scholarly journals The Effect of a Face-To-Face ScienceReady Preparatory Short Course on University Students’ Self-Efficacy

2021 ◽  
Vol 12 (1) ◽  
pp. 72-81
Author(s):  
Jyothi Thalluri ◽  
Joy Penman ◽  
Minh Chau
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Scientific Content ◽  
Face To Face ◽  
Before And After ◽  
Post Test ◽  
Preparatory Course ◽  
The Individual ◽  
Relationship Of ◽  
The Impact

The ScienceReady preparatory course is an intensive study designed to improve beginning university undergraduate students’ understanding of medical/scientific concepts, and reduce their anxiety about studying the science component of their enrolled programs. Its goals are to stimulate students’ science curiosity and provide the fundamental scientific content they are expected to know and build further on the knowledge that will feature in their upcoming programs. This article aims to describe the ScienceReady course, discuss the impact of the course on the participants, determine the relationship of the course with self-efficacy, and explain the implications of the results. Students were tested before and after the course to ascertain whether it increased or decreased or not affected self-efficacy. The results of the pre- and post-test surveys were unequivocal. The majority of the individual items for the self-efficacy questionnaire showed a significant increase in self-efficacy post-course.

scholarly journals Impact of an intervention through Facebook to strengthen Self-esteem in nursing students

2020 ◽  
Vol 28 ◽  
Author(s):  
Renato Mendonça Ribeiro ◽  
João Victor Bernardi Bragiola ◽  
Letícia Palota Eid ◽  
Rita de Cássia Helú Mendonça Ribeiro ◽  
Carlos Alberto da Cruz Sequeira ◽  
...  
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Self Esteem ◽  
The Self ◽  
Nursing Interventions ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Made In

Objective: to evaluate the impact of the “Strengthening Self-Esteem” intervention proposed by the Nursing Interventions Classification, conducted through the use of Facebook, on the self-esteem and self-efficacy levels of nursing undergraduates. Method: quasi-experimental study carried out in two Higher Education Institutions. The sample consisted of 74 students. Two data collection tools were applied before and after the intervention: Rosenberg Self-Esteem Scale and General and Perceived Self-Efficacy Scale. The students were submitted to the intervention for ten sessions. Posts were made in private profile created on Facebook and consisted of positive messages, reflective texts and pictures, all supported by the persuasive resources of Bandura’s theoretical framework. Results: of the 264 students who answered the pretest, 74 (28.03%) participated in the interventions and the post-test. Rosenberg self-esteem (p=0.026) and self-efficacy (p=0.001) scores after the intervention were significantly higher than those obtained before, confirming the effectiveness of the intervention. Conclusion: the “Strengthening Self-Esteem” intervention was effective for improving students’ self-esteem and self-efficacy levels. Such interventions help spread knowledge and build mentally healthier individuals.

scholarly journals Training with rhythmic beat gestures benefits L2 pronunciation in discourse-demanding situations

2016 ◽  
Vol 21 (5) ◽  
pp. 609-631 ◽  
Author(s):  
Daria Gluhareva ◽  
Pilar Prieto
Keyword(s):  
Undergraduate Students ◽  
Native Speaker ◽  
Discourse Comprehension ◽  
Beneficial Effects ◽  
Pronunciation Instruction ◽  
Brief Training ◽  
Before And After ◽  
Post Test ◽  
The Impact ◽  
L2 Pronunciation

Recent research has shown that beat gestures (hand gestures that co-occur with speech in spontaneous discourse) are temporally integrated with prosodic prominence and that they help word memorization and discourse comprehension. However, little is known about the potential beneficial effects of beat gestures in second language (L2) pronunciation learning. This study investigates the impact of beat gesture observation on the acquisition of native-like speech patterns in English by examining the effect of a brief training with or without beat gestures on participants’ ratings of accentedness. In a within-participants, pre-/post-test design, participants (undergraduate students learning English as a foreign language) watched a training video in which an L2 instructor gave spontaneous responses to discourse prompts. The prompts belonged to one of two categories (easy and difficult), and were presented by the instructor either with or without accompanying beat gestures. Participants’ own answers to the prompts were recorded before and after training and evaluated by five native speaker judges. The results of the comparison between the participants’ pre-training and post-training speech samples demonstrated that beat gesture training significantly improved the participants’ accentedness ratings on the set of difficult (more discourse-demanding) items. The results of the study support the role of beat gestures as highlighters of rhythmic information and have implications for pronunciation instruction practices.

