scholarly journals Exploring Writing Anxiety and Self-Efficacy among EFL Graduate Students in Taiwan

2015 ◽  
Vol 6 (1) ◽  
pp. 24 ◽  
Author(s):  
Mei-ching Ho
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Self Efficacy ◽  
Research Writing ◽  
Structured Interviews ◽  
Writing Anxiety ◽  
Affective Constructs ◽  
Individual Variables ◽  
The Individual ◽  
Survey Responses

This study investigates research writing anxiety and self-efficacy beliefs among English-as-a-Foreign-Language (EFL) graduate students in engineering-related fields. The relationship between the two writing affective constructs was examined and students’ perspectives on research writing anxiety were also explored. A total of 218 survey responses from engineering graduate students at Taiwanese universities were analyzed, along with qualitative data from open-ended questions and semi-structured interviews. The findings show that while master’s and doctoral students felt a similar moderate level of writing anxiety, senior doctoral students were more self-efficacious about writing research papers in English than their junior counterparts. Overall, students with higher writing self-efficacy felt less apprehensive. Additionally, among the individual variables, experience in writing for publication better predicted writing anxiety and self-efficacy than students’ self-reported English proficiency and the number of writing courses taken. The qualitative findings indicated various sources of graduate-level writing anxiety, including insufficient writing skills in English, time constraints, and fear of negative comments. Furthermore, composing different sections of a research paper provoked different levels of anxiety due to the variations in the rhetorical purposes and discourse structures of particular sections. Implications on dealing with research writing anxiety are also discussed.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

Didactics of practice-oriented education

2018 ◽  
Author(s):  
Владимир Беликов ◽  
V. Belikov ◽  
Петр Романов ◽  
Petr Romanov ◽  
Азат Валеев ◽  
...  
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Doctoral Students ◽  
Value Orientation ◽  
Professional Activities ◽  
Personal Significance ◽  
Purpose Of Education ◽  
Personal Competencies ◽  
The Individual ◽  
Reflective Processes

The monograph presents the author's material corresponding to the idea. that the implementation of the requirements of activity-oriented education contributes significantly to the provision of practice-oriented education. competence and acmeological approaches. The paper reveals the potential of educational, cognitive, educational and professional activities in the formation of personal competencies of students in modern higher education. The paper presents the didactic concept of practice-oriented education of the individual as a system of activity of students, the integrity of which is ensured by the personal significance of the purpose of education, its value orientation, subordination to reflective processes, personal aspirations to achieve the "top" of education. It is recommended to researchers and teachers of higher education, undergraduates, graduate students, doctoral students and applicants, teachers of universities and institutions of SPO.

scholarly journals International Students’ Motivations and Decisions to do a PhD in Canada: Proposing a Three-Layer Push-Pull Framework

2021 ◽  
Vol 51 (2) ◽  
pp. 61-73
Author(s):  
You Zhang ◽  
Michael O'Shea ◽  
Leping Mou
Keyword(s):  
Decision Making ◽  
International Students ◽  
Doctoral Students ◽  
Student Mobility ◽  
Social Background ◽  
Structured Interviews ◽  
Doctoral Studies ◽  
Individual Motivation ◽  
The Individual ◽  
Past Experiences

The study aims to explore which factors influence international students’ decision to pursue doctoral studies in Canada. Drawing on the push-pull model and the mechanism of educational decision making, this study uses semi-structured interviews to gather data and explores themes such as political and economic forces, institutional factors, social background and experience, and individual motivation in students’ decision making. Our study identifies multiple factors at the individual, institutional, and country levels that influence students’ decision making, including students’ past experiences, funding, faculty members, and immigration policies. Moreover, it finds that the factors vary by students’ regions of origin and disciplines of study. Our findings, focused on international doctoral students in Canada, add to the ongoing conversation about  student mobility and add nuances on international students’ decision-making process in times of shifting landscape of higher education internationalization.

scholarly journals Graduate students as academic writers: writing anxiety, self-efficacy and emotional intelligence

2016 ◽  
Vol 36 (4) ◽  
pp. 716-729 ◽  
Author(s):  
Margarita Huerta ◽  
Patricia Goodson ◽  
Mina Beigi ◽  
Dominique Chlup
Keyword(s):  
Emotional Intelligence ◽  
Graduate Students ◽  
Self Efficacy ◽  
Writing Anxiety

scholarly journals Explaining the reasons for not maintaining the health guidelines to prevent COVID-19 in high-risk jobs: a qualitative study in Iran

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Neda SoleimanvandiAzar ◽  
Seyed Fahim Irandoost ◽  
Sina Ahmadi ◽  
Tareq Xosravi ◽  
Hadi Ranjbar ◽  
...  
Keyword(s):  
High Risk ◽  
Self Efficacy ◽  
Qualitative Content Analysis ◽  
Cultural Beliefs ◽  
Poor Performance ◽  
Structural Factors ◽  
Structured Interviews ◽  
Individual Level ◽  
Economic Support ◽  
The Individual

