Academic Self-efficacy Of Students Research Articles

Assessment of condition perception of educational -research environment and academic self-efficacy.

INTRODUCTION:Academic self-efficacy is the learners’ belief in their abilities in academic process. Perception of the educational-research environment is one of the effective factors on academic self-efficacy. The aim of this study was to examine the perception of educational-research environment and academic self-efficacy in students of the University of Tehran in 2016.METHODS:This cross-sectional study was done on 385 students of Tehran University of Medical Sciences. Samples were selected through stratified sampling method. Data were collected through questionnaires of perception of educational-research environment scale 24 and of academic self-efficacy scale 32 that reliability and validity of that were confirmed. Data analysis was performed using Pearson's correlation coefficient.RESULTS:The mean age of participants was 25.31 (standard deviation [SD] = 3.94), and 56.1% of them were female and the rest were male. The mean perception of educational-research environment was 65.79 (SD = 13.13), and the mean academic self-efficacy was 107.44 (15.92). The Pearson's correlation test results showed that there was a statistically significant relationship between perception of educational-research environment with academic self-efficacy (P = 0.001, r = 0.180).CONCLUSION:There was a significant statistical relationship between perception of educational-research environment and academic self-efficacy. Students who have high perception of educational-research environment are high academic self-efficacy. Academic self-efficacy can be improved by improving perception of the educational-research environment.

The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy

ABSTRACTA quasi-experimental, pretest-posttest, non-equivalent control group design was used to examine the effect of a mobile gamification application on third and fourth grade students’ Spanish language achievement and student academic self-efficacy. In this study, the treatment group's Spanish language instruction was through the use of Duolingo®, a computer and mobile app that uses gamification and adaptive learning technology to teach foreign languages. Students in the control group received their regularly scheduled English L1/Spanish L2 class learning activities. The study was 12 weeks in duration. Students were assessed with a 50-question, multiple-choice English to Spanish and Spanish to English pretest covering vocabulary and grammar to control for prior Spanish language achievement. Students were assessed with the Pattern of Adaptive Learning Scales’ (PALS) Academic Efficacy subscale to control for prior academic self-efficacy. The same two instruments were used as posttests. An analysis of covariance showed no significant difference in students’ Spanish achievement or in academic self-efficacy between students who used Duolingo® and students who were taught with traditional face-to-face instruction. This demonstrates that Duolingo® is a useful tool for teaching Spanish to elementary students.

The Relationship between Faculty Confirmation and Community College Student Self-Efficacy

ABSTRACTNearly half of all college students in the United States begin at community colleges, including higher numbers of students coming from backgrounds which have been historically underrepresented in higher education. Despite record numbers of new students enrolling at community colleges, the number of students who are retained at the institution long enough to be deemed successful, either through transferring or graduating, remains largely unchanged. One theory is that some students enter college with less confidence in their ability to be successful, hastening their departure. Faculty members are in a unique position to impact student self-efficacy, which ultimately may impact student success. This exploratory study quantitatively assessed whether a relationship exists between confirmation behaviors employed by faculty members in the classroom and changes in reported academic self-efficacy of students. The research was conducted through a causal comparative matched pair design with Midwestern community college students during their first semester. The results support a relationship between change in self-efficacy and perceived faculty confirmation (rs = .212, n = 70, p = .039*), particularly for female students (rs = .331, n = 35, p = .026*) and for those students where neither parent completed a degree higher than high school (rs = .316, n = 46, p = .016*).

Relationship between Parenting Styles and Academic Self-efficacy of Students

ABSTRACTPresent study aimed to identify the relationship between perceived parenting styles and students’ academic self-efficacy. Study sample consisted of 300 students enrolled in public universities of Rawalpindi and Islamabad. Sample was selected by using multi-stage cluster random sampling technique. The study was delimited to BS programs of Social Sciences Department. Two standardized self-report questionnaires were used for data collection. For measuring perceived parenting styles of the students, Parental Authority Questionnaire was used and for measuring academic self-efficacy of the students, Academic Self-efficacy Scale was used. The students’ responses were scored. To test the study hypotheses, Pearson Product-moment correlation was applied. The results showed a weak but positive and statistically significant relationship between paternal authoritative style and academic self-efficacy of the students. A weak, positive and not statistically significant relationship was found between maternal aut...

Review the Effectiveness of Encouragement Education on Enhancing the High School Student's Academic Self-Efficacy

A B S T R A C T This study aimed to determine the effectiveness of encouragement education on reducing exam stress and increasing self-efficacy of ninth grade female high school students by pretest - posttest experimental method with control group. Sample group consisted of 20 female students of the high schools of Bandar Lengeh in 2015-16 academic years and were chosen by cluster random sampling method and were placed randomly into two groups of test and control (10 people in each group). The scale of exam stress and perfectionism of participants in this research was evaluated by Ahwaz exam anxiety form (1996) and Lowenthal academic self-efficacy scale (1996) in the pre-test and post-test respectively and the test group participated in 10 sessions of encouragement education. The covariance analysis running on data showed that the amount of exam anxiety and self-efficacy of experimental group has a significant decrease and increase (P <0.05). Therefore, it can be concluded that encouragement education can cause a significant reduce in exam anxiety and significant increase in self-efficacy in the scores of ninth grade female high school students.

