scholarly journals Instructional Teaching Quality, Task Value, Self-Efficacy, and Boredom: A Model of Attention in Class

2017 ◽  
Vol 25 (2) ◽  
Author(s):  
Javier Sánchez-Rosas ◽  
Silvana Esquivel
Keyword(s):  
University Students ◽  
Path Analysis ◽  
Student Motivation ◽  
Indirect Effects ◽  
Self Efficacy ◽  
Teaching Quality ◽  
Task Value ◽  
Self Reports ◽  
Academic Self Efficacy ◽  
Development Of Students

Instructional teaching quality facilitates learning and promotes affective, motivational, behavioral and cognitive development of students. It was analyzed the role that instructional teaching quality, task value, self-efficacy and boredom on attention in class have. Argentinian university students (N = 454, 84% women) completed self-reports that measured the variables under study. The path analysis showed that only one of the four models analyzed showed a good fit to the data and explained 54% of attention in class variance. It was found that instructional teaching quality predicts task value, academic self-efficacy and boredom in class; task value and academic self-efficacy affect boredom and attention in class, while academic self-efficacy influences on task value; and boredom is the strongest predictor of attention in class. Instructional teaching quality, task value and academic self-efficacy added indirect effects on boredom and attention in class. In this way teacher’s behavior and student motivation are fundamental in reducing boredom and increasing attention in class.

The Impact of Students' Perceptions of Assessment Tasks on Self-Eefficacy and Perception of Task Value: A Path Analysis

2013 ◽  
Vol 41 (10) ◽  
pp. 1681-1692 ◽  
Author(s):  
Hussain Alkharusi ◽  
Said Aldhafri ◽  
Hilal Alnabhani ◽  
Muna Alkalbani
Keyword(s):  
Path Analysis ◽  
Indirect Effects ◽  
Self Efficacy ◽  
Task Value ◽  
Arabic Version ◽  
Direct Effects ◽  
School Students ◽  
Assessment Tasks ◽  
The Impact ◽  
Positive Effect

Using path analysis, we examined the direct effects of students' perceptions of assessment tasks on self-efficacy, and the indirect effects through the students' perception of task value. Data were collected from 2,137 school students in Oman. Their perceptions in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity were measured using Alkharusi's (2013) Arabic version of Dorman and Knightley's (2006) Perceptions of Assessment Tasks Inventory. Task value and self-efficacy were measured using items from Pintrich, Smith, Garcia, and Mckeachie's (1993) Motivated Strategies for Learning Questionnaire. Results showed that congruence with planned learning and authenticity had direct effects on self-efficacy. Student consultation and diversity affected self-efficacy indirectly via task value. Transparency had a direct positive effect on self-efficacy. Therefore, students' perceptions of assessment tasks had both direct and indirect effects on their self-efficacy and their perception of task value.

Learning Goal Orientation and Academic Performance: A Dynamic model

2021 ◽  
pp. 106907272110434
Author(s):  
Bingjie Lu ◽  
Yingxin Deng ◽  
Xiang Yao ◽  
Zhe Li
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Regulation System ◽  
Feedback Seeking ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Academic Self Efficacy

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.

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.

ACADEMIC SELF-EFFICACY AMONG UNIVERSITY STUDENTS

2020 ◽  
Author(s):  
Eva Sedláková ◽  
Alžběta Vaňková ◽  
Aneta Chytilová
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Academic Self Efficacy
Sign in / Sign up

Export Citation Format

Share Document