Abstract Background Although the workers in many occupations are at the greatest risk of catching and spreading COVID-19 due to assembling and contacting people, the owners of these occupations do not follow COVID-19 health instructions. The purpose of this study is to explain the reasons for not maintaining health guidelines to prevent COVID-19 in high-risk jobs in Iran. Methods The present study was conducted with a qualitative approach among people with high-risk jobs in Tehran during March and April of 2020. Data were collected through semi-structured interviews with 31 people with high-risk occupations selected by purposeful sampling and snowballing. The data were analyzed using the conventional qualitative content analysis method and MAXQDA-18 software. Guba and Lincoln’s criteria were also used to evaluate the quality of the research results. Results 4 main categories and 13 sub-categories were obtained, including individual factors (personality traits, lack of self-efficacy, little knowledge of the disease and how to observe health norms related to it, misconceptions about health), structural factors (difficulty of access to health supplies, lack of supportive environment, weak laws and supervision, the poor performance of officials and national media), economic factors (economic costs of living, lack of government economic support), Socio-cultural factors (learning, cultural beliefs, social customs, and rituals). Conclusion COVID-19 prevention requires intervention at different levels. At the individual level: increasing people’s awareness and understanding about how to prevent COVID-19 and strengthening self-efficacy in observing health norms, at the social level: highlighting positive patterns of observing health issues and training people about the consequences of social interactions during the outbreak of the virus, and at the macro level: strengthening regulatory rules and increasing people’s access to hygienic products and support for the vulnerable must be taken into account.

scholarly journals I Will Not Stand in My Way

2021 ◽  
Author(s):  
Sarah Lausch
Keyword(s):  
Graduate Students ◽  
Identity Development ◽  
Computer Science ◽  
Doctoral Students ◽  
Sense Of Self ◽  
Well Being ◽  
Science Identity ◽  
Structured Interviews ◽  
Post Intervention ◽  
Self Authorship

Background: The impostor phenomenon (IP) describes a condition in which one has a feeling of intellectual phoniness, leaving one to doubt their ability to succeed. Research states that in particular, female STEM (science, technology, engineering, math) college students in male-dominated programs, such as engineering and computer science, are affected by such feelings. IP has shown consequences for female students' retention, feeling of belonging, and success, which contribute to STEM gender inequities. Recently it has been stated that strengthening the student's sense of self individually through mindfulness might be another avenue of support. Purpose: Using self-authorship theory, and with that taking into account science identity development, the purpose is to explore and interpret the effects of mindfulness on female STEM graduate students' experience with IP in computer science and engineering and their advancement on the self-authorship trajectory. Methods: Ten graduate and doctoral students participated in this exploratory, mixed-methods study, by completing an eight-week, self-led mindfulness program. The participants completed three semi-structured interviews, and weekly journals entries, including drawings. Four surveys were administered pre- and post-intervention. Results: A Mindfulness Foundation was developed that supported the participants in internalizing mechanisms to deal with IP. Mindfulness also strengthened the participants' sense of self-authorship and a correlation of mindfulness, IP and self-authorship was identified. Conclusion: The study emphasizes the importance of incorporating mindfulness into STEM graduate education due to its multifaceted impacts. Further underlined is the importance of giving female STEM graduate students the opportunity to uncover their impostor feelings, explore their science identity, and grow self-authorship for professional success and well-being.

Graduate Students’ Experiences: Developing Self-efficacy

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Francine Laurencelle ◽  
Judith Scanlan
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Nurse Educators ◽  
Graduate Program ◽  
Doctoral Degree ◽  
Faculty Members ◽  
Graduate Faculty ◽  
Structured Interviews ◽  
Nursing Graduate ◽  
Canadian City

AbstractThe nurse educator shortage continues without an increase in the numbers of graduate prepared nurses. Studies identified challenges in recruitment of nursing graduate students. No studies explore the experiences of nurses during graduate education. The framework used was Bandura’s self-efficacy theory. The population for this study included 15 nurse educators with a master’s or doctoral degree currently teaching in an undergraduate or graduate program in a western Canadian city. In semi-structured interviews, participants shared their experiences. Two themes emerged from the data: i) the hurdles of learning and ii) being a graduate student. The purpose of this article is to report the findings of faculty members’ experiences as graduate students. Understanding these experiences will help graduate faculty understand how graduate students develop self-efficacy throughout their graduate programs. Moreover, findings of this study will help graduate students succeed in a graduate program. Finally, issues related to recruitment and retention are addressed.