scholarly journals Impact of Divergent Thinking Training on Teenagers’ Emotion and Self-Efficacy During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Bin Zuo ◽  
Qi Wang ◽  
Yalan Qiao ◽  
Yu Ding ◽  
Fangfang Wen
Keyword(s):  
Self Efficacy ◽  
Divergent Thinking ◽  
Control Group ◽  
Mixed Design ◽  
Before And After ◽  
Post Test ◽  
Anxiety Depression ◽  
The Impact ◽  
Positive Effect ◽  
Experimental Group

Currently due to the COVID-19 pandemic, young people are experiencing a decrease in self-efficacy and an increase in mental illness. Though previous studies have shown that self-efficacy and divergent thinking training are positively related, little is known about the impact of divergent thinking training on self-efficacy and emotions. Therefore, our study seeks this answer to support teenagers injured psychologically during disastrous periods. We randomly assigned 70 students to a 2 (time: pretest, post-test) × 2 (groups: divergent thinking training, controlled) mixed design. Participants in the experimental group were given a 9-day divergent thinking training with the theme of “writing down 10 novel functions of the mask,” while those in the control group spent 10 min each day recording what they ate. The self-efficacy, anxiety, depression, and stress of two groups were measured before and after training. Results showed that, compared to the control group, self-efficacy ceased decreasing while anxiety decreased for the experimental group. These findings confirm the positive effect of divergent thinking on teenagers. Implications and limitations are discussed.

scholarly journals Impact of a Training Intervention for Usein Emergency Situations on Knowledge and Skills Acquisition by Undergraduate Students

2020 ◽  
Vol 8 (5) ◽  
pp. 1
Author(s):  
Silmara Meneguin ◽  
Camila Fernandes Pollo ◽  
Miriane Garuzi ◽  
Helio Amante Miot
Keyword(s):  
Undergraduate Students ◽  
Basic Life Support ◽  
Life Support ◽  
Training Intervention ◽  
Knowledge And Skills ◽  
Emergency Situations ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
The Impact

The aim of this study was to evaluate the impact of an intervention aimed at the enhancing of undergraduate students in emergency situations and to identify the factors related to the acquisition of participants’ knowledge and skills. This was an intervention study using a convenience sample of 424 students from different campuses of a public university in the interior of São Paulo State, Brazil. Theoretical learning was assessed using pre-test and post-test multiple-choice questions, and skills in basic life support were assessed via simulation using a mannequin, immediate feedback devices and a checklist. The mean knowledge score attained was 15.1 (SD±3.50) on the pre-test and20.9 (SD±3.20) on the post-test (p< 0.001). Regarding basic cardiopulmonary resuscitation skills, the mean scores before and after the training were 36.3(SD=±5.3) and178 (SD± 28.3) respectively (p< 0.001). Age was associated with an increase in knowledge and skills’ score when comparing before and after training scores (p=0.0000). The practical basic life support training intervention received an assessment of 75.4%from students of all areas. The training intervention contributed to improvement in both knowledge of care in emergency situations and basic life support skills. Age was the only factor that independently influenced the development of learning and psychomotor skills.

scholarly journals The Impact of Virtual Technology on Teachers Candidates’ Self-efficacy: A Literature Revie

2020 ◽  
Vol 5 (2) ◽  
pp. 45-57
Author(s):  
Sadia Bibi ◽  
Abid Shahzad ◽  
Malik Adeel
Keyword(s):  
Professional Development ◽  
Literature Review ◽  
Online Education ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Virtual Technology ◽  
Face To Face ◽  
Before And After ◽  
Teacher Self Efficacy ◽  
The Impact

This study evaluated the impact of virtual technology on teacher candidates’ self-efficacy. Teacher self-efficacy based on empirical validity in face-to-face environments remains continuously, while it is a new concept in an online education environment. The following literature review conducted among different academic electronic databases and examined the 15 years passed published work. The literature review explores three major areas of research in online education about technology on teacher candidates’ self-efficacy. (1) self-efficacy of pre-service teachers by adopting virtual technology (2) association between teaching self-efficacy and virtual technology (3) changes in self-efficacy of a teacher before and after a professional development with the help of virtual technology. The study described that different researchers continuously examine the balance between pedagogical and technological knowledge that supports the professional development of pre-service teacher self- efficacy with the help of virtual technology, whether teacher self-efficacy differs in online education as compared to face-to-face education.

