Low Self-efficacy Beliefs Research Articles

Why don’t we teach social studies? Preservice teachers’ social studies self-efficacy

PurposeThe majority of states and school systems within the USA have implemented the Common Core State Standards, but with this implementation and focus on language arts and mathematics, many believe that social studies education has lagged. The purpose of this paper is to investigate preservice teachers’ social studies self-efficacy, experiences, and beliefs. Participants were preservice teachers in a required education course. During this course, preservice teachers were required to complete a 20-hour practicum within a school. Participants completed a teacher social studies self-efficacy scale, as well as a reflection questionnaire and course discussions. Results showed that preservice teachers reported that they did not have social studies experiences within the practicum. Implications of this study support preservice teachers having additional social studies education and C3 Framework mastery experiences.Design/methodology/approachWith regard to the teacher’s sense of efficacy scale, descriptive statistics (means, standard deviations) were calculated. Following qualitative tradition (Glaser and Strauss, 1967; Miles and Huberman, 1994), the author used a constant comparative method to code the reflection questionnaire and group discussions. This included calculating answers and coding themes across the sources. These data gleaned insight into the participants’ experiences within the course and practicum regarding the domain of social studies education.FindingsTo answer research question 1, means and standard deviations were calculated. Using the social studies teacher’s sense of efficacy scale, participants reported M=6.4, SD=1.25. Research question 2 concerned whether or not participants were given a mastery experience (practicum/tutoring) in social studies. Moreover, if they were not given such an experience, in what domain did they work? Results indicated that a few participants (19 percent) stated that they had an opportunity to tutor in social studies. Most reported that the majority of their tutoring is in reading (58 percent) or mathematics (24 percent).Research limitations/implicationsThe findings from this study inform social studies research as it focuses on teacher social studies self-efficacy and mastery experiences within a practicum. First, preservice teachers in this study had relatively low self-efficacy beliefs in the domain of social studies. Second, the participants had very few mastery experiences in social studies. Finally, preservice teachers seem to feel that they will enjoy teaching social studies, and they did learn social studies within their schools.Practical implicationsTeacher educators are constrained in the time that they have to impart knowledge, pedagogy, and efficacy beliefs on preservice teachers. While evolving legislative mandates are at the forefront of many aspects of teaching, a teacher’s belief in his or her ability to teach may be what leads to perseverance in the classroom. Experiences within social studies classrooms and a use of the C3 Framework will help to highlight teachers’ and students’ growth within the domain of social studies. This study highlights the need for more mastery experiences in social studies as a way of strengthening new teachers’ content knowledge.Social implicationsThe future of social studies education within the classroom seems to be a dire situation. The consequence of the marginalization of social studies within the classroom is twofold. First, students to do have direct social studies instruction. Second, preservice teachers do not have an opportunity to observe or teach within this domain. As stated earlier, legislation is guiding classroom instruction. However, if teachers and schools are informed, social studies education does not have to disappear from student’s classroom time. School systems and teachers who have not yet done so should begin to consider using the C3 Framework.Originality/valueThe need to understand preservice teachers’ social studies self-efficacy beliefs is of importance given the constraints that they will most likely be facing once they enter the classroom. In other words, if preservice teachers are expected to teach children social studies, teacher educators should understand their learning of and beliefs about teaching in this domain. This study focused on preservice teachers’ self-efficacy and social studies beliefs. This study highlights the need for more mastery experiences in social studies as a way of strengthening new teachers’ content knowledge. Today, there are limitations wherein preservice teachers do not have many experiences with social studies. Future approaches should focus on offering more mastery experiences to preservice teachers.

