Levels Of Self-efficacy Beliefs Research Articles

The Relationship between the Levels of Self-efficacy Beliefs of Pre-service Teachers and their Levels of Determining Suitable Taxonomy, Strategy, and Method-technique for Science Objectives

The purpose of this study was to examine the relationship between the level of pre-service primary school teachers’ self-efficacy beliefs in science teaching and their level of determining taxonomy, strategy, and teaching methods-techniques for the curriculum’s objectives in primary science education. A total of 101 pre-service teachers who were enrolled in the third and fourth grade of the department of primary school teachers in the 2017–2018 academic year at a private university in Gaziantep, Turkey participated in this study. The level of teacher candidates’ self-efficacy beliefs toward science teaching was determined through the “Science Teaching Efficacy Belief Instrument.” In addition, teacher candidates’ levels and reasons for determining the appropriate taxonomy, strategies, methods, and techniques while teaching the objectives in the science curriculum were examined through “form of determining suitable taxonomy, strategy, and method-techniques for objective.” Therefore, qualitative and quantitative data were examined together. This was a correlational study but it was enriched through qualitative data. Results showed that pre-service teachers’ self-efficacy beliefs toward science teaching and determination levels of appropriate taxonomy, strategy, and teaching methods-techniques were relatively high. In addition, a statistically weak but positive relationship was found between these two variables. As a result, it is recommended to give more importance to these courses in teacher education of pre-service primary school teachers.

Self- efficacy beliefs of pre-service teachers in teaching First Reading and Writing and Mathematics

The aim of the study is to determine the relationship between primary school pre-service teachers’ self-efficacy beliefs in teaching Mathematics and First Reading and Writing courses. The sample consists of 484 1st and 4th grade pre-service teachers selected from four universities in Turkey. In the study, Mathematics and First Reading and Writing Teaching Self-Efficacy Scale were used as data collection tools. Besides descriptive statistical techniques, Independent Sample T-test was used to determine whether the pre-service teachers’ self-efficacy beliefs differed according to some factors and Pearson Product-Moment Correlation analysis was used to determine the relationship between the pre-service teachers’ beliefs in teaching Math and First Reading and Writing. As a result of the research, it was found that the levels of self-efficacy beliefs of the primary school pre-service teachers in two courses were found to be high, that there was no significant difference according to gender, that the self-efficacy beliefs of the 4th grade pre-service teachers were higher in the Mathematics teaching, and that the self-efficacy beliefs of the pre-service teachers who chose the profession voluntarily were higher for teaching Mathematics. It was also revealed that there was a moderate positive relationship between self-efficacy beliefs of the pre-service teachers in teaching for both courses.

MATEMATİK ÖĞRETMENLERİNİN ÖZEL ALAN YETERLİKLERİNE YÖNELİK ÖZ YETERLİK İNANÇLARININ İNCELENMESİ

In this study which is a comparison type of relational survey model aimed to state the level of self efficacy beliefs of secondary and high school math teachers for their special field competencies and whether there is a differentiation according to various variables. This research was conducted in Istanbul with 59 different schools including 379 mathematics teachers in 2016-2017 academic year. Mathematics Teaching Self Efficacy Belief Scale consisting of 7 subscales developed by Deniz ve Koc (2020) was used in order to collect the data. According to the results found out the scale, math teachers are; generally ‘efficient’, ‘quite efficient’ in plan and implementation subscale, ‘efficient’ in inclusive students-gifted and talented students and use of technology subscales, ‘less efficient’ in professional development subscale, ‘moderate efficient’ in extracurricular activities and math history subscales. In total of the scale; although there is no significant differences between variables and their self efficacy, significant differences were observed on some subscales. According to the results of this research, some recommendations were provided for the researchers and Ministry of National Education of Turkey (MEB).