The Role of Career Self-Efficacy on the Effect of Parental Career Behaviors on Career Exploration: A Study on School of Tourism and Hotel Management’ Students

2016 ◽  
Vol 3 (1) ◽  
pp. 143 ◽  
Author(s):  
Selahattin Kanten ◽  
Pelin Kanten ◽  
Murat Yeşiltaş
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Career Exploration ◽  
Equation Modeling ◽  
Survey Method ◽  
Hotel Management ◽  
Mediating Role ◽  
The Impact

This study aims to investigate the impact of parental career behaviors on undergraduate student’s career exploration and the mediating role of career self-efficacy. In the literature it is suggested that some social and individual factors facilitate students’ career exploration. Therefore, parental career behaviors and career self-efficacy is considered as predictors of student’s career exploration attitudes within the scope of the study. In this respect, data which are collected from 405 undergraduate students having an education on tourism and hotel management field by the survey method are analyzed by using the structural equation modeling. The results of the study indicate that parental career behaviors which are addressed support; interference and lack of engagement have a significant effect on student’s career exploration behaviors such as intended-systematic exploration, environment exploration and self-exploration. In addition, it has been found that one of the dimensions of parental career behaviors addressed as a lack of engagement has a significant effect on career self-efficacy levels of students. However, research results indicate that student’s career self-efficacy has a significant effect on only the self-exploration dimension. On the other hand, career self-efficacy has a partial mediating role between lack of engagement attitudes of parents and career exploration behaviors of students.

Missing Data in Research on Youth and Family Programs

2021 ◽  
pp. 003329412110268
Author(s):  
Jaime Ballard ◽  
Adeya Richmond ◽  
Suzanne van den Hoogenhof ◽  
Lynne Borden ◽  
Daniel Francis Perkins
Keyword(s):  
Missing Data ◽  
Statistical Methods ◽  
Self Report ◽  
Program Participation ◽  
Multilevel Data ◽  
Individual Level ◽  
Level Data ◽  
Before And After ◽  
Post Test ◽  
The Individual

Background Multilevel data can be missing at the individual level or at a nested level, such as family, classroom, or program site. Increased knowledge of higher-level missing data is necessary to develop evaluation design and statistical methods to address it. Methods Participants included 9,514 individuals participating in 47 youth and family programs nationwide who completed multiple self-report measures before and after program participation. Data were marked as missing or not missing at the item, scale, and wave levels for both individuals and program sites. Results Site-level missing data represented a substantial portion of missing data, ranging from 0–46% of missing data at pre-test and 35–71% of missing data at post-test. Youth were the most likely to be missing data, although site-level data did not differ by the age of participants served. In this dataset youth had the most surveys to complete, so their missing data could be due to survey fatigue. Conclusions Much of the missing data for individuals can be explained by the site not administering those questions or scales. These results suggest a need for statistical methods that account for site-level missing data, and for research design methods to reduce the prevalence of site-level missing data or reduce its impact. Researchers can generate buy-in with sites during the community collaboration stage, assessing problematic items for revision or removal and need for ongoing site support, particularly at post-test. We recommend that researchers conducting multilevel data report the amount and mechanism of missing data at each level.

scholarly journals Impact of a blended curriculum on nursing handover quality: a quality improvement project

2021 ◽  
Vol 10 (1) ◽  
pp. e001024
Author(s):  
Xavier Losfeld ◽  
Laure Istas ◽  
Quentin Schoonvaere ◽  
Michel Vergnion ◽  
Jochen Bergs
Keyword(s):  
Educational Intervention ◽  
Patient Information ◽  
Professional Communication ◽  
Fit Indices ◽  
Negative Consequences ◽  
Improvement Project ◽  
Face To Face ◽  
Before And After ◽  
Post Test ◽  
E Learning

