Learning Self-efficacy Research Articles

Evaluating the online Resilience Skills Enhancement programme among undergraduate students: A double-blind parallel randomized controlled trial.

Resilience training has beneficial effects on the ability of undergraduate students to withstand adversity and stress. However, there are inconsistencies in the content and delivery approaches for resilience training. Given the increasing shifts towards computer-assisted instruction, there is a need to develop and evaluate innovative approaches for resilience training. This study aimed to examine the efficacy of two versions of the Resilience Skills Enhancement (RISE) programme. A randomized controlled trial was used to evaluate the effects of blended learning (BL) and a self-guided RISE programme on the resilience, social support, and learning outcomes of undergraduate students. One hundred and fourteen students were recruited and randomly allocated to receive either BL or the self-guided RISE programme. The within-group analyses indicated significant improvements in resilience scores for the BL (F=37.74, p<0.001) and self-guided groups (F=10.16, p<0.001) with moderate (d=0.62, 95% CI: 0.25, 1.00) to large effect sizes (d=1.11, 95% CI: 0.71, 1.50) respectively. There were also significant differences across the three time points for social support scores for the BL (F=4.50, p<0.05) and self-guided groups (F=4.59, p<0.05). Students in the BL group had considerable improvements in self-efficacy of learning and performance (F=5.42, p<0.01) and meta-cognitive self-regulation scores (F=5.91, p<0.01). In the between-group analyses, both BL and self-guided RISE were comparable for resilience, social support, and learning scores (p>0.05). The study provided preliminary evidence that both modes, BL and self-guided RISE programme lead to positive effects on the resilience, social support, and learning scores of students.

Rasch Model Analysis to Identify Students’ Self-Efficacy and Learning Interest and Uncover Their Influence on Student Learning Outcomes in Static Fluids

This study explores the relationship between self-efficacy, students' interest, and physics learning outcomes for students in classes XI IPA 1 and XI IPA 2 at SMA Negeri 16 Bungo. The learning outcomes are focused on the dimensions of conceptual and factual knowledge. Data on students' self-efficacy and interest were collected through a structured scale questionnaire, while data on students' learning outcomes in conceptual and factual knowledge were obtained through test instruments. The results indicate a positive correlation between students' self-efficacy, interest in learning, and physics learning outcomes. The correlation coefficient (r value) obtained is greater than the critical r value, with significance less than 0.05. Regression analysis reveals that the calculated F value is greater than the critical F value, and the calculated t value is greater than the critical t value, both with significance less than 0.05. Regression analysis also shows that self-efficacy and students' interest in learning affect physics learning outcomes by 68%, leaving 32% influenced by other factors not investigated in this study. For teachers, this research provides practical insights into the importance of developing students' self-efficacy and interest in the context of physics learning. By considering these aspects, teachers can design more effective teaching strategies to support students' optimal development in physics learning. In the theoretical framework, these findings support the concept that internal factors such as self-efficacy and interest play a crucial role in achieving good learning outcomes.

Information fusion technology helps promote the teaching practice of art design specialty in colleges and universities

Abstract This study explores the application of information fusion technology in teaching art and design majors in colleges and universities, aiming to improve the teaching effect and students’ practical ability. The study adopts the flipped classroom teaching model and combines the multiple linear regression method to analyze the effectiveness of the teaching model. The model includes three stages: teaching preparation, teaching process and teaching reflection. The practice teaching system includes online and offline integration of on-campus practice, humanistic literacy practice, on-site participation practice and other multivariate systems. The study results showed that the students who adopted this teaching model scored 4.237, 4.388, and 4.186 (out of 5) in learning self-efficacy, learning adaptability, and learning engagement, respectively, indicating that the students were in the middle to upper level in these areas. The results of regression analysis showed that learning self-efficacy and learning adaptability had a significant positive effect on learning engagement. The conclusion indicates that the application of information fusion technology can significantly improve the learning self-efficacy, learning adaptability and learning engagement of art and design majors, thus improving the quality of teaching and students’ practical ability. This provides new perspectives and methods for teaching art design majors in colleges and universities.