scholarly journals Developing Scholarly Identity: Variation in Agentive Responses to Supervisor Feedback

2017 ◽  
Vol 14 (2) ◽  
pp. 35-54
Author(s):  
Kelsey S. Inouye ◽  
◽  
Lynn McAlpine
Keyword(s):  
Doctoral Students ◽  
Narrative Analysis ◽  
Structured Interviews ◽  
Self Assessment ◽  
Self In Relation ◽  
Self Confidence ◽  
Scholarly Identity ◽  
Writing Feedback ◽  
The Individual ◽  
The Relationship

The central task for doctoral students, through the process of writing, feedback and revision, is to create a thesis that establishes their scholarly identity by situating themselves and their contribution within a field. This longitudinal study of two first-year doctoral students investigated the relationship between response to supervisor feedback on the thesis proposal and the development of scholarly identity (self-confidence, independence in research thinking, positioning the self in relation to others), through the lens of individual agency (self-assessing work, seeking and critically engaging with others’ feedback in order to clarify research thinking). Data consisted of semi-structured interviews conducted over 3 months, different drafts of the research proposal, and written supervisor comments on the drafts. Narrative analysis and open coding were used to produce in-depth portraits of the individual experiences and perceptions of each participant. There were differences between the two individuals in their growing scholarly identities as regards their agency. The degree of agency exhibited in engaging critically with feedback in relation to self-assessment, and clarifying research thinking appeared linked to the development of the student’s scholarly identity: her sense of confidence, scholarly independence in thinking, and positioning in relation to others. Such confidence and ownership in turn inspired greater agency. Interestingly, differences in the extent to which participants were agentive in relation to feedback appeared influenced by previous experiences with feedback. These results contribute a richer understanding of the relationship between use of supervisor feedback and growing scholarly independence.

scholarly journals The influence of Industry 4.0 on employment in engineering companies: Evidence of managerial view in Czech and Germany

2021 ◽  
Vol 129 ◽  
pp. 04002
Author(s):  
Karel Kuba ◽  
Jiri Dedina ◽  
Frantisek Milichovsky
Keyword(s):  
Industry 4.0 ◽  
Mutual Influence ◽  
Value Added ◽  
Evaluation Tool ◽  
Skilled Workers ◽  
Primary Research ◽  
Structured Interviews ◽  
Global Business ◽  
Individual Variables ◽  
The Individual

Research background: The global business activities raise the necessity of skilled workers, especially in the context of Industry 4.0 and its implementation in company processes. At the same time, the development of technologies in connection with the automation and robotization of production processes. Industry 4.0 provides the company with the opportunity to change from a traditional production approach and separate production units to an automated operation. Purpose of the article: The primary research aimed to obtain information and data that top managers consider as important. At the same time, there is a focus on the connection between the level of employment in an engineering company and within the implementation of the concept of industry 4.0. Methods: In the primary research, structured interviews were used. For the interview, we asked managers from the 88 companies in the Czech and 303 companies in Germany. From that amount, we get responses from 67 Czech companies (82 managers) and 160 German companies (200 managers). Their answers were processed by the Dematel method, which is considered a multi-evaluation tool. Findings & Value added: Based on the implementation of the DEMATEL method, the coordinates of individual parameters were determined with their visualization in the map of influences, in which the links between individual variables are visible, which are located in two quadrants. The links between the individual variables are in the form of the above arrows, wherein in the case of bidirectional arrows, it is a mutual influence of variables and one-way arrows then show a one-sided dependence.

scholarly journals The problem of professional identity in the professional development of the individual

2020 ◽  
Vol 210 ◽  
pp. 22001
Author(s):  
Lyudmila Zheldochenko ◽  
Oksana Nikolenko
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Professional Identity ◽  
Self Efficacy ◽  
Educational Institution ◽  
Professional Activity ◽  
University Graduates ◽  
The Status ◽  
Senior Stage ◽  
The Individual

The article analyzes the problem of professional development of the individual from the moment of choosing a profession at the senior stage of training in an educational institution and building an individual professional route, to the formation of professional identity at the stage of completion of training at a University and readiness to engage in independent professional activity. The article deals with the issues that lie at the origins of the professionalization of the individual, related to the formation of complete, clear ideas at the stage of training at school. The results of an empirical study of the professional identity of University graduates are presented. The respondents were students-bachelors in the number of 150 people. The following methods were used: "A questionnaire aimed at studying ideas about the object of activity (E. I. Rogova), methods for studying the status of professional identity (A. A. Azbel, A. G. Gretsov); diagnostics of self-efficacy using the Maddux and Scheer method. It is established that the status of formed professional identity prevails among graduate students with high self-efficacy, the status of moratorium prevails among graduate students with medium self-efficacy, and the status of imposed professional identity distinguishes graduate students with low self–efficacy.

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