scholarly journals Modeling the Structural Equations of Mode Metacognition with a Tendency to Cyberspace Mediated by Self-efficacy in Gifted Students

2021 ◽  
Vol 4 (2) ◽  
pp. 14-23
Author(s):  
Panthea Asdolahzadeh ◽  
Jamal Sadeghi ◽  
Ali Asghar Abbasi Asfajir ◽  
◽  
◽  
...  
Keyword(s):  
Self Efficacy ◽  
Gifted Students ◽  
Structural Equations

Enhancing participation through organizational drivers

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fernando Ruiz-Pérez ◽  
Álvaro Lleó ◽  
Elisabeth Viles ◽  
Daniel Jurburg
Keyword(s):  
Job Satisfaction ◽  
Social Influence ◽  
Self Efficacy ◽  
Employee Participation ◽  
Research Literature ◽  
Structural Equations ◽  
Content Type ◽  
Individual Outcomes ◽  
Managerial Implications ◽  
Using Data

PurposeThis paper unifies previous research literature on employee participation in continuous improvement (CI) activities through the development and validation of a conceptual model. The purpose of this model is to illustrate how organizational drivers foster organizational and individual enablers which, in turn, strengthen employee participation in CI. The article also discusses the results and managerial implications.Design/methodology/approachFirstly, the article introduces the main variables affecting employee participation in CI, looking at the different possible relationships proposed in existing literature. In accordance with the Kaye and Anderson (1999) framework, these variables are categorized into organizational drivers, organizational and individual enablers and individual outcomes. Based on these categories, a model was put forward and empirically validated using data collected from three Spanish companies (n = 483) and using partial least squares structural equations modelling (PLS–SEM).FindingsA model was put forward, proposing PIRK systems (power, information, rewards, knowledge) as the main organizational driver of employee participation in CI activities. PIRK impacts positively on social influence (organizational enabler), self-efficacy and job satisfaction (individual enablers). These enablers, together with employee intention of participating, help determine employee participation in CI activities.Practical implicationsOrganizations with CI programmes should develop systems based on employee empowerment, information, rewards and knowledge in order to foster their self-efficacy and seek out a culture where social influence may help to improve job satisfaction. By suitably managing these organizational drivers, managers can help to further develop certain organizational and individual enablers responsible for fostering employee participation in CI activities.Originality/valueBy unifying different behavioural and CI-related frameworks, this paper carries out an in-depth study into the process of fostering employee participation as the key aspect in helping organizations sustain CI programmes. This paper shows the importance of managing PIRK organizational drivers as levers in the process of developing certain organizational and individual enablers, which are responsible for enhancing employee participation in CI.

Exploring Influence Factors of Physics Gifted Students' Self Efficacy

2013 ◽  
Vol 63 (3) ◽  
pp. 227-237 ◽  
Author(s):  
Kong ju MUN ◽  
Ji yeong MUN ◽  
Sung-Won KIM* ◽  
Seung hee SHIN
Keyword(s):  
Self Efficacy ◽  
Influence Factors ◽  
Gifted Students

Implementation Success Model in Government Agencies

2010 ◽  
Vol 2 (2) ◽  
pp. 19-32 ◽  
Author(s):  
Yair Levy ◽  
Theon L. Danet
Keyword(s):  
Self Efficacy ◽  
High Reliability ◽  
User Involvement ◽  
Structural Equations ◽  
Partial Least Square ◽  
Identification System ◽  
Government Agencies ◽  
Implementation Success ◽  
The Impact ◽  
Computer Self Efficacy

A recent presidential directive mandated that all U.S. government agencies establish a centralized identification system. This study investigated the impact of users’ involvement, resistance, and computer self-efficacy on the implementation success of a centralized identification system. Information System (IS) usage was the construct employed to measure IS implementation success. A survey instrument was developed based on existing measures from key IS literature. The results of this study indicated a strong reliability for the measures of all constructs (user involvement, computer self-efficacy, user’s resistance, and IS usage). Factor analysis was conducted using Principal Component Analysis (PCA) with Varimax rotation. Results of the PCA indicate that items of the constructs measured had high validity, while Cronbach’s Alpha for each factor demonstrates high reliability for all constructs measured. Additionally, results of a structural equations modeling analysis using Partial Least Square (PLS) indicate that computer self-efficacy and user involvement had positive significant impact on the implementation success. However, the results also demonstrated that user’s resistance had no significant impact on IS usage, while end user involvement had a strong negative impact on user’s resistance.

scholarly journals CLIL approach in encouraging self-efficacy amongst Malaysian gifted students for Arabic tasks accomplishment

2021 ◽  
Vol 17 (2) ◽  
pp. 1001-1012
Author(s):  
Mohd Sham Kamis ◽  
Md Jais Ismail ◽  
Muhammad Nazir Alias ◽  
Damien Mikeng ◽  
Syahrul Ghani Zainal Abidin ◽  
...  
Keyword(s):  
Pilot Study ◽  
Qualitative Study ◽  
Self Efficacy ◽  
Gifted Students ◽  
Verbal Report ◽  
The Self ◽  
The Internet ◽  
Research Questions ◽  
The Individual ◽  
Classroom Task

