scholarly journals PERSONAL BIOLOGY TEACHING EFFICACY BELIEFS AND BIOLOGY TEACHING OUTCOME EXPECTANCY OF IN-SERVICE ELEMENTARY TEACHERS

2020 ◽  
Vol 7 (10) ◽  
Author(s):  
Eirini Tzovla ◽  
Katerina Kedraka
Keyword(s):  
Elementary Teachers ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Outcome Expectancy ◽  
Future Research ◽  
Biology Teaching ◽  
Data Collection Instrument ◽  
Biological Concepts

<p>The role of the teacher is of great importance in learning and his beliefs affect effectiveness of teaching in every cognitive object. This paper deals with the personal self-efficacy beliefs and the outcome expectancy of in-service teachers teaching biological concepts in Primary School. The study was conducted with 509 in-service elementary teachers and the bio-STEBI-A, which is an adaptation of STEBI-A, was used as the data collection instrument. The results of our survey indicated that in-service elementary teachers scored moderate self-efficacy and their personal self-efficacy beliefs were found to be greater than their outcome expectancy. Recommendations are made for future research.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0620/a.php" alt="Hit counter" /></p>

scholarly journals Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Ezgi Yesilyurt ◽  
Hasan Deniz ◽  
Erdogan Kaya
Keyword(s):  
Elementary Teachers ◽  
Self Efficacy ◽  
Elementary Science ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Relative Importance ◽  
Cognitive Content ◽  
Methods Courses ◽  
Content Mastery ◽  
Engineering Intervention

Abstract Background The Next Generation Science Standards (2013) put a special emphasis on engineering for K-12 science education. However, a significant number of elementary teachers still feel unprepared to integrate engineering into their science programs. It is, therefore, incumbent upon science educators to update their elementary science methods courses to accommodate engineering especially in the states which adopted the NGSS. In this study, we taught an engineering unit in an elementary science teaching methods course to examine what instructional components and learning experiences provided in the engineering unit enhance teachers’ engineering teaching self-efficacy beliefs. Our research questions addressed to what extent the engineering education intervention improved pre-service teachers’ engineering teaching efficacy beliefs and what instructional components and learning experiences served as sources of self-efficacy contributing to the improvement of pre-service elementary teachers’ engineering teaching efficacy beliefs. We also explored how pre-service teachers viewed the relative importance of the sources of teaching efficacy stemming from the engineering unit. Results The participants comprised 84 pre-service teachers enrolled in an elementary education program at a public university in the Southwestern United States. Data obtained from the Engineering Teaching Efficacy Beliefs Instrument (ETEBI) indicated that the pre-service teachers’ personal teaching efficacy beliefs significantly improved after the engineering intervention; however, the engineering intervention had a small impact on teachers’ engineering teaching outcome expectancy beliefs. Written reflections used to explore the sources of engineering teaching efficacy and the relative importance of each source showed that cognitive content mastery and cognitive pedagogical mastery were the major sources of engineering teaching self-efficacy among the pre-service elementary teachers. Conclusion Our study illustrated that integrating engineering design activities with explicit-reflective instruction on the nature of engineering concepts could enhance pre-service teachers’ personal engineering teaching efficacy beliefs even though a relatively small impact was observed in their engineering teaching outcome expectancy beliefs. Also, the study indicated cognitive content mastery and cognitive pedagogical mastery were the most important sources of engineering teaching efficacy. Therefore, the study suggests that it is vital to integrate a variety of mastery and vicarious experiences in methods courses to support the development of teachers’ engineering teaching efficacy beliefs. Besides, the current study could provide an example for integrating engineering education in methods courses.

scholarly journals Investigating pre-service teachers' self efficacy beliefs in STEM fields

2019 ◽  
Author(s):  
◽  
Hanan Shehab
Keyword(s):  
Science Teaching ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Outcome Expectancy ◽  
Stem Fields ◽  
Teachers Perceptions ◽  
Math And Science ◽  
Math Teaching ◽  
Science Teaching Efficacy

The subject of self-efficacy beliefs has been studied for over four decades now. The purpose of this study was to explore pre-service self-efficacy beliefs in Math and Science (STEM fields) in the context of Pedagogical Content Knowledge (PCK) courses at a private university in Lebanon. A sequential explanatory mixed methods design was adopted and a purposive sample of 22 pre-service teachers was selected for the study. Two quantitative instruments, the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) and the Science Teaching Efficacy Beliefs Instrument (STEBI-B) were administered, pre-and post, to determine the levels of the pre-service teachers’ self-efficacy beliefs. For the qualitative data, participants wrote reflections on the PCK methods course 3 times during the semester and were interviewed at the beginning and at the end of the semester about the changes in their efficacy beliefs, namely in the Personal Math Teaching Efficacy Beliefs (PMTE), Personal Science Teaching Efficacy Beliefs (PSTE), Personal Science Outcome Expectancy (STOE), and Math Teaching Outcome Expectancy (MTOE). Findings indicate somewhat significant changes in PMTE, MTOE, and STOE as a result of teaching experiences during PCK courses, whereas the changes in PSTE were less influenced than in the other subfields. Moreover, STOE has improved for all branches, whereas PMTE, PSTE, MTOE’s change varied between the branches. These changes were represented by a shift in teachers’ perceptions concerning their abilities to teach math and science and the proficiency with which they can teach these subjects.

scholarly journals Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs

ReCALL ◽  
2021 ◽  
Vol 33 (2) ◽  
pp. 143-160
Author(s):  
Zsuzsanna Bárkányi
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Course Completion ◽  
Efficacy Beliefs ◽  
Speaking Anxiety ◽  
Research Questions ◽  
Anxiety Levels