A Study on the Self-efficacy in English Learning of Ethnic Minority Students in Vocational College

Ethnic minority students face transferring native language, Chinese and English to each other in English learning, so attention should be paid to them in English teaching. By applying qualitative and quantitative research methods and adopting such research modes as questionnaire and semi-structural interview, this thesis chooses the ethnic minority students in vocational colleges as the research objects, and carries out detailed empirical analysis and research to ethnic minority students’ self-efficacy level in English learning and its influencing factors. It also discusses how to apply effective methods to enhance students’ self-efficacy in English learning in the process of teaching and learning.

Analysis of Factors Influencing the Adaptability of Blended Learning in English

Abstract Based on the POA concept, this study constructed a teacher-led wise teaching model and a student-led wise learning model, emphasizing the interaction between teachers and students in the intelligent learning platform. The teaching process includes independent learning before class, interactive teaching during class and evaluation after class. Empirical Analysis showed that this teaching model significantly improved students’ autonomous learning ability. The study used factor analysis and regression analysis to analyze the effects of factors such as motivation, intelligence literacy, learning self-efficacy, teacher support and resource platform use on learning adaptability. The results showed that these factors had a significant positive effect on improving learning adaptability. Specifically, motivation had a 50% influence on learning adaptation, intelligent literacy increased the efficiency of resource platform use by 45%, learning self-efficacy increased learning effectiveness by 40%, teacher support increased students’ motivation by 30%, and the effectiveness of resource platform use increased by 35%. Overall, the blended teaching model effectively promoted students’ learning adaptation and improved teaching effectiveness, and the study provides a necessary theoretical basis and practical guidance for future teaching reform.

The Study on the Impact of Chinese Vocational College Students’ Online Learning Behavior on Their Learning Effectiveness: Intervened by Self Efficacy of Online Learning and Social Support

The Study on the Impact of Chinese Vocational College Students’ Online Learning Behavior on Their Learning Effectiveness: Intervened by Self Efficacy of Online Learning and Social Support

The practice of visual storytelling in STEM: Influence of creative thinking training on design students’ creative self-efficacy and motivation

This study investigated design students’ self-efficacy and motivation through a visual storytelling project in STEM. Forty-eight college design students participated in this study. The project-based learning method was adopted for both groups, while the test group received additional creative thinking training in the curriculum. Pre- and post-surveys and interviews were administered to obtain the students’ perspectives. Evaluation and analysis of the works were also implemented to reveal the learning outcomes. The results showed significant differences in the students’ creative self-efficacy and project performance. The test group's creative self-efficacy improved at the semester's end, while the control group mostly stayed at a similar level. Also, the test group with creative thinking training in the curriculum compared to the control group demonstrated significantly better project grades. Regarding motivation, both groups had similar levels of motivation in the pre and post-surveys. There was no significant difference between different instructional designs in terms of students’ motivation. Nevertheless, with fundamental visual storytelling training and practices in both groups, the high-performance works revealed more creative analogical expressions and related scientific knowledge, while the medium and low-performance works showed limited analogy or partially correct knowledge in STEM. Implications and suggestions are provided for curriculum design to enhance students’ creative self-efficacy and motivation in interdisciplinary learning.

Unveiling the Measurement of Self-efficacy in Game-based Learning

This scoping review explores the relationship between self-efficacy and game-based learning (GBL). The study identifies the primary subject areas studied in GBL, such as STEM and language learning, and examines the instruments used to measure self-efficacy. While many studies measured self-efficacy as a dependent variable, some used it as an independent variable alongside other factors. The most commonly used self-efficacy scales are identified. The results suggest that GBL positively impacts self-efficacy, but the improvement in self-efficacy may not match the performance improvement. This review highlights the need for more precise and context-specific measurement of self-efficacy in GBL research, emphasizing the importance of reliable measurement practices.

