Literacy Self-efficacy Research Articles

The effects of delivering short-cycle literacy interventions to beginning readers on pre-service teachers' self-efficacy in literacy instruction

PurposeThis case study sought to investigate the relationship between pre-service teachers’ participation in designing and delivering one-on-one literacy intervention lessons to beginning readers and their own evolving self-efficacy in literacy instruction.Design/methodology/approachThe study was embedded within a 4000-level course in the elementary education major where pre-service teachers learn to administer, analyze and interpret a variety of literacy assessments. Based on the results of these assessments, pre-service teachers designed and implemented literacy lessons (twice a week, 30-min sessions) that addressed the beginning readers' specific instructional needs. Through collecting pre/post data with their first-grade intervention students, and participating in reflective “check-ins” (surveys, a focus group and end-of-course written reflection), a portrait of increased pre-service teacher self-efficacy in literacy instruction comes into focus.FindingsThe data showed, primarily through the thematic analysis of qualitative data, that the experience of conducting a one-on-one intervention with a striving reader impacted pre-service teachers’ self-efficacy positively.Research limitations/implicationsThe methodology of this study was limited by the small sample size and the low participant response rate on the quantitative survey measure.Practical implicationsThis paper highlights one aspect in which clinically-rich field experiences can make a difference in the literacy instruction self-efficacy of pre-service teachers.Originality/valueThis study adds to the support for authentic instructional applications of course content in educator preparation programs, specifically in Professional Development School (partner school system) contexts. The aspect of observing and measuring intervention student progress was one lens through which pre-service teachers viewed their efficacy. Further investigations focusing on other assessment-instruction cycles could provide additional insights.

An Examination of Canadian and American Pre-Service Teachers’ Self-Efficacy Beliefs for 21st Century Literacy Instruction

This study explores the literacy self-efficacy of 235 Canadian and American pre-service teachers during a 2021-2022 elementary literacy methods course amid COVID-19 disruptions. Utilizing the Teachers’ Self-Efficacy Beliefs for Literacy Instruction in the 21st Century (TBLI21c) scale, administered at Time 1 and Time 2, the findings reveal high confidence in eight subscales. While participants displayed increased self-efficacy in diversity and 21st-century competences, early literacy and language skills saw lower confidence. US pre-service teachers exhibited higher self-efficacy initially, evening out by Time 2. These results underscore the need for assessing pre-service teachers’ literacy self-efficacy, particularly concerning contemporary literacies and diversity, with implications for program evaluation and course design.

The Role of Computer Skills in Personal Health Record Adoption Among Patients With Heart Disease: Multidimensional Evaluation of Users Versus Nonusers.

BackgroundIn the era of precision medicine, it is critical for health communication efforts to prioritize personal health record (PHR) adoption.ObjectiveThe objective of this study was to describe the characteristics of patients with heart disease that choose to adopt a PHR.MethodsA total of 79 patients with chronic cardiovascular disease participated in this study: 48 PHR users and 31 nonusers. They completed 5 surveys related to their choice to use or not use the PHR: demographics, patient activation, medication adherence, health literacy, and computer self-efficacy (CSE).ResultsThere was a significant difference between users and nonusers in the sociodemographic measure education (P=.04). There was no significant difference between users and nonusers in other sociodemographic measures: age (P=.20), sex (P=.35), ethnicity (P=.43), race (P=.42), and employment (P=.63). There was a significant difference between PHR users and PHR nonusers in CSE (P=.006).ConclusionsIn this study, we demonstrate that sociodemographic characteristics were not an important factor in patients’ use of their PHR, except for education. This study had a small sample size and may not have been large enough to detect differences between groups. Our results did demonstrate that there is a difference between PHR users and nonusers related to their CSE. This work suggests that incorporating CSE into the design of PHRs is critical. The design of patient-facing tools must take into account patients’ preferences and abilities when developing effective user-friendly health information technologies.

Self-Efficacy Perceptions of Science Teachers for Assessment Literacy

The purpose of this study is to examine the self-efficacy perception levels of science teachers for assessment literacy in terms of various variables by determining them and to reveal the correlation between them. The research was designed in the scanning model, one of the non-experimental quantitative methods. The sample of the study consists of 236 teachers who are in service in the secondary schools affiliated to the Ministry of National Education in the provinces and districts of Elazig in the 2019-2020 academic year. “Self-efficacy perception scale for assessment and evaluation” was applied as data collection instrument in the study. In the analysis of the data obtained through the data collection instrument, in addition to descriptive statistics, t-test and one-way analysis of variance were used for independent samples. As a result of the research, it was determined in the comparisons that the self-efficacy of the teachers and their sub-dimensions for assessment literacy presented a significant difference in favor of the female teachers according to the gender variable. Moreover, it was concluded that the self-efficacy of the teachers and their sub-dimensions for assessment literacy significantly differ in favor of the teachers who received postgraduate education according to the educational status variable. Whereas there was no statistically significant difference in self-efficacy for assessment literacy according to the seniority variable, it was observed that the sub-dimensions of self-efficacy for assessment literacy were significantly different in favor of the teachers who were between 1-10 years of seniority according to the seniority variable. Some recommendations were provided within the scope of the results obtained at the end of the research.

