scholarly journals Impact of Active Learning Training Design on Self Efficacy Levels of Participants

2019 ◽  
Vol 8 (4) ◽  
pp. 5914-5921
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Self Efficacy ◽  
Training Evaluation ◽  
Training Transfer ◽  
Training Methods ◽  
Learning Design ◽  
Training Design ◽  
The Relationship ◽  
Training Modules

Training evaluation and the need for effective and efficient training methods have always been the focus of researchers and practitioners alike. This search was further fuelled by the creation and identification of theories in the area of learning. Organizational researchers have been constantly borrowing from the fields of Academics in the hopes of identifying what would work best for their people. While adoption of theories has been accepted and encouraged, the understanding of the effects of the new ‘Learner centric’ approaches is still incomplete. The current study attempts to evaluate one proposed outcome of Self-efficacy. Literature in the area of Self-efficacy has linked the concept to training transfer. In the current study, the researchers attempt to understand the relationship between Active Learning design and Self-efficacy. The findings of the study suggest that this relationship is significant and must be considered while planning and designing training modules. The researchers also propose an equation to predict the levels of self-efficacy in the participants, given the level of participation, quality and timeliness of feedback and the learning environment.

scholarly journals The Relationship between Self-efficacy and Learning Environment with Students' Self-directed Learning

2020 ◽  
Vol 4 (1) ◽  
pp. 37-42
Author(s):  
Nanda Mirzawati ◽  
Neviyarni Neviyarni ◽  
Rusdinal Rusdinal
Keyword(s):  
Learning Environment ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Random Sampling ◽  
The Self ◽  
Sampling Techniques ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Correlational Method ◽  
The Relationship

The lack of self-directed learning of students shown by students is one problem associated with self-efficacy and the learning environment. The purpose of the research is to reveal the relationship between self-efficacy and the learning environment, and self-directed learning. This study uses the correlational method and data collected from a sample of 198 students, which were found using proportional random sampling techniques. Data were collected using a self efficacy scale (24 valid items = 0.851), a learning environment scale (32 valid items = 0.830), and a self-directed learning scale (64 valid items = 0.936). Data were then analyzed using multiple regression. The results showed the correlation coefficient r = 0.535 and p = 0.00 (p> 0.05), which showed that there was a positive and significant relationship between self-efficacy and the learning environment together with self-directed learning. So it can be explained that the higher the self-efficacy and learning environment, the higher the student's self-directed learning.

scholarly journals PEMETAAN LEVEL MOTIVASI SISWA TERHADAP PEMBELAJARAN FISIKA BERPENDEKATAN SAINTIFIK

2020 ◽  
Vol 12 (2) ◽  
pp. 193-206
Author(s):  
Zainul Mustofa
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Achievement Goal ◽  
Performance Goal ◽  
Physics Learning ◽  
Domain Learning ◽  
Active Learning Strategies ◽  
Domain Performance

Penelitian ini bertujuan untuk memetakan level motivasi siswa terhadap pembelajaran fisika berpendekatan saintifik. Hal ini penting karena motivasi berkorelasi positif dengan pencapaian tujuan pembelajaran. Penelitian ini adalah penelitian survei dengan jumlah responden 24 siswa kelas X di SMK Al Munawwariyyah, Malang pada semester genap tahun pelajaran 2017-2018. Kuisioner terdiri atas 6 domain yaitu physics learning value, active learning strategies, self-efficacy, performance goal, Achievement goal, dan Learning Environment Stimulation. Domain physics learning value menunjukkan bahwa sekitar 75% menyatakan bahwa fisika adalah penting dan bermanfaat bagi kehidupan sehari-hari. Domain active learning strategies menunjukkan bahwa sekitar 50% siswa aktif dalam menghubungkan konsep dengan pengalaman sebelumnya. Domain self-efficacy menunjukkan sekitar 50% berkeyakinan dapat memahami fisika dengan baik, tetapi hanya sekitar 30% yang berkeyakinan mampu menyelesaikan soal fisika dan cenderung menyerah saat bertemu dengan soal yang sulit. Domain performance goal menunjukkan bahwa 50% siswa berusaha aktif agar mendapatkan nilai yang baik, tetapi tidak bertujuan untuk kelihatan lebih baik dari yang lain maupun mendapatkan perhatian dari guru. Domain Achievement goal menunjukkan bahwa sekitar 60% saja yang merasa puas dengan nilai baik, tetapi 96% siswa lebih puas ketika mampu memahami dan memecahkan masalah fisika. Domain Learning Environment Stimulation menunjukkan bahwa lebih dari 60% siswa berpartisipasi aktif di kelas karena guru menggunakan berbagai macam metode, tidak menekan siswa, memfasilitasi siswa untuk aktif dalam setiap kegiatan baik teori maupun praktek. Temuan ini bermanfaat dalam penyusunan pembelajaran fisika lebih lanjut yang mempertimbangankan faktor motivasi agar dapat meningkatkan kualitas pembelajaran di kelas fisika.

Active learning strategies and academic self-efficacy relate to both attentional control and attitudes towards plagiarism

2018 ◽  
Vol 21 (3) ◽  
pp. 203-216 ◽  
Author(s):  
Andrew R du Rocher
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Strategies ◽  
Attentional Control ◽  
Self Efficacy ◽  
Negative Attitude ◽  
Learning And Teaching ◽  
Active Learning Strategies ◽  
Study Motivation ◽  
The Relationship

Active learning strategies, goals, values, self-efficacy and thus study motivation are all thought to affect the depth of student engagement with their work. Plagiarism is a common problem and must reflect a shallow level of student engagement. Cognitive perspectives on learning and teaching should consider how variations in attentional control might be implicated in both study motivation and plagiarism. This study aimed to elucidate the relationship between these variables, with the intention of informing learning and teaching practices. Increased self-efficacy, active learning strategies and learning values were robustly related to a more negative attitude towards plagiarism. Attentional control was unrelated to attitudes towards plagiarism, but was robustly related to increased self-efficacy and active learning strategies. Research concerning how both active learning and self-efficacy are affected by attentional control processes should be instrumental in improving teaching techniques. Increasing students’ active learning and self-efficacy during their degree should prove to be of particular utility when developing plagiarism interventions.