Relationship between the factors influencing online help-seeking and self-regulated learning among Taiwanese preservice teachers

When the information that preservice teachers require to solve problems is inadequately provided by mentors, preservice teachers should seek help from personals outside the practicum school. Online help-seeking provides preservice teachers with useful information to self-regulate their follow-up behaviors for resolving problems. However, preservice teachers do not necessarily seek help. This study investigated the relationship between the psychological factors influencing the online help-seeking and subsequent self-regulated learning of preservice teachers. Valid questionnaires were collected from 462 Taiwanese preservice teachers during December 2015 and were tested by a second-order structural equation model. The evaluative results exhibited an excellent fit in a second-order factor model on online help-seeking, and established a structural equation model on the relationship between seeking help online and self-regulated learning. The analytical results suggested that perceptions of self-efficacy, epistemological belief, and perceived benefits regarding online help-seeking among preservice teachers were the factors related to the actual pursuit of online help, and affected their subsequent self-regulated learning performances. Thus, preservice teachers should be encouraged to seek external help via online communication when mentoring failed practices, especially for self-regulators with low self-efficacy and weak epistemological beliefs, as well as for those who do not perceive benefits from online help-seeking.

EXPLORING SELF-EFFICACY BELIEFS OF PRIMARY SCHOOL TEACHERS IN TURKEY

Analyzing teacher self-efficacy has been a prominent issue in educational research since late 1970s. Teacher efficacy basically refers to teachers’ beliefs in their abilities to organize and execute courses of action necessary to bring about desired results (Tschannen-Moran et al., 1998). This study attempts to examine self-efficacy beliefs of teachers working at primary state schools in Turkey regarding dimensions such as instruction, adapting instruction to individual needs, motivating students, and maintaining discipline. It specifically aims to reveal whether gender and experience have a significant influence on the teachers’ self-efficacy beliefs. Data obtained from the participants’ responses to the items in the Norwegian Teacher Self-Efficacy Scale (Skaalvik & Skaalvik, 2010) were analysed using SPSS Version 17.0. Findings of the study suggest that teachers’ self-efficacy beliefs are improved through gaining professional experience, and that female teachers seem to have lower self-efficacy beliefs than their male colleagues with respect to motivating students, keeping discipline in classroom, and coping with challenges. The study concludes with practical implications of the findings, and a few suggestions for further directions. Article visualizations:

Measuring adolescent science motivation

ABSTRACTTo monitor science motivation, 232 tenth graders of the college preparatory level (‘Gymnasium’) completed the Science Motivation Questionnaire II (SMQ-II). Additionally, personality data were collected using a 10-item version of the Big Five Inventory. A subsequent exploratory factor analysis based on the eigenvalue-greater-than-one criterion, extracted a loading pattern, which in principle, followed the SMQ-II frame. Two items were dropped due to inappropriate loadings. The remaining SMQ-II seems to provide a consistent scale matching the findings in literature. Nevertheless, also possible shortcomings of the scale are discussed. Data showed a higher perceived self-determination in girls which seems compensated by their lower self-efficacy beliefs leading to equality of females and males in overall science motivation scores. Additionally, the Big Five personality traits and science motivation components show little relationship.

Patients’ adherence to a walking programme for non-specific low back pain

The aim of this cross-sectional observational study was to investigate adherence rate and factors influencing the adherence in following home-based activity advice, in patients referred to a physiotherapy clinic for non-specific low back pain. Research suggests that inadequate adherence to home-based activity advice during an intervention period may diminish treatment outcomes. Factors negatively influencing adherence appeared to be related to a person's beliefs and perceptions. Perceived barriers, low self-efficacy and unbeneficial illness beliefs have been consistent predictors for non-adherence across studies. 51 patients who reported non-specific low back pain were advised to walk daily. Physical activity was measured with a validated triaxial seismic accelerometer. The effect of multiple patient-related determinants on the rate of adherence was studied. Only four out of 51 patients (8%) fully adhered to the walking advice. In this study, there were no significant effects of patient-related determinants on the rate of adherence. Factors negatively influencing adherence behaviour were lack of time, weather conditions and increasing low back pain. In conclusion, patient adherence in following home-based activity advice for non-specific low back pain outside the clinical setting is poor.

