scholarly journals The Relationship Between Self – Efficacy and Readiness for Self – Directed Learning of Students at Vietnam University

2021 ◽  
Vol 11 (3) ◽  
pp. 91
Author(s):  
Truong Nguyen Dong Phan ◽  
Tuong Nguyen Van ◽  
Giau Dinh Sang
Keyword(s):  
Self Efficacy ◽  
Total Population ◽  
Ho Chi Minh City ◽  
Self Directed Learning ◽  
Social Sciences And Humanities ◽  
National University ◽  
Directed Learning ◽  
The University ◽  
The Relationship ◽  
Academic Year

The research aims to investigate the readiness of self–directed learning, self–efficacy, and the relationship between them in students at the University of Social Science and Humanities Vietnam National University Ho Chi Minh City. The study was administrated with the self-efficacy scale developed by Schwarzer, R., & Jerusalem, M. (1993) and the readiness for self–directed learning scale developed by Fisher et al. (2001, 2010). The total number of students at the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City was 12,540 students (according to the second term of the academic year 2020–2021). This study’s sample was calculated with the formula developed by Watson (2001). With a confidence level of 95% and a variable value of 50%, in the results table of Watson's sample size for a total population of 10,000 to 15,000 people, the sample size for this study ranged from 385 to 390 people. The official sample of 395 students was suitable, which could represent the total population according to Watson (2001). Research results showed that the level of self-efficacy and readiness for self–directed learning among students at the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City was at an intermediate level. In particular, the results indicated that there was a difference between different academic–year students and readiness for self–directed learning. Research results implied that there was a close correlation between self-efficacy and readiness for self–directed learning in students.

scholarly journals Students’ Self – directed Learning at University of Social Science and Humanities, National University of Ho Chi Minh City

2021 ◽  
Vol 11 (3) ◽  
pp. 73
Author(s):  
Nguyen Van Tuong ◽  
Phan Nguyễn Đông Trường
Keyword(s):  
Learning Strategies ◽  
Ho Chi Minh City ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Cronbach Alpha ◽  
Social Sciences And Humanities ◽  
National University ◽  
Directed Learning ◽  
Good Learning ◽  
The University

The study aimed to investigate the level of students’ self–directed learning at the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City. The study proceeded with a sample of 395 students voluntarily participating in the survey. The sample was calculated according to the Watson sample formula (2001) out of a total of 12,540 students across the university with 50% in level confidence. The research calculated was within the second term of the academic year, 2021 – 2022. The self – assessment self – directed learning scale developed by Williamsons (2007) was administrated in this research to evaluate levels of students’ self–directed learning. The instrument was firstly Vietnamized and evaluated for Cronbach Alpha and Exploratory factors analysis to match with Vietnamese logic thinking and context in this research. The scale comprised 4 aspects of self–directed learning as Awareness, Learning strategies: Learning activities, Evaluation, and Interpersonal Skills. In the pilot research, Cronbach alpha index was respectively 0.862; 0.911; 0.908; 0.905. The results revealed that students’ level of self–directed learning was at an intermediate level. For more specific, students had high awareness and good learning strategies, according to awareness and learning strategies figures. However, there were differences between different academic years in terms of self–directed learning.

scholarly journals Influencing of Leadership Styles on Management of Teaching and Fostering Self-Directed Learning for Primary Schoolers at District 10 Ho Chi Minh City

2021 ◽  
Vol 11 (4) ◽  
pp. 25
Author(s):  
Truong Phan Nguyen Dong
Keyword(s):  
Leadership Styles ◽  
Transactional Leadership ◽  
Primary Schools ◽  
Total Population ◽  
Primary Teachers ◽  
Ho Chi Minh City ◽  
Self Directed Learning ◽  
Current Management ◽  
Directed Learning ◽  
The Relationship

The research investigated the relationship between current management of fostering and developing self-directed learning and leadership styles of headmasters at primary schools at District 10 Ho Chi Minh City. The sample was applied with a formula by Waston (2001). According to Waston (2001), with a population varied from 700 to 800, and confident level of 95%, and a variable of 50%, the accepted sample should be varied from 255 to 267. The total population of primary teachers at District 10, Ho Chi Minh City was 769 teachers, thus, the sample within this research was 265 teachers. The result indicated that transactional leadership impacted significantly to the management of fostering and developing self-directed learning at primary schools at District 10 Ho Chi Minh City. The result also indicated that headmasters should be flexible in applying leadership styles with different staffs.

