Academic Self-efficacy Score Research Articles

Impact of Synchronous Online Learning on the Theoretical Training of New Pediatric Nurses: A Prospective Randomized Trial.

Aims This study aimed to examine the impact of synchronous online learning on the effectiveness of theoretical training and self-efficacy among newly graduated pediatric nurses. Design It is a prospective randomized controlled trial. Methods The sample comprised 45 newly graduated pediatric nurses randomly assigned to an experimental cohort group or a cohort group. The control group underwent traditional face-to-face teaching, whereas the experimental group engaged in synchronous online learning. A comparative analysis encompassed the test scores from post-session 10-minute assessments (T2), evaluations conducted after one week (T3), and those after one month (T4), alongside their academic self-efficacy scores. Results Forty-five newly graduated pediatric nurses participated with 23 allocated to the control cohort and 22 allocated to the experimental cohort. The baseline characteristics revealed no statistically significant disparities between the two groups. The post-session 10-minute assessment (T2) revealed a slight, yet not statistically significant, advantage for the experimental group over the control group. However, in contrast, the experimental cohort exhibited significantly superior performance compared to the control group during theoretical evaluations conducted one week (T3) and one month (T4) after training (p<0.001). In terms of academic self-efficacy, the experimental group demonstrated significantly higher scores than their counterparts in the control group. Conclusions Synchronous online learning that is meticulously structured and closely monitored has the potential to enhance the efficacy of theoretical training and boost academic self-efficacy among new graduate nurses.

Relationship Between Academic Self-efficacy and Cyberloafing Behavior Among College Students in Malang City

One of the negative impacts of increasing internet use in online lectures is cyberloafing. Cyberloafing is the behavior of using the internet for nonacademic purposes. The level of cyberloafing can be influenced by their self-confidence in their abilities in the academic field or what is known as academic self-efficacy. The aim of this research is to determine the relationship between academic self-efficacy and cyberloafing behavior among students in Malang City. This research is correlational quantitative research. The research subjects were taken by purposive sampling, a total of 405 students. Data collection instruments used The Five Factor Cyberloafing Scale with 29 of 30 items are valid and reliable (a = .991) and the Academic Self-Efficacy Scale with 27 items (a = .945). The results of hypothesis testing using Spearman Rank can be concluded that there is a negative and significant relationship between academic self-efficacy and cyberloafing in students (r(403) = -0.782 p&lt;0.001). This shows that the higher the student’s academic self-efficacy score, the lower the cyberloafing behavior will be. Keywords: academic self-efficacy, cyberloafing, college students

The Relationship Between Attitudes Towards Academic Self-Efficacy and Self and Peer Assessment in Turkish Nursing Students: A Cross-Sectional Study.

Academic self-efficacy (ASE), as well as self (SA) and peer assessment (PA), is associated with the subjective judgements of the individual. The correlation among these concepts merits further research. This study aims to examine the correlation between nursing students' attitudes towards ASE and SA and PA. This is a correlational cross-sectional study. The sample consisted of 1401 nursing students from five universities in Istanbul, Turkey. The study employed the proportional quota sampling method. The data were collected using a Personal Information Form, View Scale for Peer and Self-Assessment and ASE Scale. Descriptive statistics and multiple linear regression model (stepwise) tests were used to analyse the data. Descriptive statistics revealed that 82.2% of the participants were female and their Academic Grade Point Average was 3.00 ± 0.48. As a result of the regression analysis, it was determined that students' age, gender, perception of academic achievement, status of receiving PA training and attitudes towards doing PA and self-assessment significantly predicted their ASE score. Students' ASE was found to be medium-level, their attitudes towards peer and self-assessment were high and SA and PA attitudes was associated with ASE. A total of 1401 undergraduate nursing students from five undergraduate universities participated in the study and responded to questions on ASE, peer assessment, self assessment, etc.