Correlates and predictors of loneliness in older-adults: a review of quantitative results informed by qualitative insights

Older persons are particularly vulnerable to loneliness because of common age-related changes and losses. This paper reviews predictors of loneliness in the older population as described in the current literature and a small qualitative study. Peer-reviewed journal articles were identified from psycINFO, MEDLINE, and Google Scholar from 2000-2012. Overall, 38 articles were reviewed. Two focus groups were conducted asking older participants about the causes of loneliness. Variables significantly associated with loneliness in older adults were: female gender, non-married status, older age, poor income, lower educational level, living alone, low quality of social relationships, poor self-reported health, and poor functional status. Psychological attributes associated with loneliness included poor mental health, low self-efficacy beliefs, negative life events, and cognitive deficits. These associations were mainly studied in cross-sectional studies. In the focus groups, participants mentioned environmental barriers, unsafe neighborhoods, migration patterns, inaccessible housing, and inadequate resources for socializing. Other issues raised in the focus groups were the relationship between loneliness and boredom and inactivity, the role of recent losses of family and friends, as well as mental health issues, such as shame and fear. Future quantitative studies are needed to examine the impact of physical and social environments on loneliness in this population. It is important to better map the multiple factors and ways by which they impact loneliness to develop better solutions for public policy, city, and environmental planning, and individually based interventions. This effort should be viewed as a public health priority.

English language teachers becoming more efficacious through research engagement at their Turkish university

While it is generally recognized that teacher research can be a very beneficial form of continuing professional development (CPD), there is still relatively limited research available on the impact this activity has on teachers’ self-efficacy beliefs, which are of interest to educational psychologists because, while being open to constant change, these beliefs influence the way in which knowledge is transformed into action. There is also a relative lack of available research into how teachers develop as researchers; the processes whereby they gain practical knowledge and more positive self-efficacy beliefs in planning, conducting, analysing, presenting and writing up research require further exploration. This qualitative multi-case study addresses these issues, exploring the development of three in-service teachers of English on a foundation programme at a Turkish university. Findings reveal that engaging in CPD which directly benefited their learners helped all three teachers develop positive teachers’ self-efficacy beliefs and deeper practical knowledge in relation to the specific tasks that concerned them. Furthermore, from a starting point of having low self-efficacy beliefs in conducting practical research, which reflected their lack of prior knowledge in this area, they all became more efficacious as they gained research experience and developed practical knowledge of research. This study highlights the benefits, then, of helping teachers become more efficacious through CPD that engages them as knowledge-generators. Enthusiastic mentoring, autonomy support and the opportunity to present their research more widely all helped the teachers in this Turkish context to develop.

Self-efficacy, planning, and preparatory behaviours as joint predictors of physical activity: A conditional process analysis

Objective: Planning can bridge the gap between intentions and action, but what bridges the gap between planning and action? This study helps to answer the question by disentangling the interrelationships between self-efficacy, planning and preparatory behaviours in predicting physical activity. Preparatory behaviours are tested as a working mechanism of planning. Moreover, it is tested whether the utility of preparatory behaviours depends on an individual’s level of self-efficacy.Methods: A survey assessed planning, self-efficacy and preparatory behaviours for physical activity. Adults (N = 166) provided data at two measurement points. In a longitudinal model, preparatory behaviours were specified as a mediator between planning and physical activity. Self-efficacy was specified as a possible moderator at two points in the model.Results: Preparatory behaviours mediated the relationship between planning and physical activity. An interaction between self-efficacy and preparatory behaviours on physical activity was found, indicating that individuals with low self-efficacy beliefs were more active if they engaged more frequently in preparatory behaviours.Conclusion: Planning seems to stimulate preparatory behaviours, which in turn make future physical activity more likely. Furthermore, as performing preparatory behaviours represent a step forward towards the enactment of behavioural goals, preparatory behaviours may be particular beneficial for individuals afflicted by self-doubts regarding physical activity.