Communication Efficacy and University Experiences of Vietnamese Students

2016 ◽  
Vol 3 (1) ◽  
pp. 216
Author(s):  
Minh-Quang Duong
Keyword(s):  
Quantitative Research ◽  
Ho Chi Minh City ◽  
Social Sciences And Humanities ◽  
Positive Effects ◽  
Vietnamese Higher Education ◽  
National University ◽  
University Experiences ◽  
University Experience ◽  
The University ◽  
Study Participants

<p>Communication efficacy is important especially during the process of seeking job and<strong> </strong>is essential to the success of both the student and the teacher in learning environment. This study explored the students’ communication efficacy in Vietnamese higher education, and how students’ communication efficacy was affected by university experience variables. A quantitative research method was used in the study; out of the 618 third-year students of 24 faculties and departments in the University of Social Sciences and Humanities - Vietnam National University Ho Chi Minh City responded to the study and were study participants. The finding of this study presents that students were moderated with their communication efficacy. The study also shows that of university experiences persistently exhibited significant positive effects on students’ communication efficacy. Recommendation of study was discussed.</p>

scholarly journals The Relationship between Self-efficacy and Learning Environment with Students' Self-directed Learning

2020 ◽  
Vol 4 (1) ◽  
pp. 37-42
Author(s):  
Nanda Mirzawati ◽  
Neviyarni Neviyarni ◽  
Rusdinal Rusdinal
Keyword(s):  
Learning Environment ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Random Sampling ◽  
The Self ◽  
Sampling Techniques ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Correlational Method ◽  
The Relationship

The lack of self-directed learning of students shown by students is one problem associated with self-efficacy and the learning environment. The purpose of the research is to reveal the relationship between self-efficacy and the learning environment, and self-directed learning. This study uses the correlational method and data collected from a sample of 198 students, which were found using proportional random sampling techniques. Data were collected using a self efficacy scale (24 valid items = 0.851), a learning environment scale (32 valid items = 0.830), and a self-directed learning scale (64 valid items = 0.936). Data were then analyzed using multiple regression. The results showed the correlation coefficient r = 0.535 and p = 0.00 (p> 0.05), which showed that there was a positive and significant relationship between self-efficacy and the learning environment together with self-directed learning. So it can be explained that the higher the self-efficacy and learning environment, the higher the student's self-directed learning.

scholarly journals Solutions to scholarly publishing in social sciences and humanities

2017 ◽  
Vol 1 (X1) ◽  
pp. 91-103
Author(s):  
Phuong Dzung Pho ◽  
Phuong Thi Minh Tran
Keyword(s):  
Social Sciences ◽  
Survey Data ◽  
Scientific Research ◽  
Ho Chi Minh City ◽  
Social Sciences And Humanities ◽  
National University ◽  
The University ◽  
Quality Of Research

Publishing scientific research is very important in contributing to the knowledge of a discipline and in sharing experience among scientists. However, there are few studies to find solutions to improve the quantity and quality of research publications, especially those in the fields of social sciences and humanities. This case study aims at finding the difficulties that lecturers from different faculties and departments of the University of Social Sciences and Humanities, Vietnam National University – Ho Chi Minh City have encountered in publishing their research. Based on the survey data, the study suggests practical solutions to enhance Vietnamese researchers’ national and international publications in order to meet integration challenges.

scholarly journals A Journey of a Thousand Miles Begins with a Single Step

Asian Studies ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 7-13
Author(s):  
Ngoc Tho Nguyen ◽  
Jana S. Rošker
Keyword(s):  
Social Sciences ◽  
Single Step ◽  
Ho Chi Minh City ◽  
Special Issue ◽  
Asian Studies ◽  
Social Sciences And Humanities ◽  
Contemporary World ◽  
Biennial Conference ◽  
National University ◽  
The University

This special issue of Asian Studies is dedicated to Confucianism in Vietnam. The idea of this topic has a rather long history. It can be traced back to the second biennial conference of the World Consortium for Research on Confucian Cultures (WCRCC), which took place in Vietnam in 2016 and was hosted by the University of Social Sciences and Humanities, Vietnam National University––Ho Chi Minh City under the theme “Confucianism as a Philosophy of Education for the Contemporary World”.

scholarly journals The Relationship between Self-Directed Learning and Problem-Solving Ability: The Mediating Role of Academic Self-Efficacy and Self-Regulated Learning among Nursing Students

2021 ◽  
Vol 18 (4) ◽  
pp. 1738
Author(s):  
Younghui Hwang ◽  
Jihyun Oh
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
Multiple Mediation ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Directed Learning ◽  
The Relationship ◽  
Academic Self Efficacy

Problem-solving ability is necessary for the clinical reasoning and decision-making of nurses to solve patients’ health problems. This study aims to investigate the association between self-directed learning and problem-solving ability using the multiple mediation model to identify strategies to enhance problem-solving ability in nursing students. This is a descriptive survey study of 193 nursing students from two universities in South Korea. Data about self-directed learning, self-regulated learning, academic self-efficacy, and problem-solving ability were collected using structured questionnaires between 5 March and 17 June 2018, and were analyzed using serial multiple mediation analysis. The direct effect of self-directed learning on problem-solving ability was statistically significant. The serial multiple mediation technique predicting problem-solving ability from self-directed learning, academic self-efficacy, and self-regulated learning was significant, explaining 40% of the variance in problem-solving ability. The relationship between self-directed learning and problem-solving ability was partially mediated by academic self-efficacy and self-regulated learning. This study suggests the suitability of considering academic self-efficacy and self-regulated learning together when conducting self-directed learning to improve nursing students’ problem-solving ability.

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