The Relative Contribution of Psychological Empowerment in Predicting Academic Self-Efficacy among Graduate Students at the College of Education at King Faisal University

This study aimed to explore the role of psychological empowerment in predicting academic self-efficacy among graduate students at the College of Education, King Faisal University. It also investigated how these levels vary across different factors such as gender, department, and academic level. Additionally, the research aims to understand how psychological empowerment can predict academic self-efficacy among these students. Employing a descriptive, predictive, and correlational approach, the researcher utilized scales for psychological empowerment and academic self-efficacy to collect data from 268 graduate students. The study found high levels of psychological empowerment and academic self-efficacy among the sample, there were no significant differences in psychological empowerment scores by gender or department. However, important differences based on academic level favored students in field training with a thesis. Similarly, academic self-efficacy scores showed no significant differences by gender or department but favored students at the thesis level. The findings highlighted the predictive role of psychological empowerment in academic self-efficacy among graduate students at the College of Education. and Recommendations: include faculty and academic leaders at the College of Education in supporting psychological empowerment among graduate students and educating them on its importance for enhancing self-confidence and decision-making in academic and practical contexts.

Developing Resilient Learners: The Contribution of Counseling to Student Motivation and Achievement

This study investigates the relationship between learning motivation and academic self-efficacy among undergraduate psychology students from the 2020 cohort at Universitas Kristen Satya Wacana, focusing on those with a GPA of 3.00 or higher. Utilizing a quantitative correlational design, data was collected via a Google Form questionnaire distributed through WhatsApp from October 29, 2023, to April 24, 2024. Despite challenges in data collection, the study revealed that the majority of participants exhibited low levels of both learning motivation and academic self-efficacy. Descriptive statistics showed a mean learning motivation score of 37.07 and an academic self-efficacy score of 86.83. The correlation analysis indicated a significant positive relationship (r = 0.590, p &lt; 0.05) between learning motivation and academic self-efficacy, suggesting that higher learning motivation corresponds to higher academic self-efficacy and vice versa. The findings emphasize the importance of enhancing both intrinsic and extrinsic motivation, building mastery experiences, and ensuring students' physical and emotional well-being to foster better academic outcomes. These insights have crucial implications for counseling and guidance services, advocating for targeted interventions to improve learning motivation and academic self-efficacy among students.

Emotional Intelligence and Academic Self-Efficacy in Employed and Unemployed Students

Employment is one of the core behaviors regulating the modern societal structure. Research has shown that with the passage of years, an increasing number of students are getting employed and that there are numerous benefits and consequences of this phenomenon. Keeping this development in mind, it is imperative to study how jobs are affecting the students of our society. A sample of 250 undergraduate students was used, including 125 employed students and 125 unemployed students, ranging from the ages of 18 to 30 (M=21.26, SD=1.49). Data was collected using purposive sampling. The research was conducted using the Assessing Emotions Scale by Schutte et al. (1998) and Academic Self-efficacy scale (Ghafoor &amp; Ashraf, 2007). An independent samples t-test was conducted to compare the mean differences in emotional intelligence of employed and unemployed students. Significant differences were observed between employed (M=113.13, SD=24.37) and unemployed students (M=118.05, SD=19.47; p=.02). Students who were unemployed were found to have higher emotional intelligence than employed students. An independent samples t-test was conducted to compare the academic self-efficacy scores for employed and unemployed students. There was no significant difference observed in scores for employed students (M=113.45, SD = 13.43) and unemployed students (M=116.40, SD=11.66; p=.15). This study has both practical and theoretical implications for future researchers who wish to examine the role of employment in mediating other psychological constructs among university students.

