rotation ◽  
Self Regulated Learning ◽  
Task Preparation ◽  
Regulated Learning ◽  
Principal Factors ◽  
Planning Task ◽  
General Organization

This study investigated the constructs measured by the Self-efficacy for Self-regulated Learning Scale with 235 undergraduates. The 24 items, derived from 13 validated categories of self-regulated learning from Zimmerman and Martinez-Pons, assess efficacy beliefs about general strategies (11 items) and use of specific self-regulatory activities (13 items). Exploratory factor analysis using principal factors with oblique rotation indicated three factors of General Organization and Planning, Task Preparation Strategies, and Environmental Restructuring. Values of coefficient alpha for the three factors were .84, .72, and .79, respectively.

Self-efficacy: core of employee success

2019 ◽  
Vol 33 (3) ◽  
pp. 9-12 ◽  
Author(s):  
Paul Lyons ◽  
Randall Bandura
Keyword(s):  
Personal Growth ◽  
Self Efficacy ◽  
Practical Experience ◽  
Efficacy Beliefs ◽  
The Body ◽  
Content Type ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Individual Self

Purpose This viewpoint demonstrates the importance and significance of individual self-efficacy beliefs and perceptions with regard to performance and in relation to self-regulated learning. The concept of self-efficacy has been widely researched and reported mainly in academic journals. This viewpoint aims to clearly explain the concept and its formation, give some details of its relationship with performance and persistence in effort, and present some specific advice for managers and supervisors pertaining to guiding and assisting employees. Design/methodology/approach This paper is built upon the following: a thorough review of the literature regarding the topic of self-efficacy, the practical experience of the authors in mentoring and supervising employees, and a desire to offer specific, helpful advice to managers/supervisors in enhancing and stimulating employee self-efficacy and personal learning. Findings The body of research across several domains, such as business, education (mostly pre-college), psychology, and athletics, clearly reveals that personal self-efficacy beliefs/perceptions can be highly motivational with regard to performance and improvement in learning tactics and strategies. This study finds that little attention has been given to advising managers/supervisors in assisting employees to enhance personal self-efficacy, hence the effort to provide direct advice. Originality/value There have been a few attempts to link self-efficacy with self-regulated learning. Both concepts are valuable when it comes to individual effectiveness in performance and in one’s personal growth; and this study highlights the coordination between the two. Originality and value are represented in the advice offered for managers/supervisors using the ordered, process steps of self-regulated learning as an organizing basis.

scholarly journals Middle School Students' Line Graph Skills and Affective States about Common Graph Types Used in Science Courses

2020 ◽  
Vol 8 (4) ◽  
pp. 290
Author(s):  
Murat Bursal ◽  
Fuat Polat
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Grade Level ◽  
Line Graph ◽  
Efficacy Beliefs ◽  
Affective States ◽  
School Students ◽  
Science Courses ◽  
Significant Difference

This study investigated the graphing skills and some affective states of middle school students about graphs by their gender, grade level, and the common graph types used in science courses. Participants’ line graph skills, self-efficacy beliefs and attitudes toward graphs, and their personal literacy perceptions about different graph types (line, bar, and pie) are explored quantitatively. Qualitative data was collected about the views of participants about graphs in general, as well as about the factors that impact students like/dislike certain graph types. Based on the findings, while participants were found to lack line graph skills, they were found to hold high self-efficacy beliefs and positive attitudes toward graphs. No significant difference among the dependent variables was found based on gender; however, grade level and graph type variables were found to impact students’ graph skills and personal graph literacy perceptions. Among the commonly used graphs in middle schools, a vast majority of students favored bar graphs, mostly due to the simplicity of them, and disliked pie charts, as finding them difficult to draw.

scholarly journals PERAN SELF-EFFICACY TERHADAP SELF-REGULATED LEARNING PADA MAHASISWA YANG BEKERJA DI MASA PANDEMI COVID-19

2021 ◽  
Vol 5 (2) ◽  
pp. 502
Author(s):  
Riana Sahrani
Keyword(s):  
Multiple Regression ◽  
Self Efficacy ◽  
Sampling Technique ◽  
The Self ◽  
Learning Ability ◽  
Purposive Sampling ◽  
Self Regulated Learning ◽  
Work From Home ◽  
Regulated Learning

In December 2019, an outbreak of coronavirus or known as Coronavirus Diseases-19 (COVID-19) first occurred in Wuhan, China. The outbreak is affecting the entire world including Indonesia. Therefore, workers or employees who work in government and private sector carry out almost all work from home or known as work from home (WFH). Not spared with the world of education. Learning is usually done face-to-face, changing to a system in network (online) or online.This affects self-regulation as well as self-confidence that must adapt to the new environment. The purpose of this study was to examine the role of self-efficacy in self-regulated learning in students working during the COVID-19 pandemic. Self-regulated learning is a learning ability that uses aspects of metacognition, motivation, and behavior as persistently as possible, with their means and beliefs to achieve the goals set. Self-efficacy is a person's belief that he or she can carry out a task at a certain level that affects. This research was conducted at College X and the University of X Jakarta. This study involved 232 students who worked during the COVID-19 pandemic. The sampling technique used was the purposive sampling technique. Data analysis was performed using multiple regression (multiple regression) using Statistical Product and Service Solutions (SPSS). The results show that self-efficacy plays a role in self-regulated learning by 9,8 %. It can be concluded that there is a positive role of self-efficacy in self-regulated learning. The higher the self-efficacy, the higher the self-regulated learning. Pada bulan Desember 2019, terjadi sebuah wabah virus Corona atau yang dikenal dengan Coronavirus Diseases-19 (COVID-19) pertama kali terjadi di Wuhan, Cina. Wabah tersebut menyerang seluruh dunia termasuk Indonesia. Oleh sebab itu, para pekerja atau karyawan yang bekerja di pemerintahan dan swasta melaksanakan hampir semua pekerjaan dari rumah atau yang dikenal dengan work from home (WFH). Tak luput dengan dunia pendidikan. Pembelajaran yang biasa dilakukan tatap muka, berubah ke sistem dalam jaringan (daring) atau online. Hal ini berpengaruh pada regulasi diri serta keyakinan diri yang harus beradaptasi dengan lingkungan baru. Tujuan dari penelitian ini adalah untuk melihat peran dari self-efficacy terhadap self-regulated learning pada mahasiswa yang bekerja di masa pandemi COVID-19. Self-regulated learning adalah kemampuan belajar yang menggunakan aspek metakognisi, motivasi, dan perilaku dengan sekuat dan segigih mungkin, dengan cara dan keyakinan sendiri untuk mencapai tujuan yang ditetapkan. Self-efficacy merupakan keyakinan seseorang bahwa dia dapat menjalankan suatu tugas pada suatu tingkat tertentu yang mempengaruhi tingkat pencapaian tugasnya. Penelitian ini dilakukan di Sekolah Tinggi X, dan di Universitas X Jakarta. Penelitian ini melibatkan 232 mahasiswa yang bekerja di masa pandemic COVID-19. Teknik pengambilan sampel menggunakan teknik purposive sampling. Pengolahan data menggunakan regresi linear menggunakan Statistical Product and Service Solutions (SPSS). Hasil penelitian menunjukan bahwa self-efficacy berperan dalam self-regulated learning sebesar 9.8%. Hal ini dapat disimpulkan bahwa terdapat peran positif self-efficacy terhadap self-regulated learning. Semakin tinggi self-efficacy maka dapat meningkatkan self-regulated learning.

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