AbstractThis paper examines the role of motivation, anxiety, and self-efficacy beliefs and their interplay with regard to speaking on beginners’ Spanish LMOOCs. It answers three research questions: (1) what are learners’ motivations and goals for joining these LMOOCs and how do these relate to foreign language speaking anxiety; (2) how do learners’ self-efficacy beliefs and anxiety levels change as a result of course completion; and (3) is there a correlation between motivation, foreign language speaking anxiety, and self-efficacy beliefs in this context? A mixed-methods research design used quantitative and qualitative data gathered from self-reflective questionnaires and forum discussions. The results reveal that learners with intrinsic motivation are more likely to complete the courses than those who sign up to manage a personal situation or advance in their career or studies. No direct correlation was, however, found between motivation and the other variables under scrutiny. Learners present higher self-efficacy beliefs at the end of the courses than at the beginning, while anxiety levels are affected to a much smaller degree by course completion. Although spoken interactions in this learning environment are not synchronous, apprehension and anxiety prevent many learners from fully participating in the speaking activities.

Mathematics Achievement: The Role of Homework and Self-Efficacy Beliefs

2011 ◽  
Vol 22 (2) ◽  
pp. 310-339 ◽  
Author(s):  
Anastasia Kitsantas ◽  
Jehanzeb Cheema ◽  
Herbert W. Ware
Keyword(s):  
Mathematics Achievement ◽  
Self Efficacy ◽  
Efficacy Beliefs

scholarly journals Effect of Self-esteem on Perceived Job Insecurity: The Moderating Role of Self-efficacy and Gender

2018 ◽  
Vol 64 (4) ◽  
pp. 10-22
Author(s):  
Adewale A. Adekiya
Keyword(s):  
Self Efficacy ◽  
Job Loss ◽  
Job Insecurity ◽  
Self Esteem ◽  
International Markets ◽  
High Rate ◽  
Future Research ◽  
And Gender ◽  
Perceived Job Insecurity

AbstractThe high rate of job loss in most crude oil dependent countries, which may be attributed to the recent drop in the price of this commodity in international markets, has intensified the perception of threats associated with potential job loss among the employees who are still employed. Hence, perceived job insecurity, its associated outcome, coupled with how it can be mitigated has become a global phenomenon, which requires the attention of managers and practitioners alike. In this work, we built upon Hobfall’s conservation of resource theory (CRT) to present a research model that links employee’s self-efficacy and gender to the strength or weakness of the relationship between self-esteem and self-perceived job insecurity. Research data were collected from 153 randomly selected Nigerian Bank employees out of 217 drawn from a total population of 509. Based on the results from relevant statistical analysis, it is discovered that, while increase in self-esteem would lead to a significant decrease in job insecurity perception, such significant decrease is, however, not associated with self-efficacy and gender meaning that these variables are not moderators in the self-esteem/perceived job insecurity relationship. In line with these outcomes, we conclude by recommending that managers should focus on developing intervention strategies aimed at improving employee self-esteem with a view of reducing perceived job insecurity. In addition, important areas in need of future research were also identified.

scholarly journals The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement

Psihologija ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 35-52
Author(s):  
Vladimir Dzinovic ◽  
Rajka Djevic ◽  
Ivana Djeric
Keyword(s):  
Self Efficacy ◽  
Structural Model ◽  
School Achievement ◽  
Self Regulation ◽  
Self Control ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Eighth Grade Students

Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research.

The Role of Agency and Threat-Immediacy in Interactive Digital Narrative Fear Appeals for the Prevention of Alcohol Abuse: An Empirical Study Among College Students (Preprint)

2021 ◽  
Author(s):  
Hendrik Engelbrecht ◽  
Nynke van der Laan ◽  
Renske van Enschot ◽  
Emiel Krahmer
Keyword(s):  
Alcohol Abuse ◽  
Perceived Control ◽  
Self Efficacy ◽  
Communication Theory ◽  
Efficacy Beliefs ◽  
Fear Appeals ◽  
Fear Appeal ◽  
Digital Narrative

BACKGROUND Serious games for the training of prevention behaviors have been widely recognized as a potentially valuable tool for adolescents and young adults across a variety of risk behaviors. However, the role of agency, as a distinguishing factor from traditional health interventions, has seldomly been isolated and grounded in persuasive health communication theory. Fear appeals have different effects on intentions to perform a prevention behavior depending on the immediacy of the consequences. Looking into how to increase self-efficacy beliefs for health behavior with distant consequences is a first step to improving game-based interventions for adverse health outcomes. OBJECTIVE The current study investigated the effect of agency on self-efficacy and intention to drink less alcohol in an interactive digital narrative fear appeal. Further, the communicated immediacy of threat outcomes was evaluated as a potential moderator of the effect of agency on self-efficacy. METHODS An experimental study was conducted among university students (N=178). Participants were presented with a fear appeal outlining the consequences of alcohol abuse in an interactive narrative format. Participants either had perceived control over the outcome of the narrative scenario (high-agency) or no control over the outcome (low-agency). The threat was either framed as a short-term or long-term negative health outcome resulting from the execution of the risk behavior (drinking too much alcohol). RESULTS Self-efficacy and intention to limit alcohol intake were not influenced by the agency manipulation. Self-efficacy was shown to be a significant predictor of behavioral intention. Immediacy of the threat did not moderate the relationship between agency and self-efficacy. CONCLUSIONS Although the agency manipulation was successful, we could not find evidence for an effect of agency or threat immediacy on self-efficacy. The implications for different operationalizations of different agency concepts is discussed, as well as the malleability of self-efficacy beliefs for long-term threats. The usage of repeated, versus single, interventions and different threat types (e.g., health and social threats) should be tested empirically to establish a way forward for diversifying intervention approaches.

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