Empowering University Students: The Impact of a Time Management Workshop on Academic Self-Efficacy

This study aimed to evaluate the effectiveness of an 8-session time management workshop designed to enhance academic self-efficacy among university students. It hypothesized that participants undergoing the workshop would demonstrate significant improvements in academic self-efficacy compared to a control group receiving no intervention. A randomized controlled trial design was employed, with 40 undergraduate students aged 18-25 years randomly assigned to either an intervention group (n=20) or a control group (n=20). The intervention group participated in an 8-session workshop, each lasting 75 minutes, covering various aspects of time management. Academic self-efficacy was measured using the Academic Self-Efficacy Scale (ASES) at baseline, immediately post-intervention, and at a four-month follow-up. Data were analyzed using SPSS-27, employing repeated measures analysis of variance (ANOVA) with Bonferroni post-hoc tests to assess changes over time and between groups. The intervention group showed a significant increase in academic self-efficacy scores from baseline to post-intervention (Mean Diff. = 9.01, p &lt; 0.01), which was maintained at the four-month follow-up. The control group, in contrast, showed no significant changes in their scores over time. The ANOVA revealed significant time (p &lt; 0.01, η² = 0.20), group (p &lt; 0.01, η² = 0.25), and time × group interaction effects (p &lt; 0.01, η² = 0.22), indicating the workshop's effectiveness in enhancing academic self-efficacy. The time management workshop significantly enhanced academic self-efficacy among university students, with effects sustained over a four-month period. These findings suggest that structured time management interventions can be an effective strategy for improving students' academic self-belief and potentially their academic performance. Further research with larger and more diverse samples is recommended to generalize these findings.

Relationship between Academic Self-Efficacy and Cognitive Learning Outcomes of High School Students in Biology Subjects through Problem-Based Learning Model

Self-efficacy in the classroom is the belief that one can successfully complete any academic task.. Pre-experimental research with a quantitative approach aims to describe the connection between secondary school understudy's academic self-efficacy and cognitive learning outcomes in biology lessons and to describe gender associations with academic self-efficacy. The One-Shot Case Study research design was carried out in a high school in Palu City for Class XI students, a population of 7 classes totaling 200 students. One class sample consists of 32 students, determined completely randomly. Academic self-efficacy data were acquired through questionnaires, and outcomes of cognitive learning from multiple-choice tests. Information investigation of the connection between academic self-efficacy and cognitive learning outcomes used a simple linear regression test. The association of gender with academic self-efficacy used the Point-Bivariate Correlation test. The result of the research is that there is a relationship between academic self-efficacy and cognitive learning outcomes, and students' cognitive learning outcomes can be predicted through the regression equation y = 25.651 + 1.733x, meaning that an increase in academic self-efficacy scores of 1 point will increase students' cognitive learning outcomes scores of 1.733. Gender significantly correlates with academic self-efficacy, r = 0.841, p = 0.001. This means that the closeness of the gender relationship with the academic self-efficacy of high school students is in the very strong category at 1% significance.

The Effect of Faculty of Sports Sciences Students' Unemployment Concerns on Academic Self-Efficiency

Among the concerns experienced by the youth today, anxiety about the future and unemployment have reached remarkable dimensions. This research was carried out to examine the effect of unemployment anxiety on the academic self-efficacy of the students of the faculty of sports sciences. The unemployment anxiety scale and academic self-efficacy scale were used as data collection tools. The sample group for the study consists of 417 university students studying at the faculties of sports sciences at six universities in Turkey. Data were collected via Google Form, and the SPSS 21 package was used in the analysis of the data obtained. According to the findings, the unemployment anxiety of the students of the faculty of sports sciences; academic achievement differs according to grade point average, coaching certificate, and work experience. Academic self-efficacy levels differ significantly according to gender, department average, and work experience.As a result, there is a positive and significant relationship between "personal pessimism and lack of confidence", "lack of qualitative knowledge and skills," and "cognitive practices and academic self-efficacy" among the unemployment concerns of sports science students. It was determined that, as the unemployment anxiety of the students increased, their academic self-efficacy scores also increased.Keywords: Academic Self-Efficacy, Faculty of Sports Science Students, Unemployment Anxiety

A Mixed Study on the Student Agency of College Students Participated in Basic Subject Class of Major Based on Flip Learning