Autoeficácia para Prática de Atividade Física em Pacientes com Síndrome Metabólica

Introduction: Metabolic syndrome (SM) is characterized by a set of risk factors for cardiovascular disease, and the practice of physical activity (PA) is one of the recommended interventions. The practice of PA is under direct influence of the self-efficacy beliefs (SE). Therefore, the present study aims to investigate the SE in patients with SM and the implicated factors. Method: This cross-sectional study enrolled 62 men and women (30 to 59 years), who were diagnosed with MS. The participants were evaluated in terms of levels of psychiatric symptoms and stress, SE for PA, healthy habits and MS associated factors. Comparison (Student t-test, Mann Whitney or Chi-square) analyses were performed. Results: Results showed that most of the participants present a moderate PA SE, which seems to be related to the levels of stress and symptoms of depression. The number of participants practicing PA in the group Higher SE was bigger than those of the group Lower SE. Conclusions: The present results highlight the important of evaluating SE in participants before any intervention aiming at changing healthy habits and the important of developing interventions targeting psychological aspects.

Relationships of self-efficacy beliefs to executive functions, hyperactivity-impulsivity and inattention in school-aged children

Abstract Executive function deficits, hyperactivity-impulsivity, and inattention can have a negative impact on a child’s self-efficacy beliefs. Forty-eight children with high intensity ADHD symptoms and 56 children with low intensity symptoms in ages 8 to 10 years completed the Self-Efficacy Scale for Children and executive function tests. Rating Scales for Teachers and Parents were completed for each child to measure the ADHD symptoms. ADHD symptoms and executive function deficits were associated with lower self-efficacy beliefs especially in two spheres: academic achievement and self-control. Implications of these findings for child therapy are discussed.

Exploring associations between self-reported executive functions, impulsive personality traits, driving self-efficacy, and functional abilities in driver behaviour after brain injury

ObjectiveThe assessment of self-awareness and self-efficacy as they relate to driving after stroke and TBI is lacking in the literature where the focus has tended to be on neuropsychological testing of underlying component of cognition in predicting driving outcome. Therefore, this study aims to investigate the associations between self-rating of higher-level functions and post-injury driving behaviour. MethodsThe present one-year follow-up study included twenty-four adults with stroke and ten adults with traumatic brain injury (TBI) deemed suitable for driving after a comprehensive driving evaluation according to Norwegian regulations. In addition, but not part of the decision making, baseline measurements included self-rating of executive functions (Behaviour Rating of Executive Function (BRIEF-A)), impulsive personality traits (UPPS Impulsive Behaviour Scale), driving self-efficacy (Adelaide Driving Self-Efficacy Scale (ADSES)), and functional abilities (Awareness Questionnaire (AQ)). Follow-up measurements twelve months after baseline were collected, the ADSES, AQ, and Swedish Driver Behaviour Questionnaire (Swedish DBQ). ResultsPerceived driving self-efficacy and functional abilities did not change from baseline to follow-up. Baseline perceived executive functions and impulsive personality traits were significantly associated with driving self-efficacy at follow-up. Lower self-efficacy and functional abilities were associated with lower driving mileage and increased use of compensatory driving strategies, whereas lower self-efficacy beliefs were associated with driver mistakes and inattention. Driver violations and inattention were associated with minor accidents. ConclusionThe present study demonstrates that higher-level functions such as executive functions, impulsive personality traits, driving self-efficacy and functional abilities, influence post-injury accident involvement mediated through proximal driving factors such as driver inattention. Further evidence is warranted to explore self-rating measures compared to performance-based methods as predictors of risky driver behaviour, crashes, and near misses.