Diş Hekimliği Öğrencilerinde Akademik Motivasyon ve Akademik Öz Yeterliğin Akademik Başarıya Etkisinin Araştırılması: Analitik Bir Çalışma

Objective: Dentistry students have many academic duties and responsibilities that they must perform and succeed during their university life. Successful and productive learning is closely related to academic motivation and academic self-efficacy. However, in order to be a good dentist, dental students must be successful in theoretical and clinical fields. The aim of this study was to investigate the levels of academic motivation and academic self-efficacy beliefs of dentistry students and to evaluate the effect of these factors on academic achievement. Material and Methods: This study was conducted on 346 students studying at Gaziantep University Faculty of Dentistry in 2018-2019 academic year. The data of the study was collected by using three measurement tools: Descriptive Characteristics form, Academic Motivation Scale and Academic Self-efficacy Scale. The obtained data were evaluated by using SPSS 22 program, Students' t test, ANOVA test, Kruskal-Wallis test and correlation analysis. Results: The students' self-efficacy beliefs (16.8±3.8), total academic motivation level (66.9±12.3) and the sub-dimensions; selfexceeding (23.2±4.2), discovery (24.3±4.9) and use of knowledge (19.3±4.8) mean scores were high, and there was a negative correlation between academic motivation and self-efficacy (p <0.05). In addition, there was a positive correlation between academic motivation and academic achievement (p <0.05). Conclusion: The students can be more successful in education if their academic motivation is supported. In addition, it should be examined how these features should be gained in longitudinal prospective studies.

Special Education Teachers’ Self-efficacy Beliefs Toward Science Course

The aim of this study is to determine the self-efficacy belief levels of special education teachers toward science. In the research, an explanatory mixed method in which quantitative and qualitative research methods are involved together used. In the research, the survey study and case study were used. In order to determine the level of self-efficacy beliefs of special education teachers about the science, 'Self-Efficacy Beliefs toward Science Scale' developed and adapted in 1990 by Riggs and Enochs was used. This scale was translated to Turkish by Bikmaz (2004). A total of 427 pre-service pre-school teachers and pre-service primary school teachers in Kirsehir Ahi Evran University in Turkey were selected for the pilot study. The reliability coefficient of the study was .78. The main data of the study were collected through a survey by 115 special education teachers in Kirsehir in Turkey during the spring semester of 2017-2018 academic year. In addition, semi-structured interviews were conducted with four special education teachers selected from main study. When the results of the study are examined, it is seen that the teachers' level of self-efficacy beliefs towards the science course is at a neutral level. According to the results of qualitative data analysis, teachers stated that they feel sufficient theirselves when they are prepared for the course and that they affect the competence level of students' performances. In addition, special education teachers stated that they experienced no problems in certain subjects which are easy in science lessons while they experienced problems in difficult subjects. Special education teachers believe that if the teacher gives a lesson in accordance with students' level, he / she can benefit to student and if the teacher likes the science course, the success of the student will increase. When examined in terms of demographic variables, only a significant difference occurred in favor of the classroom teacher in terms of the department.

The Relationshıp Between Afghanistan EFL Students’ Academic Self-Efficacy and English Language Speaking Anxiety

This study aimed at investigating the relationship between EFL students’ academic self-efficacy beliefs and their English language speaking anxiety at a public university in Afghanistan. A number of 202 students from two different English Language and Literature Departments participated in this study. Two sets of questionnaires were used to collect data in this study. The obtained results revealed that the participants’ both levels of self-efficacy beliefs and their speaking anxiety were rather high. A significant positive correlation was also found between the participants’ self-efficacy beliefs and their English language speaking anxiety. In addition, the two Departments’ students were compared in terms of self-efficacy beliefs and speaking anxiety. The study is concluded with two recommendations for future research and English language teachers to focus more on English language speaking anxiety and be more empathic to students while teaching English language speaking skill.

Understanding Vietnamese college students’ self-efficacy beliefs in learning English as a foreign language

This article reports on a quantitative study investigating Vietnamese college students' self-efficacy beliefs as related to their English language proficiency and prior learning experience. A sample of 767 Vietnamese first-year college students responded to the Questionnaire of Self-Efficacy Beliefs. Results of this study support Bandura’s (1997) social cognitive theory and previous research (e.g., Chen, 2007) in that mastery experience is a significant source of self-efficacy beliefs. Results also showed a positive relationship between self-efficacy beliefs and English language proficiency when student background information and their learning experience were controlled. Students from the south region reported higher levels of self-efficacy beliefs than their classmates from the north and central regions in Vietnam. However, no significant differences were found between male and female students. Implications of the findings to research and the instruction of English as a foreign language in the Vietnamese context were discussed.