Gender Differences and Their Influences on T2DM Self-Management Among Spanish-Speaking Latinx Immigrants.

Evidence suggests that gender may influence many aspects of type 2 diabetes (T2DM) self-management (SM) and we posit that limited English language-proficient Latinx immigrants face additional challenges. Instruments and semi-structured interviews were used to examine gender differences on health literacy, diabetes knowledge, health-promoting behaviors, diabetes, eating and exercise self-efficacy (SE), and T2DM SM practices among a cohort of limited English language-proficient Latinx immigrants. Statistical and qualitative analysis procedures were performed comparing males and females. Thirty persons participated. Males tended to be older, have higher educational achievement, and more financial security than females. Physiologic measures tended worse among female participants. Health literacy and exercise SE scores were similar, but females scored lower on Eating and Diabetes SE. Forty-seven percent (n= 9) of the women reported a history of gestational diabetes mellitus and a majority of men (n = 7) cited difficulty with excessive alcohol. Males appeared to receive more SM support compared to females. Females more frequently noted how family obligations and a lack of support impeded their SM. Work environments negatively influenced SM practices. Men and women have unique SM challenges and as such require individualized strategies and support to improve T2DM management.

Financial Challenges and Capacity among African Refugees in the Southern USA: A Study of Socio-demographic Differences

Refugees’ successful integration into US society requires adaptation to economic, financial and social norms. Despite the importance of considering financial challenges (financial stress and financial anxiety) and financial capacity (financial literacy and financial self-efficacy) in reaching personal financial goals, literature examining the relationship between financial challenges and capacity—critical in refugee resettlement and integration—is sparse and fragmented. This study explored financial challenges and capacity amongst resettled African refugees (N = 130) in the southern USA using data from a larger community-based participatory research study that used a mixed-methods approach. We explored socio-demographic differences in financial stress, financial anxiety, financial literacy and financial self-efficacy across African refugee subpopulation groups. Our study highlights the importance of social work advocacy for data disaggregation, which helps establish the scope of the problem, unmask subpopulation differences and make vulnerable groups more visible to facilitate the development of tailored programmes and services to reach economic integration goals. We provide social work implications for data disaggregation in the current corona virus context, which will leave long-term financial scars on refugee subpopulations.

Baseline Competency and Student Self-efficacy in Data Literacy: Evidence from an Online Module

This article documents the degree of baseline data literacy displayed by high school students and college students. It employs data collected from an online instructional module produced by the Federal Reserve Bank of St. Louis to identify specific areas where students exhibit both high and low levels of knowledge. As a novel contribution, this work documents the degree of self-efficacy displayed by each student when answering data literacy-related multiple-choice questions. This analysis finds very similar levels, on average, of baseline data literacy competencies among college students and high school students. At the same time, there are significant differences in the perceived self-efficacy of each group of students. These differences are more marked when students answer questions correctly than when they answer questions incorrectly. Lastly, this work documents overall higher degrees of student competency in the domains related to understanding and communicating about data than in the domains related to evaluating and using data ethically.

Fostering literacy skills and self-efficacy in a Chinese EAL learner with dyslexia

ABSTRACT This single-case study discusses literacy skills and self-efficacy development in English as an additional language learner with dyslexia, whose first language was Mandarin. The participant attended 12 one-to-one intervention sessions, during which he was taught basic reading and writing skills and strategies using the multisensory, structured and explicit approach. The sessions were video-recorded and used specific learning objectives and carefully planned word reading and spelling tasks. The data collected were both quantitative and qualitative, including, among others, pre- and post-tests, multiple assessments of retrieval of the words learnt during the intervention, and self-evaluation of the performance in word reading and spelling tasks and in future similar tasks. Both standardised and non-standardised tests were used. Findings suggest a positive effect of the intervention on both literacy skill development and self-efficacy beliefs; however, differences were observed in self-evaluation and specific skill development. Pedagogical implications of the findings are discussed.

