Impact Of Self-efficacy Beliefs Research Articles

The impact of self-efficacy beliefs on first-year accounting students’ performance: a South African perspective

ABSTRACT This study measures the levels of self-efficacy beliefs to determine how this correlates with academic success in introductory tertiary accounting within a South African context. Also, self-efficacy beliefs are compared to determine if significant differences exist based on gender, academic language, type of study funding and different professional programmes studied. The study applies social cognitive theory and gathers quantitative data using questionnaires with statistical analysis to determine self-efficacy belief levels in a first-year accounting module. The means of several variables were compared via t-tests or ANOVAs. Hereafter, regression analysis was applied to determine if self-efficacy beliefs significantly impact academic performance. Findings indicate that most first-year accounting students felt confident in their self-efficacy beliefs. Significant differences were observed in students’ self-efficacy beliefs based on gender, academic language and type of programme studied, but not based on type of study funding. Several self-efficacy beliefs correlated significantly with academic performance, though differences were observed for different types of programmes. As limited consideration of the impact of self-efficacy beliefs within the discipline of accounting prevails in the literature, and even less so in South Africa, the study serves to enhance accounting educators’ understanding on how self-efficacy beliefs impact academic performance at the first-year level.

Holistic Mentoring and Coaching to Sustain Organizational Change and Innovation

<p>Collaborative problem solving, creativity, innovation, and continuously improved performance outcomes are the normative expectations for organizations in the early 21st century. At the same time, workers seek not only equitable compensation for their efforts, but also opportunities for professional growth and development as well as acknowledgement and valuing of their contributions. As a result, more than ever, leaders face the challenge of creating learning organizations, communities of practice, and systems that promote the full potential of each worker, while attaining or exceeding organizational expectations and goals. An integrated, holistic model of mentoring and coaching consisting of four well researched theoretical frames is described: strengths based leadership, Emotional Intelligence, courageous conversations, and Appreciative Inquiry. The rarely acknowledged, imperceptible, but significant and indelible, neurological and biochemical links that connect the theoretical frames as well as the impact of self-efficacy beliefs and the thoughts and emotions of both mentor/coach and mentee/coachees are discussed. Recommendations for practice and implementation are presented.</p>

The impact of self-efficacy beliefs on learning strategies: towards learning Human Anatomy at College of Medicine

Objective: The study was designed first, to find out from the medical students if their perceived self-efficacy is related to their use of cognitive learning strategies; second, to asses if, in terms of gender and parent education, differences do exist in their levels of self-efficacy and their use of the cognitive strategies. Method: This was a cross section study which employed a pre-tested questionnaire, Motivated Strategies for Leaning Questionnaire (MSLQ), scored on a Likert Scale. The study population was made up of first year medical students after consenting to take part in the study. There was an 86% response rate. Results: Self-efficacy positively predicted both learning strategies of shallow [β = 0.47] and deep [β = 0.42]. There were no significant differences between male and female students on both shallow and deep learning strategies, and self-efficacy beliefs (p < 0.05). First generation students had higher levels of cognitive learning strategies in both shallow (p < 0.05) and deep (p < 0.01) learning strategies. Conclusion: Self efficacy is therefore important for adoption of study habits in medical students with respect to the learning of Anatomy. It is therefore imperative to employ methods that will yield high self-efficacy in students.

Impact of Self-Efficacy Beliefs on Short- and Long-Term Academic Improvements for Underperforming Medical Students

This study investigated the effectiveness of an innovative remediation program, based on promoting self-efficacy, a construct of self-regulation theory, which was developed to provide sustainable improvements in academic and clinical performance of underperforming medical students. Eighteen medical (eight 4th and ten 5th year) students participated in the remediation program. Interventions were multi-faceted and composed of a wide range of group activities. The efficacy of the intervention was evaluated using mixed-method approach consisting of interviews, questionnaire and quantitative analysis of OSCE outcomes (pre and post intervention). The in-depth interviews were used to explore the short- and long-term causal effects of the remediation program on improved performance. Students demonstrated significant improvements across 3 of the 5 domains measured in OSCE performance (management, diagnosis and communication). There was a 44% improvement in number of stations passed by participants post-remediation (95% CI = -52.25 to -35.64; r = 0.82). Large effect sizes were obtained, indicating the substantive significance of the results. Self-efficacy beliefs were markedly increased post-intervention with the total score increasing from 33.52 (SD=4.9) points pre-remediation to 45.71 (SD=5.1) points post-remediation (95% CI = -14.52 to -9.83; p<0.001; r = 0.77). Subsequent qualitative data suggested that beyond summative exam results, gains were translated to the clinical context with enhanced confidence and self–belief, enabling perceived improved performance in the workplace. Multi-dimensional, group orientated remediation, which emphasises self-efficacy beliefs, may enhance outcomes for students in both high stakes assessment and in the clinical context, thus allowing translational and longitudinal benefits.

The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement

This study investigates the impact of self-efficacy, achievement motivation, and learning strategies on students’ academic achievement. Conducting this research is important since there is a lack of educational research on the above research components as an integrated motivational model. Selected undergraduateHstudentsEtsarticipatedHniahelStudy.EirhelStructuralH equationHnodellingl^SEMlll/vas&ppliedHo&nswer the following research Question: What is the impact of self-efficacy beliefs, achievement motivation, and self- learning strategies on academic achievement of the UKM undergraduate students? Scientifically,&esults&ffflirectandHndirectaechnique indicated the effects of self-efficacy beliefs, achievement motivation, and elf learning strategies on academic achievement. Self-efficacy beliefs were significantly enhanced learning attainment.Tel: +60 5 450 5522; Fax: +60 173058930.

Cheating Behaviors in Academic Context: Does Academic Moral Disengagement Matter?

This contribution investigated cheating behaviors in the academic context by translating a model developed by Bandura and his colleagues in the study of transgressive behaviors. We investigated the role of domain specific self-efficacy beliefs and academic moral disengagement in influencing students’ cheating behaviors and academic performance. We included also a contextual factor, namely peers’ cheating behaviors. A structural equation model was implemented on a sample of 416 Italian college students. Results confirmed the posited model, highlighting the pivotal role of academic moral disengagement and peers behaviors in facilitating cheating behaviors, above and beyond the impact of self-efficacy beliefs.