Qualitative case study on hbcu students' perceptions of the sources of academic self-efficacy in online learning

Qualitative case study on hbcu students' perceptions of the sources of academic self-efficacy in online learning

The Mediating Effect of Online Learning Self-Efficacy on the Relationship between Social Presence and Engagement Among College Education Students

This study determined the mediating effect of online learning self-efficacy on the relationship between social presence and engagement among college education students of three college schools in Davao del Norte, with 300 respondents. Specifically, this study aimed to determine the level of social presence, student engagement, and online learning self-efficacy; to determine the significant relationship between social presence and student engagement, social presence and online learning self-efficacy, online learning self-efficacy, and student engagement; to determine the mediating effect of online learning self-efficacy on the relationship between social presence and engagement. The researcher employed a stratified random sampling technique, utilizing Slovin’s formula to determine the optimal sample size. This study employed a non-experimental quantitative research design using a descriptive correlational approach. The results indicated a strong correlation between social presence, student engagement, and online learning self-efficacy, suggesting that these factors frequently contribute to high levels of achievement. The results demonstrated a partial mediation. The rejection of the hypothesis suggests a significant relationship among the three correlational variables. Thus, this proves that online learning self-efficacy plays an important role in the relationship between social presence and student engagement in online learning. Students with high self-efficacy in online learning are more likely to be engaged in their studies, even under challenging circumstances.

Factors Influencing Higher-order Thinking Skills in Blended Learning

The purpose of the study is to investigate how learning self-efficacy (LS), learning interaction (LI), and learning feedback (LF) are significant determinants of higher-order thinking skill (HOTS) growth. The methodology of the current study examines research on HOTS that was published in the Scopus database from 2012 to 2022 with an emphasis on LF and LS. This review was based on the blended learning (BL) model. While some study has been done on the connections between HOTS and feedback, HOTS and engagement, and HOTS and self-efficacy. However, there is limited research that considers feedback, interaction, and self-efficacy as significant components impacting the development of HOTS, and it is still unclear how HOTS, learning feedback, learning self-efficacy, and learning interaction are related. There is little research on self-efficacy or confidence in HOTS. The analytic findings are discussed, and ideas for future study directions are also put out.

위암 수술 후 간호에 대한 Debriefing for Meaningful 적용 시뮬레이션 교육의 효과

Purpose : Debriefing is essential for the simulation practice, but the educational varies depending on the debriefing guide. The purpose of this study is to present the effects of attempting debriefing for meaningful learning (DML) for the simulation practice on the critical thinking disposition, problem-solving processes, learning self-efficacy and debriefing experience scale. Methods : This study is based on the single group pre-post test experimental design study, with 58 fourth graders of nursing students were targeted. The application of DML for the simulation practice was conducted for 7 weeks on the subject of nursing care after gastric cancer surgery was completed from May 8 to June 16, 2023. The collected data were analyzed using SPSS 27.0 through the frequency, percentage, mean, standard deviation and paired t-test. Results : After DML, the results present that there were significant differences in the problem-solving processes(t＝-2.79, p＝.007) and learning self-efficacy(t ＝-3.90, p＜.001), while the critical thinking disposition(t＝-1.61, p＝.111) demonstrated no significant differences. Conclusion : In the simulation-based education, debriefing with DML can be used as an effective strategy, and the comparative and repetitive studies using other debriefing will be needed in the future.

Self-efficacy assessment in chemistry learning: Development and validation using confirmatory factor analysis

Learner self-efficacy is the confidence of a learner to determine how he feels, thinks, motivates and behaves. The purpose of this study was to analyze the instrument of self-efficacy assessment of students in the Aliyah madrasah in Musi Rawas Prov. South Sumatra. The total of respondents to testing this instrument was 234 students. This study uses Second Order Confirmatory Factor Analysis (CFA) to determine the validity and reliability of Likert scale instruments regarding students' self-efficacy in chemistry learning. The sampling technique used is proportionate Stratified Random Sampling. The research results show that the instrument developed has good construct validity as seen from the loading factor value &gt; 0.50. The construct reliability test using CR and AVE values also showed acceptable results so it was declared suitable for use in data collection to measure self-efficacy in learning chemistry. It is hoped that teachers can measure student self-efficacy using this instrument. It is expected that teachers can measure students' self-efficacy using this instrument.

