scholarly journals Exploring The Beliefs Of Academic Self-Efficacy Among Undergraduate Male Engineering Students

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Touseef Fatima, Kiran Hashmi
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Engineering Students ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Male Students ◽  
Affective States ◽  
Engineering Degree ◽  
Academic Self Efficacy

Self-efficacy entails the belief of an individual in oneself for the accomplishment of a specific task. The study investigated sources as well as perceptions that promoted the development of academic self-efficacy of undergraduates. The phenomenological approach employed to analyze the perceptions of undergraduate male engineering students. As phenomenology found compatible with undergraduate students to explain their feelings, experiences, and thoughts about returning to obtain their engineering degree in university after being dropped out. Five participants from private Sindh chartered university responded through an adapted semi-structured interview that reflected their responses on the components of self-efficacy; (a) performance experience, (b) vicarious learning, (c) verbal persuasion, (d) affective states and physical sensation. The data was analyzed by thematization. The findings of the study suggested that components of self-efficacy were the strongest predictors for undergraduate male students who had been dropped out of university to eventually return to earn their engineering degree in university. Furthermore, the study also explored those perceptions about components of self-efficacy that provided a framework to learn those experiences that impact on the academic success of undergraduate male students who had dropped out of university to eventually return to earn their engineering degree in university.  

scholarly journals ENGINEERING STUDENTS’ SELF-EFFICACY RELATED TO PHYSICS LEARNING

2015 ◽  
Vol 14 (3) ◽  
pp. 311-326
Author(s):  
Murat Tezer ◽  
Gulsum Yildiz Aşıksoy
Keyword(s):  
Academic Success ◽  
Physics Education ◽  
Self Efficacy ◽  
Engineering Students ◽  
First Year ◽  
Alma Mater ◽  
Physics Learning ◽  
Two Factors ◽  
Academic Self Efficacy ◽  
Engineering Programme

Various studies have demonstrated that students who have high levels of academic high levels of academic self-efficacy are better at overcoming obstacles, have higher targets and are more confident. So, the aim of this research was to determine the self-efficacy levels of engineering students regarding physics, and to analyse the effect of their alma mater, class levels, the type of engineering programme in which they are being educated and academic success variables on their self-efficacy regarding physics. In the present research “Physics self-efficacy scale” including two factors which were developed by the authors was used to collect the data. Considering one of the independent variables, such as their alma mater, it can be seen that students who graduated from private high schools had a higher level of self-efficacy. In addition, compared to other students, those in their first year had a higher level of self-efficacy, which led to greater academic success. Key words: engineering students, learning, self-efficacy, physics education, physics learning.

scholarly journals The Impact of Learning Strategies and Future Orientation on Academic Success: The Moderating Role of Academic Self-Efficacy among Italian Undergraduate Students

2020 ◽  
Vol 10 (5) ◽  
pp. 134
Author(s):  
Greta Mazzetti ◽  
Alessio Paolucci ◽  
Dina Guglielmi ◽  
Ira Vannini
Keyword(s):  
Academic Success ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Future Orientation ◽  
Time Lag ◽  
Grade Point ◽  
The Impact ◽  
The Relationship ◽  
Academic Self Efficacy

Promoting academic success among undergraduate students is crucial for tackling the need to foster employability competencies. Low levels of academic attainment in higher education, along with the increasing number of persons participating in tertiary education, represent crucial trends, which need to be studied in order to develop efficient retention practices. The current study aimed to investigate the relationship between relevant factors that can foster academic success: learning strategies, future orientation, and academic self-efficacy. To this purpose, a longitudinal study was performed on a sample of N = 87 undergraduate students from one of the largest Italian universities (63.4% males, 74.2% enrolled in the first year). Participants filled in an online questionnaire at two different time points, with a time lag of 12 months. Results of a moderated mediation model indicated that the relationship between learning strategies at Time 1 (T1) and Grade Point Average (GPA) at Time 2 (T2) was mediated by students’ future orientation. Moreover, this association was moderated by T1 academic self-efficacy. These results suggest that learning strategies positively influence GPA through an enhanced future orientation, in particular when students report high or medium levels of self-efficacy. The current findings invite a thorough review of training interventions for improving academic achievement.