Context and objectiveThe negative consequences of inadequate nursing handovers on patient safety are widely acknowledged, both within the literature as in practice. Evidence regarding strategies to improve nursing handover is, however, lacking. This study investigates the effect of a tailored, blended curriculum on nurses’ perception of handover quality.MethodsWe used a pre-test/post-test design within four units of a Belgian general hospital. Our educational intervention consisted of an e-learning module on professional communication and a face-to-face session on the use of a structured method for handovers. All nurses completed this blended curriculum (n=87). We used the Handover Evaluation Scale (HES) to evaluate nurses’ perception of handover quality before and after the intervention. The HES was answered by 87.4% of the nurses (n=76 of 87) before and 50.6% (n=44 of 87) after the intervention. Confirmatory factor analysis was used to assess the validity of the HES.ResultsThe original factor structure did not fit with our data. We identified a new HES structure with acceptable or good fit indices. The overall internal consistency of our HES structure was considered adequate. Perception of nurses on Relevance of information showed a significant improvement (M=53.19±4.33 vs M=61.03±6.01; p=0.04). Nurses also felt that the timely provision of patient information improved significantly (M=4.50±0.34 vs M=5.16±0.40; p=0.01).ConclusionThe applied intervention resulted in an improved awareness on the importance of Relevance of information during handovers. After our intervention, the nurses’ perception of the HES item ‘Patient information is provided in a timely manner’ also improved significantly. We are aware that the educational intervention is only the first step to achieve the long-term implementation of a culture of professional communication based on mutual support.

scholarly journals Personal and social training as a part of class teachers’ lifelong learning

2018 ◽  
Vol 8 (2) ◽  
pp. 24-39 ◽  
Author(s):  
Zuzana Geršicová ◽  
Silvia Barnová
Keyword(s):  
Social Development ◽  
Lifelong Learning ◽  
Personal Development ◽  
Family Background ◽  
Further Education ◽  
Training Methods ◽  
Pedagogical Training ◽  
Before And After ◽  
Post Test ◽  
The Impact

Abstract Introduction: The presented paper deals with the issues of the work of class teachers and their further education in the field of personal and social training. The main goal of the research was to find out about changes in personal and social development after the realization of social-pedagogical training. Methods: On the level of personal development, the authors were interested in the field of values and attitudes. On the level of social development, they focused on the changes in communication and opinion scales. The changes in the above fields were measured by means of a pre-test and a post-test which were administered before and after the realization of the training. Results: In the participants of the realized research, the research team, to a certain extent, succeeded in reducing prejudice and beliefs and the participants learnt about the necessity of considering students’ individual abilities and specific environmental influences on their behavior and manifestations at school. On the level of opinions, there was a shift towards a stronger belief in the significance of the impact of the environment and the family background on students’ behaviour and their personality traits. Discussion: The presented data are the results of a pilot probe and have brought initial insights related to the presented issues for the purposes of a longer and deeper research, which is in the phase of its realization. Limitations: As the project was realized with ten groups of teachers showing a deep interest in participating in it, it is not our ambition to generalize the obtained results; nevertheless, we find them interesting and inspiring. Conclusions: Along with knowledge from pedagogy and psychology, class teachers need a huge amount of creativity, ideas, techniques and methods, which can promote the development of students’ value orientation. The authors can see a clear perspective for teachers’ lifelong learning here

scholarly journals Impact of an Online Sleep and Circadian Education Program on University Students’ Sleep Knowledge, Attitudes, and Behaviours

2021 ◽  
Vol 18 (19) ◽  
pp. 10180
Author(s):  
Caitlin R. Semsarian ◽  
Gabrielle Rigney ◽  
Peter A. Cistulli ◽  
Yu Sun Bin
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Stages Of Change ◽  
Behavioural Change ◽  
Poor Sleep ◽  
Course Grades ◽  
Before And After ◽  
Students Attitudes ◽  
The Impact

University students consistently report poor sleep. We conducted a before-and-after study to evaluate the impact of an online 10-week course on undergraduate students’ sleep knowledge, attitudes, and behaviours at 6-month follow-up. Data were collected via baseline course surveys (August–September 2020) and follow-up surveys distributed via email (February–March 2021). n = 212 students completed baseline surveys and n = 75 (35%) completed follow-up. Students retained to follow-up possessed higher baseline sleep knowledge and received higher course grades. At the 6-month follow-up, sleep knowledge had increased (mean score out of 5: 3.0 vs. 4.2, p < 0.001). At baseline, 85% of students aimed to increase their sleep knowledge and 83% aimed to improve their sleep. At follow-up, 91% reported being more knowledgeable and 37% reported improved sleep. A novel Stages of Change item revealed that 53% of students’ attitudes towards their sleep behaviours had changed from baseline. There was a reduction in sleep latency at follow-up (mean 33.3 vs. 25.6 min, p = 0.015), but no change in the total Pittsburgh Sleep Quality Index score. In summary, completion of an online course led to increased sleep and circadian knowledge and changed sleep attitudes, with no meaningful change in sleep behaviours. Future interventions should consider components of behavioural change that go beyond the knowledge–attitudes–behaviour continuum.

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