Supporting Novice K-2 Teachers’ Self-Efficacy for Literacy: Early Literacy Teacher Induction for Rural Schools

ABSTRACT This study explored the year-long development of 159 (N = 159) novice K-2 teachers’ self-efficacy for literacy instruction, within a literacy-specific induction initiative with sixteen high-need, predominantly rural school districts. Findings reveal novice teachers’ self-efficacy for literacy instruction grew significantly throughout the year. Teachers’ satisfaction with specific induction supports in the multi-pronged initiative held various relationships with literacy self-efficacy at the middle and end of the year. The presence of supplemental, school-based supports had no moderating impacts on literacy self-efficacy. Teachers’ licensure status held various moderating influences on literacy self-efficacy throughout the year. Implications for supporting novice teachers’ self-efficacy for literacy instruction are discussed. Results add to the limited research examining how novice teachers’ self-efficacy for literacy instruction develops over time in rural, high-need schools.

Identifying the inhibitory factors of dietary salt reduction in women: a qualitative study, Yazd, Iran

Purpose Increased dietary salt content is one of the effective factors of hypertension and a major public health challenge globally. Although the positive effects of dietary salt reduction on health are universally accepted, people can hardly reduce their salt intake. The purpose of this study is to identify the inhibitory factors of dietary salt reduction among 20–65-year-old women in Yazd City, Iran. Design/methodology/approach This study was conducted using a deductive content analysis approach based on the communication for the behavioral impact (COMBI) framework. The purposeful sampling method was applied with maximum variation in terms of different educational levels, age groups, occupational status and residential areas to select the participants. Snowball sampling was used to select health-care professionals. Furthermore, semi-structured interviews and focus-group discussions were conducted with 31 local women and 11 health-care professionals working in the City until data saturation was achieved. Data were analyzed using Graneheim and Landsman’s method. Findings After data analysis, 617 initial codes were extracted over the perceived barriers. After merging similar codes, 223 codes were extracted. The barriers were classified into five main categories of family, personal, organizational, educational and socio-cultural barriers. Originality/value Based on the COMBI framework, the results demonstrated that the most important barriers for reducing salt intake were negative attitude toward restrictions on dietary salt intake, insufficient and incorrect beliefs about the health risk of salt, lack of family support, inadequate health literacy and low self-efficacy in Yazd City. Among these barriers, lack of family support was considered as the most effective factor in reducing salt consumption. So, by focusing on this area and providing the community with the required education, the amount of salt consumed by families can be reduced.

Efektifitas Media Pembelajaran Pada Pendekatan Scientific terhadap Literasi Sains dan Self Efficacy Peserta Didik SDN 193 Pekanbaru

This study aims to determine the effect of the use of media the influence of the science learning media on a scientific approach to scientific literacy skills and self-efficacy of students on human respirator material. This study uses an experimental method, the sample consists of 2 classes, cognitive learning achievement data using tests, affective aspects of learning achievement using a questionnaire, hypothesis testing using the right-hand t-test. The data analysis technique used is the n-gain test and independent sample t-test using SPSS version 16.0. The results showed that students who were taught using science learning media on a scientific approach had a good effect on scientific literacy and self efficacy better than students who were taught the lecture method. Students with high scientific literacy ability produce better average performance than students with low scientific literacy ability, and there is an increase in the self efficacy of students learning by using learning media

Health Behavior Prediction Model Based on Health Literacy among Mothers with Obesity Children

INTRODUCTION: Mothers have an important role in childhood obesity. The role of the mother is influenced by self-care, self-efficacy, child health status, and health information obtained by mothers who form health literacy in the prevention of obesity in children.
 AIM: The aim of this study was to determine the health behavior prediction model based on health literacy among mothers with obesity children.
 METHODS: This study used a cross-sectional study design. The study sample was all mothers who had school children aged 7–15 years in Jakarta Province, Indonesia, in 2018, with a sample of 301 people. The sampling technique used proportional random sampling. Data were collected by health literacy questionnaire, self-care, self-efficacy, health status, health information, and maternal health behavior in the prevention of childhood obesity that has been validated. Data were analyzed using the structural equation model using Stata version 14.2 (Stata Corporation) software.
 RESULTS: The results of this study found that determinant variables associated with obese children’s behavior prevention in mothers were health literacy, self-care, self-efficacy, health status, and health information (p < 0.05). The model of maternal health behavior to prevent childhood obesity based on health literacy, health information, and health status explained 40% of maternal health behavior variances. In addition, health information, self-care, self-efficacy, and health status associated with health literacy described 34%.
 CONCLUSION: This study confirmed maternal health behavior based on health literacy to prevent childhood obesity. These results will help health professionals promoting effective childhood obesity prevention among mothers.