scholarly journals Understanding procrastination: A case of a study skills course

2021 ◽  
Author(s):  
T. Hailikari ◽  
N. Katajavuori ◽  
H. Asikainen
Keyword(s):  
Academic Success ◽  
Time Management ◽  
Self Efficacy ◽  
Study Skills ◽  
Psychological Flexibility ◽  
Well Being ◽  
Management Skills ◽  
Study Skills Course ◽  
Being There ◽  
Academic Self Efficacy

AbstractProcrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.

scholarly journals Technopreneurial Intentions: The Effect of Innate Innovativeness and Academic Self-Efficacy

2021 ◽  
Vol 14 (1) ◽  
pp. 238
Author(s):  
Sa’Ed M. Salhieh ◽  
Yousef Al-Abdallat
Keyword(s):  
Indirect Effect ◽  
Self Efficacy ◽  
Structural Equation ◽  
Engineering Students ◽  
New Technology ◽  
Equation Modeling ◽  
Undergraduate Engineering ◽  
Academic Self Efficacy ◽  
Self Administered Questionnaire ◽  
Positive Effect

Several factors can affect students’ intention to start a new technology-based venture (technopreneurial intentions). Understanding these factors is important when developing technical educational programs. This study investigates the effect of innate innovativeness and academic self-efficacy on technopreneurial self-efficacy and the forming of technopreneurial intentions. It does this by developing a conceptual model that relates technopreneurial intentions, technopreneurial self-efficacy, academic self-efficacy, and innate innovativeness. The data was collected from 378 undergraduate engineering students enrolled in a Jordanian university with a self-administered questionnaire survey. The results of the structural equation modeling (SEM) using AMOS showed that technopreneurial self-efficacy had a positive and significant impact on technopreneurial intentions. Academic self-efficacy had both a direct and indirect positive effect on technopreneurial intention. The indirect effect occurred through increased technopreneurial self-efficacy. Innate innovativeness had a direct effect on technopreneurial intentions, but it did not have a significant indirect effect through technopreneurship self-efficacy as was initially hypothesized. The findings suggest that those who show interest in starting a new technology-based venture have a strong belief in their abilities to perform the technological and entrepreneurial tasks needed, are confident about their ability to acquire the academic technical skills required, and have the inner motivation to seek what is technologically new and different.

scholarly journals Measuring University Students’ Perceptions and Attitudes toward Sudden Transition to Online Learning and Academic Self- Efficacy

2021 ◽  
Vol 9 (4) ◽  
pp. 153
Author(s):  
Mona Saad Alamri
Keyword(s):  
Online Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Student Attitudes ◽  
Learning Experiences ◽  
Statistical Correlation ◽  
Social Distancing ◽  
Sudden Transition ◽  
Academic Self Efficacy

Online learning has unquestionably shaped contemporary education. The emergence and spread in recent months of the COVID-19 virus, with the attendant preventative implementation of social distancing, has significantly enhanced online learning’s influence. In the Kingdom of Saudi Arabia, where strict social distancing precautions were implemented early in the pandemic, thousands of college students were rapidly shifted from conventional to online instructional environments. Now that these students have a semester of experience with online learning, the time is propitious to explore these students’ online learning experiences. One concept in connection with which students’ online learning experiences have not been extensively studied is that of academic self-efficacy. The present study seeks to investigate Jeddah University students’ experiences with online learning in light of their assessments of their academic self-efficacy. Employing a combined descriptive/correlational research design organized around a pair of survey instruments—one designed to query students’ online learning experiences and a second designed to measure their senses of their academic self-efficacy—the present study investigates attitudes of a population of 1,167 Jeddah University undergraduate students randomly selected from the available pool of 16,893 individuals. The study finds that student attitudes with respect to both online learning and self-efficacy are high. It shows, furthermore, significant statistical correlation between students’ highly positive experiences with online instruction and their high senses of their academic self-efficacy. By developing the understanding regarding student attitudes and self-efficacy, this research opens avenues for further research into the connections between online learning and students’ self-perceptions. Moreover, the study’s findings hold significant implications for bettering Saudi Arabian e-learning, an outcome fully in keeping with the policy goals outlined in the 2030 vision.