The purpose of this study is to analyze the impact of flipped learning classes on college students and to examine the meaning of their experience of participating in such classes. To this end, a survey of 29 college students who took the A University Culture and Education course was conducted on self-directed learning ability and academic self-efficacy before and after learning. In addition, in order to examine the learners’ flipped learning experiences from the perspective of student agency, an FGI interview was conducted with six college students, and their reflection journals were analyzed. As a result, we found that college students had more significantly higher self-directed learning ability and academic self-efficacy scores after taking the flipped learning class than before taking the class. In addition, as a result of analyzing the contents of the FGI interview and reflection diary, we derived the following: ‘reflection on the class experience’, ‘interest and responsibility for the surroundings’, and ‘change through flipped learning classes’. Their diaries also expressed the level of agency the students felt. In this study, quantitative research was conducted on a single group, and there were limitations in the interpretation of research results. Thus, systematic experimental research is needed in future studies. In addition, in the FGI interview, there were regrets expressed about the ‘burden of the role within the group’, the ‘passive attitude of the group’, and the ‘lack of understanding of the concepts presented in online classes’. Accordingly, in future studies, it was suggested that it is necessary to develop a flipped learning class that better reflects the learner’s experience.

The effect of sense of coherence on mindful attention awareness and academic self-efficacy in nursing students

AimThis research was conducted as a descriptive relational study to determine the effect of sense of coherence on mindful attention awareness and academic self-efficacy of nursing students. MethodThe study was conducted with 410 students who were studying at the Faculty of Health Sciences of a university, who met the inclusion criteria and agreed to participate in the study. Introductory Information Form, Sense of Coherence Scale (SOC-13), Mindful Attention Awareness Scale (MAAS) and Academic Self-Efficacy Scale (ASES) were used to collect data. Ethics committee approval, institutional permission and informed consent of the students included in the study were obtained for the study. ResultsIn the study, the mean SOC score of the nursing students was 49.95 ± 10.30, the mean MAAS score was 56.57 ± 12.41 and the mean ASES score was 16.13 ± 2.96. It was determined that there was a moderately positive relationship between sense of coherence and mindful attention awareness and a very weak negative correlation between academic self-efficacy and sense of coherence and mindful attention awareness (p < 0.05). 36.4% of students' SOC scores are explained by MAAS and ASES. In our study, it was determined that the Grade point average (GPA) had a statistical effect on the SOC score. The interactions between GPA and choosing the nursing profession were found to be statistically significant (p < 0.001). ConclusionAs a result of the study, the student's sense of coherence, mindful attention awareness and academic self-efficacy scores were obtained at a moderate level. While there was a positive relationship between sense of coherence and GPA, there was a negative relationship between sense of coherence and academic self-efficacy. It can be recommended to plan interventions that will increase academic self-efficacy and to make plans so that students can realize and develop their own abilities in the university environment.

Building Capacity for Cancer Research in the Era of COVID-19: Implementation and Results From an International Virtual Clinical Research Training Program in Zambia.

PURPOSEThe incidence of cancer in sub-Saharan Africa is increasing rapidly, yet cancer research in the region continues to lag. One contributing factor is limited exposure to clinical research among trainees. We describe implementation and results of a virtual clinical research training program for Zambian clinical oncology fellows developed jointly by the Cancer Diseases Hospital in Zambia and the MD Anderson Cancer Center to address this need.METHODSThe clinical research training program consisted of 14 weekly virtual lectures, development of research questions by Zambian clinical oncology fellows, assignment of faculty and peer mentors, longitudinal mentorship of research protocols, and anonymous precourse and postcourse surveys. The paired t-test was used to analyze the change in academic self-efficacy scores.RESULTSFourteen Zambian clinical oncology fellows participated. Senior fellows were paired with research mentors, leading to the development of eight research protocols. A total of 70 meetings and 126 hours of mentorship occurred with a median of seven meetings and 15 hours per pairing. The precourse and postcourse survey response rates were 86% and 79%, respectively. There were statistically significant increases in nine of 12 academic self-efficacy domains. The largest gains were in ability to independently perform research (P < .001) and research mentorship (P = .02) with an average increase of 1.5 points on a five-point scale in both domains.CONCLUSIONThe Cancer Diseases Hospital MD Anderson Cancer Center clinical research training program for Zambian clinical oncology fellows led to increases in multiple academic self-efficacy domains among participants, formation of longitudinal mentorship groups with both faculty and peer mentors, and development of Zambian-led research protocols, demonstrating the feasibility of implementing a virtual model. This may be especially relevant because of shifting international collaboration paradigms after the COVID-19 pandemic.