The Effects of Irrational Beliefs on Academic Motivation and Academic Self-efficacy of Candidate Teachers of Computer and Instructional Technologies Education Department

Irrational beliefs are improper solutions developed by the person himself for his personal problems. They occur in person's mind. These beliefs affect person's life. The purpose of this research is to investigate the effects of irrational beliefs on academic motivation and academic self-efficacy of students. Independent variable of the study is irrational beliefs. Dependent variables are academic motivation and academic self-efficacy. Survey method was used in the study. The sample of the study consists of 161 second and third year students attending at Sakarya University, Faculty of Education, Department of Computer and Instructional Technologies Education. It was found out that there were no differences between irrational beliefs of students in terms of gender. And we found positive relationship between irrational beliefs and academic motivation, and negative relationship between irrational beliefs and academic self-efficacy of students. At the end of the research some suggestions has been presented on irrational beliefs, academic motivation and academic self-efficacy.

Effectiveness of quality education based on Glasser's choice theory on the student's academic self-efficacy

Since academic self-efficacy is a cognitive process that has a strong impact on individuals' choices, quality education should be an effective strategy to help promote students' self-efficacy. The research reported in this paper investigates the effectiveness of quality education based on Glasser's choice theory on the student' self-efficacy. The research method was quasi-experimental with pre- and post-test design with the control group. The community of statistical consists of the whole students from the third grade of the primary school of Kashan city, Iran. The children's Perceived Academic Self-Efficacy subscale from the Morgan-Jinks Student Efficacy Scale was used. The inputs were analyzed by ANCOVA test. The outcomes indicated that training of Glasser's choice theory concepts in group sessions had a significant impact on increasing the self-efficacy of students. Data indicate the majority of the students involved in this study felt more confident about their disciplinary skills, attendance improved, and they felt more confident about their ability to develop their own proactive discipline program.

Effect of Short-Term Intervention Program on Academic Self-Efficacy in Higher Education

The current study examines the academic self-efficacy of students at risk for attrition in higher education in the north of Israel. The students participated in the STIC (Short-Term Intensive discipline Courses) program also called “learning marathons”, offered in their compulsory subjects in preparation for final exams. The study examined the conditions required for success with academic tasks according to the following variables: academic self-efficacy, emotional intelligence abilities, and coping with stress. The research population included 132 students whose admissions scores ranged between -10% to +10% from the minimum score required by the Departments of Science and of Humanities and Social Sciences. Research instruments included four questionnaires: Academic self-efficacy questionnaire, self-reporting emotional intelligence questionnaire, stress appraisal coping questionnaire, and demographic questionnaire. A correlation matrix was created for the difference between the data before and after participation in STIC. The results indicate that short-term intensive support learning that is carried out in small groups and taught by experienced teachers significantly reduces student attrition rates. Moreover, the courses promoted the development of emotional intelligence, enhanced the sense of academic self-efficacy, and advanced the use of coping strategies among students.

Autoeficácia de alunos do ensino médio e nível de escolaridade dos pais

O objetivo deste estudo foi analisar diferenças entre as percepções de autoeficácia acadêmica e uso de estratégias de estudo e aprendizagem em aulas de língua portuguesa de estudantes do ensino médio de escolas públicas tendo como critério o nível de estudo dos pais. Participaram 534 estudantes do ensino médio de escolas públicas do estado de São Paulo. Foram utilizados três instrumentos de autorrelato: questionário de caracterização, Escala de Autoeficácia Acadêmica e o Inventário de Estratégias de Estudo e Aprendizagem. Os resultados encontrados por meio do teste de Kruskall-Wallis indicaram diferenças significativas para as crenças de autoeficácia acadêmica dos estudantes de acordo com os diferentes níveis de estudo das mães e dos pais. Os resultados do uso de estratégias de estudo e aprendizagem dos estudantes não apresentaram diferenças significativas quando considerados os níveis de estudos das mães e dos pais. Sugerem-se pesquisas sobre envolvimento parental nas atividades escolares de seus filhos.

Measuring the Academic Self-Efficacy of Students at a South African Higher Education Institution

The study assessed the academic self-efficacy of newly enrolled undergraduate students attending a higher education institution in South Africa (n = 315, females = 53.6%). Data were collected using the students enrolled for science related majors. An existing Academic Behavioural Confidence scale (ABC) was used to measure the academic self-efficacy of the students. Academic self-efficacy varied by degree programs, with those taking the natural sciences showing higher academic behavioural confidence than those taking other science oriented programmes. The aspects in which the students differed significantly were: preparing thoroughly for lessons; following the sequence of a lesson; managing workload to meet course deadlines; making presentations to fellow students; producing good work when completing assignments; and writing in an appropriate academic style. Academic behavioural confidence influenced students perception of the demands of tertiary education.

The Effects of Reciprocal Peer Tutoring on Graduate Students' Achievement, Test Anxiety, and Academic Self-Efficacy

Two experiments were conducted to determine the effects of reciprocal peer tutoring (RPT) on graduate students' academic achievement, test anxiety, and academic self-efficacy. In Experiment 1, students were assigned to one of two conditions—RPT or non-RPT. RPT students developed questions on specific course topics; they then used these questions to quiz other students before taking midterm and final course examinations. Contrary to previous research findings, the RPT and control groups did not differ significantly on lower cognitive or higher cognitive achievement measures. Students who used RPT generally reported that RPT improved their understanding of course content In Experiment 2, the RPT procedures were modifled to better match the procedures used in earlier studies whose authors had found RPT to be superior to non-RPT conditions. Also, the instruments were expanded to include course-relevant outcome measures of student academic self-efficacy and test anxiety. As in Experiment 1, the RPT and non-RPT groups did not differ significantly on the achievement measures. Also, the groups did not differ significantly on academic self-efficacy and test anxiety. However, as in Experiment 1, the students believed RPT to be an effective technique for learning difficult course content Potential explanations for findings inconsistent with previous research and suggestions for future research are discussed.