Online Learning Self-Efficacy: Investigation of the Factors Affecting Student Learning

The process of pandemic brought about important challenges to all the people in the world and educational institutions have also been affected directly by this unexpected situation. It has also revealed the significance of online education and the use of technological tools for educational purposes. In this context, this study aims to investigate the learners’ online learning self-efficacy within the scope of demographic variables and it also attempted to identify the perceptions of students related to tha factors that influenced their online learning self-efficacy. According to the quantitative findings, the participants’ self-reported online self-efficacy levels were found to be quite high. Even though no statistically significant relationship was found between learners’ online self-efficacy and gender, age and school level were found to be statistically significant variables.When the qualitative findings were taken into account, itt was found out during interviews that, learners mentioned some negative and positive factors affecting their online learning self-efficacy. Support they obtained through their course instructors and resources presented to them were revealed as enabling factors whereas technical issues and motivation problems were listed as disabling factors.

Higher education and the flipped classroom approach: efficacy for students with a history of learning disabilities

Higher education continually seeks new approaches to support students with various learning needs. At present, Finland attempts to provide such support through accessibility and reasonable accommodation efforts, but students with learning disabilities may still encounter many barriers in their studies. One approach suggested to meet the needs of a diverse student population is the flipped classroom. While substantial research exists about its benefits and drawbacks, less is known from the perspective of students who have a history of receiving pedagogical support. Therefore, the present study examined the experience and performance of these students in flipped higher education courses. Results indicated no difference in the academic performance of learners with a history of support compared to those without. Students with a history of support needs reported a lower assessment of self-regulation and self-efficacy for learning, and experienced the flipped courses as more difficult. However, they favored more collaboration in general and in the flipped classroom approach in particular. Additionally, regression models indicated that achievement in flipped courses was explained primarily from the lack of regulation and guidance perspectives. These findings suggest new insights for teaching those with learning disabilities, particularly the support a flipped classroom may provide, but developing a more in-depth understanding is warranted.

Uncovering English Learning Self-Efficacy: Evidence From the Chinese Senior High School Students

&lt;p style="text-align: justify;"&gt;Understanding the level of English learning self-efficacy (ELS) and its influencing factors is significant for cultivating students’ self-confidence, enhancing their initiative, and stimulating their interest in English learning. Therefore, this study focused on levels of ELS levels and influencing factors among Chinese senior high school students. A mixed-method study was conducted using self-efficacy theory: a survey was administered to 325 high school students, and semi-structured interviews were carried out with nine students. Using the General Self-efficacy Scale (Schwarzer &amp; Jerusalem, 1995), this paper explored the basic situation of senior high school students’ ELS. It aimed to answer the following questions: 1) What is the level of Chinese senior high school students’ ELS? and 2) What are the influencing factors related to Chinese senior high school students’ ELS? The data analysis led to the following conclusions: 1) Chinese senior high school students showed a medium ELS level; and 2) the differences between the ideal and real selves, learning experiences, academic emotions, and learning strategies influence students’ ELS.&lt;/p&gt;

Students’ Conceptual Understanding, Self-Efficacy and Scientific Creativity in Science Learning: A Multivariate Analysis

This paper examined the conceptual understanding, self-efficacy, and scientific creativity of the students in Physics. The study further investigated the significant difference observed in the study variables according to sex and grade level using multivariate analysis. Using descriptive model of research design, the 125 Senior High School (SHS) students were asked to fill out the Physics Conceptual Understanding (PCU) test, Science Learning Self-Efficacy Scale (SLSE), and Scientific Creativity (SC) test. After the score were tallied and organized, two-way MANOVA was administered to determine the difference in the outcome variables when grouped according to sex and grade level. Based on Pillai’s Trace as revealed, there was a statistically significant difference in independent variables based on grade level. The analysis further revealed that PCU (𝑝=0.675) and SLSE (𝑝=0.101) are unaffected, while SC (𝑝=0.010) is influenced by the grade level. This study uncovered that there is no sex difference observed, while statistical variation exists in terms of grade level specifically to SC. This concludes that PCU, SLES, and SC is not affected by their sex identity but are associated on their academic level. Implications for practice into classroom are discussed and further suggestions of future research are provided.