Implementation of an International Virtual Clinical Research Course for Clinical Oncology Fellows at a Cancer Teaching Hospital in Zambia

Low and middle-income countries (LMICs) are significantly under-represented in cancer research due to a lack of research capacity rooted in historical inequalities. Training in-country physicians in clinical research is one of the most sustainable ways to address the shortage of research in LMICs. As part of an academic partnership between MD Anderson Cancer Center in Houston, TX (MDA) and Cancer Diseases Hospital in Lusaka, Zambia (CDH), an international virtual clinical research course for clinical oncology fellows at CDH was piloted in Fall 2020 to address a significant need for a structured clinical research curriculum.The virtual clinical research course took place from August to November 2020 and involved 14 weekly hour-long lectures (13 by MDA faculty, one by CDH faculty) on topics including identifying a research question, study design, clinical trials, research ethics, biostatistics, and scientific writing. The course was attended by 15 clinical oncology fellows. Eight senior fellows were paired with a longitudinal MDA and CDH faculty member and MDA resident/fellow mentor in their area of interest to support a research protocol. Anonymized pre- and post-course surveys were administered with 5-point Likert scale academic self-efficacy inventories and open-ended qualitative questions. Descriptive statistics were used to summarize the findings.A total of 12/15 participants (80%) completed the pre-course survey and 11/15 (73%) completed the post-course survey. Average scores pre- and post-course, respectively, for research interest and motivation (5.0, 4.9), comfort reading and evaluating medical literature (3.7, 4.5), developing a study question and design (2.8, 4.0), collecting and managing data (3.3, 4.0), independently performing and publishing research (2.3, 3.7), and satisfaction with mentorship and profession (3.0, 4.2) demonstrated an increase across multiple domains. As of December 2020, there were eight active research proposals led by CDH clinical oncology fellows and there had been 21 meetings and 27 hours of MDA-CDH mentorship time. Positive themes from open-ended feedback included clear lectures, meaningful relationships with mentors, and utility of presenting research proposals for feedback while constructive themes included desire for more teaching on statistical analysis and incorporation of self-assessment modules.Clinical research is essential to develop effective, evidence-based interventions to the unique cancer care challenges that occur in LMICs. The results from the pilot virtual MDA-CDH research course, which led to improvements in academic self-efficacy scores, support for research proposals led by CDH clinical oncology fellows, and formation of longitudinal mentorship groups demonstrate the feasibility of conducting a virtual longitudinal research workshop model. Continued collaboration and future follow-up will be needed to demonstrate effectiveness and impact.

Nursing students’ academic self‐efficacy: A longitudinal analysis of academic self‐efficacy changes and predictive variables over time