Clinical Faculty Influences on Student Caring Self-Efficacy

2009 ◽  
Vol 13 (2) ◽  
pp. 52-58 ◽  
Author(s):  
Kae Rivers Livsey
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Student Perceptions ◽  
Self Efficacy ◽  
Leadership Behaviors ◽  
Clinical Learning ◽  
Clinical Faculty ◽  
Personal Factors ◽  
Clinical Learning Environment ◽  
The Relationship

This non-experimental, explanatory study examined the relationship between nursing student perceptions of the clinical learning environment and student caring self-efficacy. Also examined was the relationship between student perceptions of clinical faculty leadership behaviors and these variables. The study provided preliminary evidence of the relationship between student perceptions of leadership behaviors demonstrated by clinical nurse faculty and caring self-efficacy of nursing students. However, additional research is needed to better understand how the combination of environmental and personal factors in the clinical learning environment influences these behavioral outcomes.

scholarly journals Trainees' characteristics in training transfer: The relationship among self-efficacy, motivation to learn, motivation to transfer and training transfer

2014 ◽  
Vol 4 (1) ◽  
pp. 114 ◽  
Author(s):  
Melody Ling-Yu Wen ◽  
Danny Yung-chuan Lin
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Training Transfer ◽  
Equation Modeling ◽  
Motivation To Learn ◽  
Training Design ◽  
Individual Level ◽  
Lower Estimation ◽  
Motivation To Transfer ◽  
And Training

Training transfer is important for researchers and practitioners as organization invests much budget in training but reaps only lower estimation of transfer in practical domains. Researches revealed training design and work environment characteristics are important variables which influence training transfer. This study intended to examine individual level of trainee characteristics exclusively by structural equation modeling (SEM) from broad industries in Taiwan by 500 questionnaires sent to participants with 316 usable returns in 63.2% return rate. The result revealed the fully prediction role of motivation on self-efficacy to training transfer. Without other study setting, self-efficacy, motivation to learn, motivation to transfer, and training transfer are sorted sequentially.

scholarly journals The relationship between undergraduate nursing students' satisfaction about clinical learning environment and their competency self-efficacy

2019 ◽  
Vol 9 (11) ◽  
pp. 92
Author(s):  
Azza Fathi Ibrahim ◽  
Thoraya Mohamed Abdelaziz ◽  
Dalal Talaat Akel
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Self Efficacy ◽  
Clinical Training ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Clinical Nursing ◽  
The Relationship

Competency self-efficacy (CSE) in clinical nursing practice is necessitated to be attained by the undergraduate nursing students. It is a significant indicator of the work's acceptance and commitment to nursing roles. Self-efficacy in nursing experience enhances nursing student's abilities to achieve the clinical tasks independently, mainly in wide range field of care like Medical-Surgical Nursing. Some factors are affecting competency self-efficacy in the clinical nursing practice; the most evident factor is the nursing student’s impressions with their clinical learning environment (CLE). In the light of educational preparation for nursing undergraduates, the Faculties of Nursing emphasize to preserve a high quality of clinical learning environment for clinical nursing essentials. The clinical learning environment has an apparent function in building up students' confidence, and competency self-efficacy, particularly, during clinical skills achievement. The current paper aimed to determine undergraduate nursing student's satisfaction about the clinical learning environment and their competency self-efficacy, and then investigate the relationship between both variables. Thus, the study conducted through a descriptive, correlative research design with all nursing students who enrolled in third and fourth academic semesters (second year) during their clinical training in Medical-Surgical Nursing course, Faculty of Nursing, Alexandria University, Egypt. A triple-section questionnaire was used for data collection: First; nursing student’s sociodemographic profile, Second: Clinical Learning Environment Inventory (CLEI) which was constructed by Chan in 2002. Third: Nursing Competency Self Efficacy Scale (CSES) which was developed by Kennedy in 2013. The results showed that the undergraduate nursing students at Medical-Surgical training, Faculty of Nursing, Alexandria University, have a high satisfaction level about the clinical learning environment concerning all components of the clinical placement. As well, they have a high competency self-efficacy level in all nursing activities and tasks in the clinical training. Further, there is an obvious parallel correlation between nursing student's satisfaction about clinical learning environment and their competency self-efficacy which is significant. Conclusion & Recommendations: Adequate and planned arrangements should be settled in the nursing curricula for the nursing clinical training setting. Too, the clinical instructors should encourage students' trials to do difficult nursing tasks in a successful manner which tends to increase the student's competency self-efficacy. Further researches are required to investigate the factors affecting clinical learning environment satisfaction and competency self-efficacy among nursing students in their clinical placement. Additionally, another research is necessary about; developing an educational program about student's competency self-efficacy to guide nursing instructors in clinical training.

Relationship between Learning Environment Characteristics and Academic Engagement

2011 ◽  
Vol 109 (1) ◽  
pp. 259-284 ◽  
Author(s):  
Marie-Christine Opdenakker ◽  
Alexander Minnaert
Keyword(s):  
Factor Analysis ◽  
Active Learning ◽  
Learning Environment ◽  
Multilevel Analysis ◽  
Learning Environments ◽  
Academic Engagement ◽  
International System ◽  
Cultural Background ◽  
Classroom Activities ◽  
The Relationship

The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as promoter of active learning and differentiation.

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