scholarly journals Flipped Classroom in an Orthopaedic Assessment Course: Students' Perspective

2018 ◽  
Vol 13 (4) ◽  
pp. 324-331 ◽  
Author(s):  
Dana K. Bates
Keyword(s):  
Focus Group ◽  
Athletic Training ◽  
Undergraduate Students ◽  
Flipped Classroom ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Physical Exam ◽  
Pedagogical Practice ◽  
Focus Group Interviews ◽  
Group Interviews

Context:The flipped classroom, moving lecture outside class time and homework to the classroom, has been researched widely across many disciplines. Athletic training education has little research investigating this pedagogical approach.Objective:To explore students' perceptions of a flipped orthopaedic assessment course.Design:Qualitative study using a phenomenological approach.Setting:Focus group interviews with undergraduate students enrolled in an orthopaedic assessment course.Patients or Other Participants:Students (N = 15) enrolled in either the Physical Exam of the Lower Extremities in Athletic Training or the Physical Exam of the Upper Extremities in Athletic Training course participated in a focus-group interview in January or April 2016.Main Outcome Measure(s):Focus group interviews were conducted with a structured interview protocol. Interview data were analyzed inductively to uncover dominant themes by first organizing the data, then summarizing it into codes, and finally interpreting. Credibility was secured through member checking, triangulation, and investigator triangulation.Results:Themes indicated that participants in a flipped classroom found that this pedagogical practice was helpful, allowed for repetition, initially created more work, and was self-paced.Conclusions:Evidence demonstrated that the flipped classroom for this orthopaedic assessment course was favorably received by the participants.

scholarly journals Explaining Academic Success in Engineering Degree Programs: Do Female and Male Students Differ?

2015 ◽  
Vol 104 (2) ◽  
pp. 189-211 ◽  
Author(s):  
Jan C. Kamphorst ◽  
W. H. Adriaan Hofman ◽  
Ellen P. W. A. Jansen ◽  
Cees Terlouw
Keyword(s):  
Academic Success ◽  
Male Students ◽  
Degree Programs ◽  
Engineering Degree

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 The Academic Self-Efficacy Among Undergraduates: The Role of Gender, CGPA and Trait Emotional Intelligence

2020 ◽  
Vol 3 (1) ◽  
pp. e7-12
Author(s):  
IFFAH ADLINA IBRAHIM ◽  
TAN KOCK WAH
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Short Form ◽  
Descriptive Analysis ◽  
Male Students ◽  
Trait Emotional Intelligence ◽  
Inferential Analysis ◽  
Trait Emotional Intelligence Questionnaire ◽  
Academic Self Efficacy

Academic self-efficacy is important for students which will help them to perform better in studies. This study aims to explore the level of academic self-efficacy among UNIMAS undergraduates based on gender, CGPA and trait emotional intelligence. The samples of study involved are 50 male and 50 female participants which consists of final year students from Faculty of Cognitive Sciences and Human Development. The academic self-efficacy of the students is measured using the questionnaire adopted from a study by Sachitra and Bandara (2017) and The Short Form (TEIQue-SF) Trait Emotional Intelligence Questionnaire is used to measure the trait emotional intelligence of the undergraduates. The result was analyzed using descriptive analysis and inferential analysis; independent samples t-test, One-Way ANOVA and Pearson’s correlation. The results of the study have shown that female students have higher academic self-efficacy compared to male students. In addition, students who obtain a higher CGPA also have higher self-efficacy. There was also a small positive correlation between trait emotional intelligence and academic self-efficacy.

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