To analyse any changes seen in the academic self-efficacy of nursing students during the three years of their academic education as well as the associated predictive factors. A longitudinal study design was applied. The sample included 220 students who attended a large university in central Italy. The students' academic self-efficacy was measured using the Academic Nurses' Self-Efficacy Scale. Data were collected annually from 2014/2015 to 2017/2018 at the beginning of the first year (T0), at the end of the first year (T1), at the end of the second year (T2) and at the end of the third year (T3). A repeated measure univariate analysis of variance (ANOVA) was conducted to detect any possible changes in the students' academic self-efficacy scores over the four measurement points. To identify the factors that are predictive of academic self-efficacy, a linear regression model was used. Overall, the students' academic self-efficacy did not change significantly over the three-year period of their education. Both sex (female) and age (24-50years) during T0-T2 significantly predicted changes in the students' academic self-efficacy over time. Moreover female students started with lower academic self-efficacy scores than male students, although their academic self-efficacy increased over time, while the male students' academic self-efficacy actually decreased over time. In addition, students with a scientific background reported higher academic self-efficacy than other students. Although the students' academic self-efficacy did not change over time, from a theoretical perspective, academic self-efficacy can be developed using a number of strategies such as a well-organised tutorial during the clinical learning phase and feedback or encouragement. Academic staff should monitor nursing students' academic self-efficacy over time, particularly in the case of male and younger students, students with a partner and students with a humanities background during the first 2years of the course.

The individual stem student in context: Idiographic methods for understanding self-knowledge and intraindividual patterns of self-efficacy appraisal.

This study aimed to identify elements of personal knowledge that were hypothesized to underlie within-person, across-context variations in students’ appraisals of self-efficacy for coping with challenges encountered in Science, Technology, Engineering, and Mathematics (STEM) education. Freshman in a college of engineering completed assessments of (a) 4 elements of personal knowledge regarding themselves and their educational resources; (b) their subjective beliefs about links between these 4 personal and social qualities and each of 32 specific educational challenges; and (c) perceived self-efficacy for successfully handling each of the 32 challenges. Individual students’ self-efficacy appraisals commonly varied substantially within-person, across contexts. This variability was predictable. Students displayed relatively high (low) self-efficacy within subsets of situations they subjectively linked to positively (negatively) valenced knowledge that they possessed, a finding consistent with the knowledge-and-appraisal model of personality architecture that guided the research. Additional analyses demonstrated that students with similar overall academic self-efficacy scores may display markedly different profiles of self-efficacy appraisal across context. Students’ narrative accounts enriched understanding of these profile patterns. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

The Effect of Mothers’ Anxiety, Psychological Control, and Attention to Academic Achievement on Korean Early Childhood Children’s Helplessness

Psychological control refers to intrusive parental behaviors that affect child development. This study examines two subfactors of psychological-control parenting: autonomy-control and affection-control. While autonomy-control involves parental behaviors that ignore the thoughts and opinions of children, affection-control defines behaviors that show conditional affection by withdrawing affection or causing children to experience a sense of guilt. Direct and indirect effects of mothers’ anxiety, psychological control, and attention to academic achievement on children’s helplessness with the mediating effects of academic self-efficacy were examined. Participants included 201 children who completed a puzzle task and a puppet interview to measure responses for helplessness and academic self-efficacy, respectively. Affection-control of mothers had positive associations with children’s helplessness. While autonomy-control parenting reduced children’s academic self-efficacy scores, mothers’ attention to achievement increased academic self-efficacy. Results suggest that parents may be able to lower children’s helplessness by improving children’s academic self-efficacy through autonomy-supportive parenting. The most important developmental tasks in early childhood are to teach children to act out of their own will, to believe in themselves, and to forge meaningful relationships with others rather than focusing on academic achievement.

Investigating the Effect of Personality Traits and Academic Self-efficacies on Malpractice Tendencies in Health College Students.

Prevention of malpractice is crucial for health care professionals since it could lead to morbidity and mortality. Personality traits of students, being health care professional candidates affect their academic self-efficacies and malpractice tendencies. To investigate the effect of personality traits and academic self-efficacies of midwifery and nursing students on their malpractice tendencies. The study was conducted with a total of 437 midwifery and nursing students studying at two universities between May and September 2019. The form of sociodemographic characteristics, Eysenck Personality Inventory, Academic Self-efficacy Scale, and Malpractice Tendency Scale were used to collect the data. In the malpractice tendency scale, the students had the lowest score from patient monitoring and equipment safety subscale (x¯ = 40.59 ± 5.41) and the highest score from the communication subscale (x¯ = 22.78 ± 3.01). In the personality inventory, they were found to have the lowest score from the psychoticism subscale and the highest score from the extraversion subscale. Their academic self-efficacy mean score was 14.69 ± 3 0.49. Academic self-efficacy score was higher in the 1st year compared to the 4th year (P < 0.05). A negative correlation was found between neuroticism and extraversion subscales and academic self-efficacy (P < 0.01). A negative correlation was found between malpractice tendency and academic self-efficacy (P < 0.01). It was observed that neuroticism and extraversion personality traits in students were found to be associated with low academic self-efficacy and increasing malpractice tendencies. Investigation of academic self-efficacy and malpractice tendencies of the students in accordance with their personality traits would contribute to the improvement, arrangement, and updating of educational curricula.