Lise Öğrencilerinde Tükenmişliği ve Okul Bağlılığını Etkileyen Faktörler: Çalışma Alışkanlıkları, Yetkinlik İnancı ve Akademik Başarı

This study examines high school students' levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011-2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students. The research methods included the Personal Information Form comprising items about students' demographic characteristics, the Maslach Burnout Inventory-Student Form, the Utrecht School Engagement Scale, the Study Habits Inventory, and the Scale for Self-Efficacy Expectations among Adolescents. The data were analyzed with multivariate analysis of variance. The results suggested that students with low self-efficacy beliefs had higher burnout levels. In addition, students with inadequate study skills and those with low self-efficacy beliefs were at higher risk of losing their beliefs. Another finding was that students with high academic success also had high self-efficacy. Unexpectedly, students with inadequate study skills and low self-efficacy beliefs were found to have high self-efficacy. Students with adequate study skills and high self- efficacy beliefs also had high school engagement levels. The study findings were discussed in relation to the literature and interpreted. Based on the interpretations, recommendations were made to school counselors and researchers.

Differences in coping, self-efficacy, and external control beliefs between patients at-risk for psychosis and patients with first-episode psychosis

Patients with first-episode psychosis (FEP) often show dysfunctional coping patterns, low self-efficacy, and external control beliefs that are considered to be risk factors for the development of psychosis. Therefore, these factors should already be present in patients at-risk for psychosis (AR). We compared frequencies of deficits in coping strategies (Stress-Coping-Questionnaires, SVF-120/SVF-KJ), self-efficacy, and control beliefs (Competence and Control Beliefs Questionnaire, FKK) between AR (n=21) and FEP (n=22) patients using a cross-sectional design. Correlations among coping, self-efficacy, and control beliefs were assessed in both groups. The majority of AR and FEP patients demonstrated deficits in coping skills, self-efficacy, and control beliefs. However, AR patients more frequently reported a lack of positive coping strategies, low self-efficacy, and a fatalistic externalizing bias. In contrast, FEP patients were characterized by being overly self-confident. These findings suggest that dysfunctional coping, self-efficacy, and control beliefs are already evident in AR patients, though different from those in FEP patients. The pattern of deficits in AR patients closely resembles that of depressive patients, which may reflect high levels of depressiveness in AR patients. Apart from being worthwhile treatment targets, these coping and belief patterns are promising candidates for predicting outcome in AR patients, including the conversion to psychosis.

Nursing Faculty Use of High-Fidelity Human Patient Simulation in Undergraduate Nursing Education: A Mixed-Methods Study

High-fidelity human patient simulation (HFHPS) is an innovative teaching tool. However, limited data exist regarding factors affecting faculty use of HFHPS in undergraduate nursing education. Using a convergent, parallel, mixed-methods design, predictors of undergraduate faculty (N = 139) use of HFHPS were explored. Data were collected using a Web-based survey. Results indicated a high percentage of HFHPS use in nursing programs but a low percentage of HFHPSs substituting for traditional clinical hours. Faculty who substituted clinical hours with HFHPS had lower self-efficacy beliefs around HFHPS than other faculty surveyed. Qualitative data supported the quantitative findings, including themes that HFHPS provided a safe environment for learning, but it was a mixed result. Results support that nursing faculty's beliefs about HFHPS were strongly associated with HFHPS use. Specifically, self-efficacy beliefs and further exploration of the meaning of a safe environment for student learning should be addressed in future studies.

INTEREST, ATTITUDES AND SELF-EFFICACY BELIEFS EXPLAINING UPPER-SECONDARY SCHOOL STUDENTS’ ORIENTATION TOWARDS BIOLOGY-RELATED CAREERS