The Impact of The Level of Cultural Intelligence and Self-Efficacy Beliefs Of Tourist Guides On Service Encounter

Turizm sektoru, farkli kulturlerden bireylerin bir arada bulundugu ve iletisim halinde oldugu sektorlerin basinda gelmektedir. Sektor, turistlere gidilen ulkenin kulturunu tanima firsati sunmasinin yani sira gidilen yerde turistlerin kendi kulturlerinin taninmasini da saglamaktadir. Bu kultur alisverisinden hareketle, turizm sektorunun gorunen yuzu olan turist rehberlerine onemli gorevler dusmektedir. Turist rehberleri icin farkli kulturden bireyleri anlama, algilama, istek ve ihtiyaclarina cevap verebilmede ve kulturel farkliliklari etkin bir sekilde yonetebilme gibi vasiflara sahip olmasinda onemli rol oynayan kulturel zekâ ve yapmalari gereken gorevleri gerceklestirebilecekleri konusunda kendilerine duyduklari inanclar olan ozyeterlilik kavramlari onem tasimaktadir. Kulturel zekâ ve ozyeterlilik kavramlari, rehberlerin sunduklari hizmeti dogrudan etkilemektedir. Bu calismada, turist rehberlerinin kulturel zekâ duzeyi ve ozyeterlilik inanclarinin hizmet sunumuna etkisinin belirlenmesi amaclanmaktadir. Veriler, anket yontemiyle elde edilmis ve istatistiksel analizler araciligiyla degerlendirilmistir. Arastirmanin sonucunda, katilimcilarin kulturel zekâ duzeylerinin yuksek seviyede oldugu, ozyeterlilik duzeylerinin ise orta seviyede oldugu belirlenmistir. Arastirmada kulturel zekânin ozyeterlilik uzerinde; ozyeterliligin kulturel zekâ uzerinde; kulturel zekânin hizmet sunumu uzerinde ve ozyeterliligin hizmet sunumu uzerinde pozitif yonlu etkisi oldugu sonucuna ulasilmistir.

Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers

This correlational study aimed to investigate the prediction levels of technopedagogical education competency for technology integration self-efficacy beliefs of pre-service teachers. The study group comprised 174 pre-service teachers at the Faculty of Education of a university located in the Eastern Black Sea region of Turkey. Both “Technopedagogical Education Competency Scale” and “Technology Integration Self-Efficacy Perception Scale” were administered as data collection tools. The results of the study showed that pre-service teachers had high levels of technology integration self-efficacy beliefs, with a high-level positive correlation with technopedagogical education competency. In addition, the dimensions of technopedagogical education competency such as ethics, design, exertion and proficiency were revealed as the predictors of technology integration self-efficacy; moreover, predictive effects of exertion and proficiency dimensions are insignificant. The findings obtained from the present study are thought to be helpful for the development of pre-service teachers' technology integration self-efficacy beliefs.

An examination of Turkish physical education teachers’ interpersonal self-efficacy beliefs

Purpose : This study was conducted for two purposes. The first purpose was to examine the psychometric properties of the Teacher Interpersonal Self-Efficacy Scale (TISES) for Turkish Physical Education (PE) teachers and the second was to analyze teachers’ interpersonal self-efficacy beliefs according to some demographic variables. Material : The study was conducted on 360 Turkish PE teachers. Confirmatory factor analysis was applied in order to verify the factor structure of the scale. Pearson’s product-moment coefficients were used in order to assess the correlations between the factors. For determining the reliability of the scale Cronbach Alpha coefficient was calculated. Multivariate analysis of variance was used to determine differences between the scores acquired from the scale and some independent variables. Results : The results confirm the 3-factor internal structure of the TISES. The results of the correlation analysis between the TISES subscales indicated significant and positive relationships. We also found acceptable values of the alpha coefficient, which confirms the TISES as a reliable instrument. Overall, all physical education teachers had positive self-efficacy beliefs on high levels. Whereas by gender significant difference was not found in self-efficacy beliefs, significant difference were found between teachers depending on years of experience and grade levels they taught. Conclusions : The reexamination of the scale led to a new scale structure comprised of three factors with sixteen items. The TISES is a relatively short questionnaire that allows researchers to measure interpersonal self-efficacy beliefs of PE teachers. The experienced teachers and the teachers who were employed at the high schools had higher self-efficacy belief levels.

