Academic Self-efficacy Perceptions Research Articles

BEDEN EĞİTİMİ VE SPOR YÜKSEKOKULU ÖĞRENCİLERİNİN BİLİŞÖTESİ ÖĞRENME STRATEJİLERİ VE AKADEMİK ÖZ-YETERLİKLERİ

The purpose of this study was to analyze perceived levels of metacognitive learning strategies and academic self-efficacy perception of physical education and sport school students according to some demographic variables, and to determine the relationship between metacognitive learning strategies and academic selfefficacy perception. A sample of 348 (Mage = 21.84 ± 2.49, 143 female and 205 male) physical education and sport school students from Karadeniz Technical University and Erzincan University provided responses. Metacognitive Learning Strategies Scale and Academic Self-Efficacy Scale were used to collect data. Descriptive statistical methods, t test, ANOVA, correlation analysis were used in the data analysis. The results of analysis indicated that metacognitive learning strategies of the students were at the middle level and their academic self-efficacy perceptions were above the middle level. There were significant differences between metacognitive learning strategies and gender of the students. Male students were found to have higher metacognitive learning strategies scores. No significant differences were found in terms of variables of department and year of study. There were also no significant differences between the academic self-efficacy perceptions of the students and their genders, departments and year of study. On the other hand, results of the study showed positive correlations between metacognitive learning strategies, academic self-efficacy, and academic success of physical education and sport school students.

Female Arab Students’ Experience of Acculturation and Cultural Diversity upon Accessing Higher Education in the Northern Galilee-Israel

This qualitative study addresses the issue of the cultural transition of Arab women who for the first time leave their secluded villages and traditional society in the Northern Galilee to access Western-style Israeli institutions of higher education located in the region in which they will study in Hebrew, their second language. This study uses several models of acculturation in order to better understand these women’s experience of acculturation, cultural diversity, ethnic identity and at times discrimination as they come into contact with students belonging to a diversity of Arab and Jewish ethnic groups. Content analysis of semi-structured interviews conducted with 42 female Arab students of Druze, Muslim and Christian origin, revealed that parental and/or husband support, lower college admission requirements, and the geographical proximity of the colleges to the villages allowed gave these women the opportunity to access higher education without compromising their traditional values of modesty and virginity. Hebrew language proficiency, seldom spoken in the villages, and consequent academic self-efficacy perception were for these women key factors for academic success and integration in the dominant Israeli socio-economic structures. Lack of tolerance for cultural diversity, discrimination, and inter-groups conflict were at times, reported not only between Arab and Jewish but also between Druze and Muslim students and/or their instructors. Factors mentioned to be reducing cultural shock and acculturative stress were the presence of other female Arab students from the same or neighboring towns studying in the college and the going back and forth between cultures as these women returned every day back home to their villages. Exposed to other values and traditions these women sorted the values they cherished in their own and in other cultures while maintaining a strong sense of cultural identity.

Academic Self-Efficacy Perceptions of Teacher Candidates

Academic Self-Efficacy Perceptions of Teacher Candidates

Latino Parent Home-based Practices That Bolster Student Academic Persistence

Home-based parental involvement practices (i.e., educational encouragement, monitoring, and support) and their impact on students’ academic persistence were investigated with a sample of 137, ninth-grade Latino students in a northeast high school. Structural Equation Modeling results indicate that the relationship between home-based parental involvement activities and students’ intentions to complete the next school year is mediated by students’ school beliefs (i.e., perceptions of school responsiveness, school engagement-trouble, academic attitudes, and academic self-efficacy). Home-based parental involvement influences children’s attitudes and beliefs about school culminating in students’ intentions to persevere academically. This study addresses the common misperception that Latino parents are not involved in their children’s formal education. An important implication of this study is that parents can have an impact on students’ academic persistence even if they are not able to attend school-based activities.

Gifted and general high school students’ perceptions of learning and motivational constructs in Korea and the United States

This study examined differences between Korean and US gifted and general students’ perceptions constructs related to motivation and learning, using the Student Perceptions of Classroom Quality (SPOCQ) instrument. SPOCQ assesses students’ perceptions of appeal, challenge, choice, meaningfulness, and academic self-efficacy. Measurement equality between the original SPOCQ and its Korean translation was investigated using multi-group confirmatory factor analyses. The sample included 882 10th and 11th grade high school students (221 Korean gifted and 220 Korean general students, 221 US gifted and 220 US general students). MCFA results showed that the original and translated SPOCQ measure the same constructs and that partial invariance existed across the samples from each country. Multivariate analysis of variance was used to examine differences between gifted and general students, and between Korean and US students, revealing that differences existed between gifted and general students and between Korean and US students.

Autoeficácia de alunos do ensino médio e nível de escolaridade dos pais

O objetivo deste estudo foi analisar diferenças entre as percepções de autoeficácia acadêmica e uso de estratégias de estudo e aprendizagem em aulas de língua portuguesa de estudantes do ensino médio de escolas públicas tendo como critério o nível de estudo dos pais. Participaram 534 estudantes do ensino médio de escolas públicas do estado de São Paulo. Foram utilizados três instrumentos de autorrelato: questionário de caracterização, Escala de Autoeficácia Acadêmica e o Inventário de Estratégias de Estudo e Aprendizagem. Os resultados encontrados por meio do teste de Kruskall-Wallis indicaram diferenças significativas para as crenças de autoeficácia acadêmica dos estudantes de acordo com os diferentes níveis de estudo das mães e dos pais. Os resultados do uso de estratégias de estudo e aprendizagem dos estudantes não apresentaram diferenças significativas quando considerados os níveis de estudos das mães e dos pais. Sugerem-se pesquisas sobre envolvimento parental nas atividades escolares de seus filhos.

Gender Differences In Academic Self-Efficacy Beliefs And Perception Of The Internal Dynamics Of The Collaborative Learning Context

The purpose of this study was to find out whether or not there were differences between male and female students in the way they perceived the conditions under which they studied collaboratively. It was also designed to find out if the collaborative learning context had a differential association with the self-efficacy of males and females. Data were collected from a random sample of 600 students selected from a Ghanaian provincial city. The results of the study indicated that the male students perceived the collaborative learning context more positively than the female students. The males were also more self-efficacious. The whys of the differences are discussed. Gender and Behaviour Vol. 6 (1) 2008: pp. 1617-1631

International Students in Supervision

This study examined the relationships among academic and supervision variables in 73 international counseling supervisees. The results showed that academic stress, course self-efficacy, and supervisees' perception of supervisors as trustworthy, attractive, and expert predicted the frequency of cultural issues being discussed in supervision and the supervisees' perceptions of the importance of such discussions. Implications for supervision and future research are addressed.

Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use.

Forty-five boys and 45 girls of the 5th, 8th, and 1 lth grades from a school for the academicallygifted and an identical number from regular schools were asked to describe their use of 14 self-regulated learning strategies and to estimate their verbal and mathematical efficacy. The groupsof students from both schools included Whites, Blacks, Hispanics, and Asians. Students camefrom middle-class homes. Gifted students displayed significantly higher verbal efficacy, mathe-matical efficacy, and strategy use than regular students. In general, 1 lth-grade students surpassed8th graders, who in turn surpassed 5th graders on the three measures of self-regulated learning.Students' perceptions of both verbal and mathematical efficacy were related to their use of self-regulated strategies. Evidence of relations between students' strategic efforts to learn and percep-tions of academic self-efficacy is concordant with a triadic view of self-regulated learning.