The aim of the study was to discover the contribution of students’ interest in school biology, as well as their self-efficacy and attitudes towards different science subjects and mathematics when explaining students’ orientation towards biology-related careers at upper-secondary school. The data of 321 K-11 students (49 % women) were analyzed. Human biology and gene technology was the most interesting topics of biology among the students. The students’ self-efficacy belief was highest in geography and lowest in mathematics. Male students had higher self-efficacy in mathematics and science subjects, but in biology, no gender difference was found. Self-efficacy in biology and geography intercorrelated, as did self-efficacy in mathematics, physics, and chemistry. Regression analysis revealed that interest and self-efficacy in biology and positive attitudes to biology as school subjects explained girls’ orientation towards a biology-related career, as did low self-efficacy in physics and geography. For boys, only interest in biology, positive attitudes to biology as a school subject, and self-efficacy in biology explained their biology-related career orientation. The students’ attitudes and self-efficacy beliefs in science subjects should be taken into account in secondary school biology education, because gender stereotypes and low self-efficacy beliefs may affect students’ future career plans.

Novice teachers’ perceptions of school climate and self-efficacy

The importance of self-efficacy and the school climate and their interrelationship according to teacher profiles were analysed to better support the adaptation and professional development of novice teachers during the first year of teaching. First year novice teachers (N=112) completed questionnaires about their perception of the school climate and self-efficacy. Novice teachers who work with kindergarten or elementary school students at schools with less than 250 students had the highest level of self-efficacy beliefs and the most positive perception of the school climate, while novice teachers working at comprehensive schools with over 500 students or at vocational schools had lower self-efficacy beliefs. The findings confirm that a supportive school climate positively influences novice teachers’ beliefs regarding self-efficacy.

Teachers’ Self-Efficacy, Perceived Effectiveness Beliefs, and Reported Use of Cognitive-Behavioral Approaches to Bullying Among Pupils: Effects of in-Service Training With the I DECIDE Program

Despite the promise of being effective in tacking bullying and conduct disorder, cognitive-behavioral (C-B) interventions are underused by teachers. Little detailed information exists as to why this is the case. The current study with junior school teachers in the U.K. (N=249) confirmed this low reported usage and showed that while teachers tended to believe that C-B approaches would be effective, most held rather low self-efficacy beliefs. Attending a workshop on a specific C-B approach, the I DECIDE program had positive effects on perceived effectiveness and self-efficacy beliefs, and longer durations of training (3days) were more beneficial than shorter durations (half/1day). In line with outcome-expectancy theory and the theory of planned behavior, self-efficacy and duration of training predicted an increase in reported usage of I DECIDE across an 8-month period, and self-efficacy fully mediated the association between duration of training and increase in reported usage. The implications of these findings for overcoming impediments to the more widespread use of C-B approaches by teachers to tackling bullying were discussed, particularly the notion that attending training of sufficient duration coupled with a more explicit attention on fostering self-efficacy will pay dividends.

Are self-efficacy beliefs and subjective task demand related to apathy in aging?

Objective: Apathy, defined as a reduction in voluntary goal-directed behaviors (GDBs), is common in aging, but the processes underlying apathy are still unclear. Self-efficacy beliefs are likely to play a key role in GDBs, by influencing goal setting, perceived difficulty, and the necessary amount of effort to achieve goals. The aim of this study was to examine the relationships between apathy and perceived self-efficacy.Method: Sixty-three healthy elderly participants worked on a memory task without fixed performance standard (‘do your best’) and indicated perceived difficulty and effort investment after performing the task. They also completed two short scales assessing general self-efficacy and negative mood. In addition, a close relative of each participant completed the Initiative Interest Scale, a new questionnaire assessing apathetic manifestations in aging.Results: The main results showed that subjective task demand (i.e., perceived difficulty and estimated effort) operated as a mediator between self-efficacy beliefs and apathy. These results suggest that elderly people with low self-efficacy beliefs who face a challenge judge the task to be highly difficult and effort demanding, which might result in GDB reduction.Conclusion: These results shed new light on the processes related to apathy in aging and open up an interesting prospect for psychological interventions.

