Real-Time Mobile Assessment of Learning

2019 ◽  
pp. 283-301
Author(s):  
Ina Blau
Keyword(s):  
Real Time ◽  
Self Efficacy ◽  
Self Esteem ◽  
Ninth Graders ◽  
Perceived Learning ◽  
School Students ◽  
Assessment Of Learning ◽  
The Impact ◽  
Academic Self Efficacy ◽  
Mobile Assessment

Real-time mobile assessment (RTMA) can function as assistive technology, since the anonymity of feedback promotes active participation in lessons without being exposed to criticism. This field experiment explored the impact of RTMA, beyond a whole-class technology, on academic achievement, students' perceived learning, academic self-efficacy, learning motivation, and self-esteem among middle school students. The participants were 80 ninth graders in the excellence, mainstream, and remedial tracks being taught by the same experienced language arts teacher. The experiment included nine double language lessons with a random assignment of the technological conditions and the counterbalance procedure of the topics studied. The findings suggested that students in the remedial track benefit from using RTMA in terms of achievement, perceived learning, self-efficacy, and motivation. Students in the excellence track benefit from RTMA in terms of intrinsic motivation, and students in the mainstream track in terms of self-esteem. Implication for educational research and practice are discussed.

Intervention Outcomes, Anxiety, Self-Esteem, and Self-Efficacy With DHH Students in Universities

2020 ◽  
Vol 26 (1) ◽  
pp. 58-69
Author(s):  
Samta P Pandya
Keyword(s):  
Self Efficacy ◽  
Liberal Arts ◽  
Self Esteem ◽  
Highly Qualified ◽  
Post Test ◽  
Liberal Arts Students ◽  
Commerce Students ◽  
Spiritual Counseling ◽  
The Impact ◽  
Academic Self Efficacy

Abstract This article reports the impact of an online spiritual counseling (OSC) program in mitigating anxiety and building self-esteem and academic self-efficacy among deaf and hard-of-hearing (DHH) students in universities. Compared to online relaxation sessions, the OSC was more effective. Male DHH students and those whose parents were highly qualified exhibited less anxiety and higher self-esteem and self-efficacy at pretest (T1). Post-test (T2) male students having better educated parents responded better to the OSC. T2 anxiety was lower and self-esteem and academic self-efficacy was higher for liberal arts students and having stay-at-home parents compared with science and commerce students and whose parents worked outside home. Self-esteem was also positively moderated by better economic class and presence of siblings. Intervention compliance in terms of regular attendance and self-practice mediated the relationship between sociodemographic predictors and outcomes. Results support the biopsychosocial model and encourage the implementation of the OSC with DHH university students.

scholarly journals Explanation of academic procrastination from self-esteem, state anxiety, self-efficacy

2012 ◽  
Vol 2 (3) ◽  
pp. 1-10 ◽  
Author(s):  
Didem Aydoğan ◽  
Yaşar Özbay
Keyword(s):  
High School Students ◽  
State Anxiety ◽  
Self Efficacy ◽  
Self Esteem ◽  
Middle Level ◽  
Male Students ◽  
Academic Procrastination ◽  
School Students ◽  
The University ◽  
Academic Self Efficacy

The purpose of the present study was to examine the interplay between academic procrastination, self-esteem, state anxiety and self-efficacy of the 11th grade high school students who are getting prepared for the University Entry Exam. Particapants were 400 students (220 female, 180 male) that were chosen randomly in Konya province. Academic Procrastination Behavior Scale (APBS), Academic Self-Efficacy (ASES), Coopersmith Self-Esteem Scale (CSES), Spielberg State Anxiety Inventory (SSAI) was used. Pearson Moments Correlation, multiple regression analyze, F-test and t-test was used to analyze data. According to the result, while low self-esteem significantly explains academic procrastination, state anxiety and self-efficacy beliefs don't explain academic procrastination. High academic procrastinators and middle level procrastinators have more state anxiety than low academic procrastinators. Also male students are more inclined to academic procrastination than female students.

scholarly journals Self-Esteem and Academic Engagement Among Adolescents: A Moderated Mediation Model

2021 ◽  
Vol 12 ◽  
Author(s):  
Ying Zhao ◽  
Zeqing Zheng ◽  
Chenchen Pan ◽  
Lulu Zhou
Keyword(s):  
Social Support ◽  
Self Efficacy ◽  
Academic Engagement ◽  
Perceived Social Support ◽  
Self Esteem ◽  
Mediating Effect ◽  
Mediation Effect ◽  
Moderated Mediation Model ◽  
The Impact ◽  
Academic Self Efficacy

As an important predictor of academic achievement and an effective indicator of learning quality, academic engagement has attracted the attention of researchers. The present study explores the relationship among adolescent self-esteem and academic engagement, the mediating effect of academic self-efficacy, and the moderating effect of perceived social support. Four-hundred and eighty adolescents (Mage = 14.92) from the Hebei Province of China were recruited to complete anonymous questionnaires. The results show that self-esteem positively predicted adolescent academic engagement through the indirect mediating role of academic self-efficacy, and the percentage of this mediation effect of the total effect was 73.91%. As a second-stage moderator, perceived social support moderated the mediating effect of academic self-efficacy. Specifically, when students felt more perceived social support, the impact of academic self-efficacy on their academic engagement was greater. Our findings suggest that adolescent self-esteem, academic self-efficacy, and perceived social support are key factors that should be considered together to improve adolescent academic engagement. Therefore, parents and school educators should actively guide adolescents to improve their self-esteem and academic self-efficacy. Parents and educators should also construct an effective social support system to improve students’ perceived social support and enhance their academic engagement.

School Belonging, Educational Aspirations, and Academic Self-Efficacy among African American Male High School Students: Implications for School Counselors

2008 ◽  
Vol 11 (5) ◽  
pp. 2156759X0801100
Author(s):  
Chinwe J. Uwah ◽  
H. George McMahon ◽  
Carolyn F. Furlow
Keyword(s):  
High School Students ◽  
School Counselors ◽  
Self Efficacy ◽  
African American Male ◽  
Educational Aspirations ◽  
School Belonging ◽  
School Students ◽  
Male High School ◽  
Academic Self Efficacy ◽  
Perceptions Of School

While academic self-efficacy is widely considered an individual cognitive variable, it may be influenced by a sense of belonging and connection to others in the school community. Using a correlation and multiple regression design, the study in this article examined the relationship between perceptions of school belonging, educational aspirations, and academic self-efficacy among 40 African American male high school students. Results indicated that feeling encouraged to participate and educational aspirations were significant, positive predictors of academic self-efficacy. Other components of perceptions of school belonging were not significant in predicting academic self-efficacy. Recommendations for future research and practical suggestions for school counselors are discussed.

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