The impact to demographic and academic factors on metacognition and academic self-efficacy: A study on Iranian students in health sciences

BACKGROUND:Metacognition and academic self-efficacy are two emerging resources in the process of learning. Basic levels of metacognition and academic self-efficacy may differ and be influenced by demographic and academic factors. This study investigated impacts of demographic and academic factors on metacognition, metacognitive skills, and academic self-efficacy in health sciences students.MATERIALS AND METHODS:A cross-sectional study was conducted among 404 participating students attending various fields of study in health sciences at Shahrekord University of Medical Sciences. Demographic and academic data were collected. Global metacognition, metacognitive skills, and academic self-efficacy scores were assessed using published or online questionnaires. Means were compared using Student's t-test, whereas intra- and intergroups' scores were compared using one-way ANOVA test.RESULTS:Global metacognition and academic self-efficacy were not impacted by demographic students' status. The gender and age impacted both knowledge and control of process- planning (favoring male gender), as well knowledge and control-of-self (disfavoring 20–30 age class) of metacognitive skills, (P < 0.05). Academic status did not influence academic self-efficacy. The school type influenced the metacognitive skill component to knowledge and control of process-regulation (disfavoring nursing school) (P < 0.05). The academic discipline impacted the global metacognition (P < 0.05) and its knowledge and control of self-component (P < 0.01).CONCLUSIONS:Demographic and academic status does impact metacognitive skills and global metacognition scores. Given the heterogeneous level to innate metacognitive skills, this study sheds lights on usefulness to screen learners' subgroups that require supplementary educational instructions to uniformly optimize metacognitive skills.

SPOR BİLİMLERİ FAKÜLTESİ ÖĞRENCİLERİN AKADEMİK ÖZYETERLİK VE SOSYAL DESTEK DÜZEYLERİNİN İNCELENMESİ

This study was conducted to investigate the levels of academic self-efficacy and perceived multi-purpose social support of university students. The population of the study consists of students studying in the faculty of sports sciences at Hittite University, and the sample consists of 486 volunteer students. Personal Information Form, Academic Self-Efficacy Scale (Ekici et al., 2007) and Multidimensional Perceived Social Support Scale (Eker et al., 2001) were used as data collection instruments. When the obtained data were analyzed; no significant difference was found between the participants' academic self-efficacy and social support scores according to gender (p> 005). While there was a significant difference in academic self-efficacy scores (p 0.05). While there was no significant difference in academic self-efficacy scores according to nationality status of the participants, there was a significant difference in social support sub-dimension of family and friends (p <0.05). As a result; academic self-efficacy and perceived social support levels of the students in the faculty of sports sciences created differences according to some variables. The psychological well-being of athletes with sport may affect their academic self-efficacy, their social environment and their perceived support from social environments

The Effects of Neurofeedback on Depression, Anxiety, and Academic Self-Efficacy

ABSTRACT This preliminary study examined the effects of 16 sessions of neurofeedback (NF) training protocol on levels of depression, anxiety, and academic self-efficacy in college students with attention deficit hyperactivity disorder (ADHD). Results identified that NF was a viable option for mitigating depression and anxiety symptoms as well as increasing academic self-efficacy scores in college students with ADHD, based on their scores over time. Implications for college counselors are presented.