Implementation of flipped classroom with personalised ubiquitous learning support system to promote the university student performance of information literacy

In recent years, unfiltered information has become increasingly available to individuals. It is important to cultivate students' information literacy, including evaluating, synthesising and using information appropriately and ethically. To reduce the limitations of course duration, this study applied the flipped-classroom pedagogy to create the in- and out-of-class learning environment in an information literacy course. Taking prior knowledge into account, a personalised ubiquitous learning support system was developed to support this pedagogy in this course. An experiment was conducted on an information literacy course at a university in Thailand to investigate the effectiveness of the proposed approach. The experimental results highlight that, in comparison with the flipped classroom with conventional ubiquitous learning support system, the proposed approach significantly improved students' information literacy performance, self-efficacy, career motivation and grade motivation.

Early Information Literacy Experience Matters to Self-Efficacy and Performance Outcomes in Teacher Education

A teacher educator and college librarian collaboratively designed and taught teacher education workshops about finding and evaluating what works in teaching. This study investigated interactions of self-efficacy for information literacy, self-efficacy for solving problems with evidence-based practices, skills of searching for and citing sources, verbalized reasoning, and writing about evidence-based teaching practices. Students completed pre- and postsurveys, recorded screencasts while researching, and submitted papers regarding the effectiveness of one teaching practice. Students made significant self-efficacy gains in response to training. Furthermore, results demonstrated that early experience with information literacy and the self-efficacy that develops is a strong predictor of self-efficacy and performance later in the discipline-specific task to find, evaluate, and write about evidence-based teaching practices.

Early Childhood Educators’ Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom

ABSTRACTResearch Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers’ beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and child outcomes. However, little is known about how teachers’ self-efficacy for literacy, math and science compare and how domain-specific self-efficacy relates to teachers’ practice in the area of science. Analysis of survey and observation data from 67 Head Start classrooms across eight programs indicated that domain-specific self-efficacy was highest for literacy, significantly lower for science, and lowest for math. Classrooms varied, but in general, engaged in literacy far more than science, contained a modest amount of science materials, and their instructional support of science was low. Importantly, self-efficacy for science, but not literacy or math, related to teachers frequency of engaging children in science instruction. Teachers’ education and experience did not predict self-efficacy for science. Practice or Policy: To enhance the science opportunities provided in early childhood classrooms, pre-service and in-service education programs should provide teachers with content and practices for science rather than focusing exclusively on literacy.

An Investigation Regarding the Preservice Teachers’ Emotional Literacy Levels and Self-Efficacy Beliefs

Self-efficacy beliefs and emotional literacy skills are considered as one of the most fundamental characteristics of teachers to create positive effects on students. The aim of this study is to investigate the relationship between preservice teachers’ self-efficacy beliefs and their emotional literacy levels. This study is designed as a relational survey model research. Study group consisted of 318 volunteer preservice teachers who are fourth graders at education faculty in a state university in the West of Turkey, in 2015-2016 academic year. Teacher Efficacy Scale, Emotional Literacy Scale and Personal Information Form were used to collect data. The results of this study are that according to the gender, there is a significant difference in favor of female preservice teachers in social competence subscale and total score of emotional literacy scale; according to the departments preservice teachers are educated, there is a significant difference in emotional awareness and emotional self-efficacy subscales of emotional literacy scale; on the basis of the gender, preservice teachers’ self-efficacy levels differ significantly in favor of female preservice teachers in teaching competency/external factors subscale and total score of the scale; according to the departments preservice teachers are educated, there is a significant difference in preservice teachers’ self-efficacy levels in teaching competency/external factors subscale; and finally there is a positive relationship between preservice teachers’ emotional literacy levels and their self-efficacy belief levels.

Financial literacy, financial judgement, and retirement self-efficacy of older trustees of self-managed superannuation funds

We investigate relationships between retirement self-efficacy, financial literacy and financial judgement across a sample of older trustees of self-managed superannuation funds (SMSFs). Aside from demographic factors, we explore self-rated dementia behaviours, general mental ability, mastery and risk tolerance. An increasing number of older people are controlling significant assets, particularly those who elect to become self-managed superannuation fund trustees. The ageing population, including self-managed superannuation fund trustees, is susceptible to cognitive decline with advancing age. We find that cognitive ability and self-rated behavioural dementia symptoms both relate to financial literacy. Variance in retirement self-efficacy was explained by age, cognitive ability, financial literacy, mastery and self-rated behavioural dementia symptoms. Those reporting dementia symptoms appear more vulnerable to making poor financial judgements. Findings have important implications for financial literacy interventions and the monitoring of on-going cognitive decline.