How do students of German perceive feedback practices at university? A motivational exploration

This article investigates first year students’ perceptions of feedback practices in higher education from a motivational angle by drawing on the qualitative data derived from a mixed-methods longitudinal study involving first-year students enrolled in German degree courses at two major UK universities. Findings suggest that first year students with a strong desire to gain writing proficiency but low self-efficacy beliefs for writing perceived feedback as highly important for their motivation, not least because it serves as an indicator of progress and as a source of influence on self-efficacy beliefs. When feedback was absent, students displayed a growing sense of insecurity and less willingness to put effort into writing assignments. Nevertheless, feedback was often perceived as detrimental to motivation because of four reasons: Firstly, students were unfamiliar with the marking system. Secondly, feedback was not sufficiently specific to be helpful. Thirdly, error correction was comprehensive rather than selective. Fourthly, there was too little positive reinforcement in teachers’ comments. The article highlights the need for future investigations to take the interactive relationship between motivation, feedback, and the educational environment into account and outlines pedagogical suggestions for how to gear feedback practices towards the specific needs of first year students.

Investigation of Relationship between Sources of Selfefficacy Beliefs of Secondary School Students and Some Variables

AbstractThe purpose of this study was to investigate the relationship between students' opinions about the sources of self-efficacy belief and their gender, academic achievement, the grade level, Socio-Economic Status (SES), and learning style. The study was conducted on 984 secondary school students in the fall semester of the 2011-2012 academic year. The data were collected by the scale of determining sources of self-efficacy belief, the scale of learning styles, the scale of self-efficacy belief related learning and performance which is subscale of MSLQ and personel information form. The results of the study indicated that there were significant relationships between students' opinions about sources of self-efficacy related learning and performance and their gender, academic achievement, SES, the grade level, and learning style.Key WordsSources of Self-efficacy, Self-efficacy Belief, Secondary School, Academic Achievement, SES, Learning Style, Gender.One of the affective characteristics of students that mediate their cognitive and psychomotor learning processes is self-efficacy belief. Self-efficacy is the belief that individuals can control their behavior in attaining the goals that they set for themselves (Bandura, 1997).Bandura (1994) contended that four factors increase self-efficacy. Mastery experiences is past performances of students and the factor that provides the most realistic information to individuals on being able to deal with new encountered situations. While students' successful performances increase their self-efficacy beliefs, the unsuccessful performances decrease their self-efficacy beliefs. Vicarious experience is observation of students their classmates. While students' observation of their friends' successful performances increases their self-efficacy belief; observation of their failures causes them to think that they are going to be unsuccessful. According to social learning theory, students who observe models are expected to acquire their emotions. In this respect, their friends' low or high self-efficacy beliefs affect students' self-efficacy beliefs as well. Social persuasion is to inform students explicitly that they can achieve the tasks assigned by their social environment. Emotional state is perceived class environment. While class environments where students do not feel comfortable decrease their self-efficacy belief, class environments that are collaborative and support learning increase students' self-efficacy belief (Bandura, 1994).The purpose of this study was to investigate the relationship between students' opinions about the sources of their self-efficacy beliefs and their gender, academic achievement, the grade level, SES, and their learning styles. It is necessary that we know the factors that increase self-efficacy belief to regulate educational setting accordingly. The factors affecting self-efficacy belief can vary among individuals. Identification of the most effective factors that have effects on the self-efficacy belief of students is important for teachers to organize instructional activities. So, teachers can behave to students accordingly for increasing their self-efficacy. In below, it was examined relationship between self-efficacy and academic achievement, gender, SES and learning style.Academic AchievementOne of the learning outcomes is the academic achievement. Academic achievement and self-efficacy reciprocally effect each other. Self-efficacy is an important predictor of academic achievement (Multon, Brown, & Lent, 1991). Likewise, academic achievement (enactive mastery experience) is the most powerful source of self-efficacy (Arslan, 2012; Bandura, 1997; Britner & Pajares, 2006; Hampton, 1998; Usher & Pajares, 2006b). The relationship between gender differences and the sources of self-efficacy have been examined in many studies. While it was found there wasn't relationship gender and the sources of self-efficacy. …