Nursing students’ learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar

BackgroundVirtual clinical simulations and clinical case seminar become widely utilized to address these constraints and help nursing students acquire clinical competencies as the limitations on practicum opportunities have been intensified by the COVID-19 pandemic. The purpose of this study was to examine learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar among nursing students.MethodsA descriptive cross-sectional study was used. Forty-two junior nursing students completed survey questionnaires after participating in computer-based virtual clinical simulation and clinical case seminar, which aimed at acquiring knowledge and care skills in geriatric nursing.ResultsSignificant differences in two methods were found in learning flow which included challenge-skill balance (t = -2.24, p < .05) and action-awareness merge (t = -3.32, p < .01). There was no significant difference in learning self-efficacy (t=-1.52, p = .137) and learning satisfaction (t=-0.92, p = .365).ConclusionsWhen there’s a mismatch between the perceived challenge and the students’ skill levels, it can hinder the learning process. Therefore, instructors should evaluate the clinical skill levels of their students and make necessary adjustments to the difficulty levels of simulation and clinical case seminar accordingly.

The effects of online learning self-efficacy and attitude toward online learning in predicting academic performance: The case of online prospective mathematics teachers

This study aims to discover if Online Learning Self-Efficacy (OLSE) and attitude toward online learning (AOL) significantly predict the academic performance (AP) among Turkish prospective mathematics teachers. Unlike the studies conducted in the literature, online learning self-efficacy and attitude towards online learning as predictor variables were included in the study and both quantitative and qualitative data were collected. The study included 1075 prospective mathematics teachers’ responses in the analysis. The Pearson correlation was employed to determine how strongly OLSE, AOL, and AP are related. Results indicated that OLSE and AOL influenced the level of AP. Also, the multiple regression aimed to predict AP based on OLSE and AOL, and this model explained 44.6% of the variance in AP. The beta weights demonstrated that OLSE and AOL (OLSE β = .36, t(1072) = 9.705, p &lt; .001, and AOL β = .34, t(1072) = 9.176, p &lt; .001) significantly contributed to the model. The results showed that the level of academic performance can be predicted by online learning self-efficacy and attitude toward online learning. In addition, this study revealed the factors that have favorable and adverse effects on the academic performance of prospective mathematics teachers to gain more extensive information. Under the theme of negative factors, there were 7 codes. The results obtained from the study can be a guide for practitioners, policy makers and teachers to take the necessary precautions for the effective execution of the distance education process.&#x0D; Received: 4 October 2021Accepted: 27 June 2023

Motivation as a Key Determinant of Academic Achievement of Nursing Students

Background: Motivation empowers one to acquire knowledge and skills necessary for providing compassionate care. It inspires future nurses to overcome challenges, embrace continuous learning, and ultimately become dedicated healthcare professionals.&#x0D; Design: A descriptive cross-sectional survey study was conducted at the Skills Labs of the College of Health and Sport Sciences, University of Bahrain. &#x0D; Methods: A convenient sample of 126 nursing students reported their motivation towards their academic learning anonymously through electronic form. &#x0D; Results: Results indicated acceptable levels of intrinsic and extrinsic goal orientation (3.38±1.65 and 3.93±1.58), task value (3.94±1.50), control of learning beliefs (3.91±1.20), self-efficacy for learning and performance (3.68±1.63), and test anxiety (3.22±1.41).&#x0D; Conclusion: Academics can improve students’ motivation, academic achievement, and self-efficacy by implementing effective teaching strategies, encouraging goal-setting and self-monitoring techniques, reflection, providing resources and support for self-directed learning fostering collaboration, cultivating a supportive learning environment and teamwork among nursing students, and providing constructive feedback.