Relation entre sentiment d’efficacité personnelle et résultats scolaires à l’école primaire : Construction et validation d’une échelle

Resume Les deux etudes presentees dans cet article concernent le developpement et la validation d’une echelle de mesure du Sentiment d’efficacite personnelle (SEP) chez les eleves d’ecole primaire aussi bien au niveau general qu’au niveau des mathematiques et du francais. Les resultats des analyses factorielles exploratoires indiquent une structure en trois dimensions indiquant une discrimination nette entre le SEP scolaire, le SEP en mathematiques et le SEP en francais. La modelisation structurale indique une structure en quatre facteurs avec un facteur de deuxieme ordre et trois facteurs de premier ordre. La validite pronostique de ces dimensions du SEP est d’autre part confirmee par les correlations entre les differentes dimensions (scolaires, mathematiques et francaises) et les notes obtenues par les eleves aux evaluations nationales de mathematiques et de francais. Cependant cette recherche montre que ce n’est pas le SEP scolaire qui explique le mieux l’ensemble des resultats mais le SEP en francais. L’hypothese de la place du francais dans l’enseignement primaire est avancee comme explication de cette place preponderante du SEP francais.

Investigating the Influence of Cognitive Decline on the Quality of Financial Decision-Making in Older Adults: The Case of Self-Managed Superannuation Funds

As populations age, increasing numbers of older people are controlling significant financial assets at the same time as the level of choice in retirement funding arrangements also increases. The population faced with these investment decisions are the same population susceptible to cognitive decline with advancing age and particularly by way of dementia and Alzheimer’s. This study explores the relationship between cognitive ability, retirement self-efficacy, financial literacy and financial decision-making in a group of 103 SMSFs Managers aged 51 and over. Demographic variables (age, gender, education, value of superannuation), psychosocial variables (risk aversion, mastery), cognitive ability as determined by the Wonderlic, and self-reported dementia symptoms according to the HABC scales were explored as predictors of financial literacy, decision-making and retirement self-efficacy. Males tended to report higher levels of mastery than women, although this did not predict financial literacy. Women tended to involve family and friends more in financial decision-making, while men and women consulted with financial advisers equally. Cognitive ability ( ), Behavioural dementia symptoms (-) and total assets ( ) predicted financial literacy while retirement self-efficacy was best predicted by age ( ), cognitive ability ( ), financial literacy ( ), sense of mastery ( ) and self-rated behavioural dementia symptoms (-). Those with self-reported cognitive dementia symptoms appear more vulnerable to making poor financial judgments. Findings have important implications for financial decision making and the monitoring of on-going cognitive decline.

Abstract 58: Health Literacy Influences Knowledge Attainment but not Self-Care or Self-Efficacy Longitudinally in Heart Failure Patients

Introduction: Inadequate health literacy may be a barrier during traditional clinic-based heart failure (HF) education. The influence of health literacy on gains over time in knowledge, self-efficacy and self-care is unknown. The purpose of this study was to examine health literacy, knowledge, self-efficacy, and self-care longitudinally in HF. Hypotheses: Patient health literacy level will be associated with differential gains in knowledge, self-efficacy, and self-care after completion of traditional clinic-based education. Methods: First-time patients at 3 HF clinics (N=51, age: 64.7±13.04 years) completed assessments of health literacy (Short-Form Test of Functional Health Literacy in Adults), knowledge (HF Knowledge Questionnaire), and self-care/self-efficacy (Self-Care of HF Index v.6) prior to HF education (baseline), 2 months (education completion), and 4 months post-baseline. Repeated measures Analysis of Variance was used to analyze longitudinal associations, and post-hoc tests with Bonferroni-adjusted alpha-levels were used for comparison. Results: Higher health literacy was associated with greater HF knowledge at 2 and 4 months (p<0.001), but there were no associations between health literacy and self-care or self-efficacy. In post-hoc analyses (Figure 1), patients with inadequate health literacy had less knowledge than those with marginal (p=0.024) or adequate (p<0.001) health literacy at 2 months. At 4 months, patients with inadequate health literacy continued to have less knowledge compared to adequate (p<0.001). Conclusions: Health literacy level is associated with attaining and retaining HF knowledge; however, it is not associated with self-care confidence or adherence. Tailoring HF education to health literacy level may aid in grasping concepts taught. It is unknown if a better grasp of concepts would enhance self-care adherence and promote improved health. Future research is needed to more fully understand the consequences of inadequate health literacy on self-care.