CLIL approach refers to Content and Language Integrated Learning. This paper discusses the self-efficacy of Malaysian Gifted Students (MGS) at GENIUS@Pintar Negara in understanding Arabic tasks in the classroom, for example, understanding the Arabic terms in the lesson of Haji. These terms are; a) dam tertib and takdir, b) dam tertib and ta’dil, c) dam takhyir and takdir, d) dam takhyir and ta’dil. Besides, by employing the CLIL, the MGS can improve themselves because the CLIL approach encourages their self-efficacy to completely deal with the language task. The present study employs; qualitative study by using an interview, verbal report, and observation. This method is an instrument to answer two research questions. a) How the individual of MGS adapts his/ her situation to understand the four Arabic terms of the dam in Haji after undergo the three principles stages of classroom task in CLIL? b) What is the best method to memorize the four Arabic terms of the dam in Haji? In this study, three participants took part in the pilot study, and seven participants took part in the actual study. The present study revealed that the MGS in the Pusat GENIUS@Pintar Negara prefer to be independent learners by using the internet to understand the four Arabic terms and memorize by using keywords related to the four Arabic terms in performing Haji.

scholarly journals PERFIL DE LA MOTIVACIÓN HACIA EL APRENDIZAJE EN ALUMNADO CON ALTA CAPACIDAD

2017 ◽  
Vol 6 (1) ◽  
pp. 277 ◽  
Author(s):  
Mª Carmen García del Canto
Keyword(s):  
Secondary Education ◽  
Elementary Education ◽  
Learning Strategies ◽  
School Environment ◽  
Self Efficacy ◽  
Gifted Students ◽  
High Rate ◽  
Internal Attribution ◽  
Elementary And Secondary Education ◽  
Educación Primaria

Abstract.The aim of this study is to describe the profile of the motivation to learn in students of Elementary and Secondary Education diagnosed as gifted, and to compare it with the profile of students of normal capacity. Despite that gifted students are considered the most skilled for study and homework, they suffer a high rate of low achievement in school. To explore a possible intervention, motivational variables have been chosen to study, as they are widely related to school success in the literature, and have been shown subject to change with proper interventions. This has been studied in a sample of 36 students (18 diagnosed as gifted and 18 of normal capacity) both Elementary Education and Secondary Education, analyzing their motivation through motivational part of the Learning Strategies Questionnaire and Motivation (CEAM) Ayala, Martinez and Yuste (2004), the 60 items measure the Value of learning, Intrinsic Motivation, Teamwork value, External Motivation, the feeling of Self-efficacy and an Internal Attribution of success. The questionnaire was collectively applied to all students in the classroom, then they were selected those diagnosed as gifted, and 18 pairs of the same characteristics with normal capacity to form the comparison group. Results appear consistent with previous scientific research. Gifted students, as a group, gave greater value to learning and had greater feeling of self-efficacy in the school environment that students of normal capacity, there are no major differences between the two groups of students about other motivational determinants.Key words: Gifted, Talented, motivation, motivational profile, low achievementResumen.El objetivo del presente estudio es describir el perfil de la motivación hacia el aprendizaje en alumnado de Educación Primaria y Secundaria con diagnóstico de alta capacidad, y comparar el mismo con el perfil del alumnado de capacidad normal. A pesar de que los alumnos de alta capacidad se consideran los más hábiles para el estudio y las tareas escolares, sufren una alta tasa de fracaso escolar. A la hora de explorar una posible intervención se ha optado por estudiar las variables motivacionales, ya que están ampliamente relacionadas en la literatura con el éxito escolar, y se han mostrado susceptibles de modificación con la intervención adecuada. Para ello se ha estudiado una muestra de 36 alumnos (18 diagnosticados de alta capacidad y 18 de capacidad normal) tanto de Educación Primaria como de Educación Secundaria, analizando la motivación de los mismos a través de la parte motivacional del Cuestionario de Estrategias de Aprendizaje y Motivación (CEAM) de Ayala, Martínez y Yuste (2004), cuyos 60 ítems miden la Valoración del estudio, la Motivación Intrínseca, la valoración del Aprendizaje en Grupo, la Necesidad de reconocimiento, el sentimiento de Autoeficacia y la Atribución interna del éxito. El cuestionario se ha aplicado de forma colectiva a todos los alumnos del aula, seleccionando después aquellos diagnosticados de alta capacidad, y 18 pares de las mismas características con capacidad normal que forman el grupo de comparación del estudio, Los resultados parecen consistentes con investigaciones científicas anteriores en las que los alumnos con alta capacidad como grupo dan mayor valor al aprendizaje y poseen mayor sentimiento de autoeficacia en el entorno escolar que el alumnado de capacidad normal, no existiendo diferencias mayores entre los dos grupos de alumnado en el resto de determinantes motivacionales.Palabras Clave: Alta Capacidad, superdotación, motivación, perfil motivacional, fracaso escolar.

Exercise Self-Efficacy and Control Beliefs: Effects on Exercise Behavior after an Exercise Intervention for Older Adults

2009 ◽  
Vol 17 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Shevaun D. Neupert ◽  
Margie E. Lachman ◽  
Stacey B. Whitbourne
Keyword(s):  
Older Adults ◽  
Self Efficacy ◽  
Intervention Program ◽  
Exercise Intervention ◽  
Structural Equations ◽  
Exercise Behavior ◽  
Control Beliefs ◽  
Exercise Regimen ◽  
Physical Resistance ◽  
And Control

The current study examined exercise self-efficacy and exercise behavior during and after a strength-training intervention program with older adults. A model with cross-lagged and contemporaneous paths was tested with structural equations. Within testing occasions, higher physical resistance was related to greater beliefs in efficacy and control over exercise. At 3 months into the intervention, those who had higher physical resistance were less likely to show subsequent changes in beliefs. Those who had higher self-efficacy and control beliefs at 6 months were more likely to report that they were still exercising at 9 and 12 months after the intervention. Findings indicate that exercise self-efficacy and exercise behavior are associated with one another and that beliefs developed during an intervention are important for maintenance of an exercise regimen.

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