Exploring the effects of cognitive style diversity and self-efficacy beliefs on final design attributes in student design teams

Previous research has demonstrated the benefit of higher levels of cognitive style diversity and task-specific self-efficacy beliefs on team performance in complex tasks. This study aims to add to this growing body of literature by exploring the effects of both cognitive diversity and the self-efficacy beliefs of design teams on final design solutions. The final designs produced by 55 student design teams in a junior-level mechanical engineering course were analyzed, and measures of team-level cognitive diversity and task-specific self-efficacy beliefs were collected. Results indicate that higher cognitive diversity and aggregate engineering design self-efficacy levels of design teams significantly impact final design characteristics; aggregate creative self-efficacy had no effect on design characteristics.

Impact of Technological Pedagogical Content Knowledge Based Education Applications on Prospective Teachers’ Self-Efficacy Belief Levels Toward Science Education

The purpose of this study is to examine the impact of technological pedagogical content knowledge-based education applications on prospective teachers’ self-efficacy belief levels toward science education. The study was conducted on the 3rd year prospective science teachers of a public university and continued for 14 weeks. In the study, quasi -experimental method, pretest-posttest experimental design with a control group. The research was performed in the Instructional Technologies and Material Design courses during the education year of 2015-2016. In the research, one of the classes of the 3rd years was determined as a control and another one as an experimental group. There were 65 students (control=33, experiment=32) in the study group. As the instrument of data collection, the self-efficacy belief levels toward science education scale was used and the scale was applied as pretest, posttest and follow-up test. Cronbach Alpha (a) consistency coefficient of the scale is 0.82. To the students in the experimental group, the education applications based on Technological Pedagogical Content Knowledge were introduced by the researcher; the courses were made with these applications and they were requested to use these applications that they learned in the materials that they were making. As for the control group, the courses were made with the current curriculum. The research results show that the self-efficacy belief levels of prospective science teachers toward science education design is higher in the experimental group than the students in the control group.

The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers

AbstractThe purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels of pre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has been conducted on a study group consisting of 344 final year pre-service science teachers at six different state universities in Turkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situation survey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysed with the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and a Tamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels and the variables involved in pre-service science teachers use of Web 2.0 applications.Keywords: Science education, pre-service science teacher, technological pedagogical content knowledge (TPACK), self-efficacy beliefs, Web 2.0 applications.

The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers

The purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels of pre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has been conducted on a study group consisting of 344 final year pre-service science teachers at six different state universities in Turkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situation survey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysed with the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and a Tamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels and the variables involved in pre-service science teachers use of Web 2.0 applications.

The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers

AbstractThe purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels ofpre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has beenconducted on a study group consisting of 344 final year pre-service science teachers at six different state universities inTurkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situationsurvey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysedwith the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and aTamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels andthe variables involved in pre-service science teachers use of Web 2.0 applications.Keywords: Science education, pre-service science teacher, technological pedagogical content knowledge (TPACK), selfefficacybeliefs, Web 2.0 applications.

Fen Bilgisi Öğretmen Adaylarının Eğitsel İnternet Kullanımı Özyeterlik İnançlarının İncelenmesi

The aim of this study is to determine pre-service science teachers' self-efficacy belief levels towards educational internet use and to find out what variables affect these beliefs. The participants of the research consist of 300 voluntary pre-service teachers, who study at the department of Science Teaching in a state university in the Black Sea region. 88 of these students are first year students, 65 of them are second year students, 67 of them are third year students, and 80 of them are fourth year students. With the objective of determining self-efficacy beliefs of pre-services teachers towards educational internet use, ''Educational Internet Use Self-Efficacy Scale'', which was developed by Sahin (2009), was employed as the data collection tool of the study. The data retrieved from the participants were analyzed via Shapiro-Wilk normality test, independent groups t-test, and variance analysis (One-way ANOVA) techniques. The results of the research suggest that the participants' internet use self-efficacy beliefs towards educational purposes is affected by their technological knowledge level, whether they have their own computer or smart phone, their weekly use of technology and internet access durations. It was observed that variables such as gender, economic status, and academic GPA do not have a statistically significant difference on the participants' internet use self-efficacy beliefs towards educational purposes.

The effect of a school-based outdoor education program on Visual Arts teachers’ success and self-efficacy beliefs

The aim of this research is to determine the effect of an education programme developed based on the school-based outdoor education approach on the academic achievement of visual arts teachers, as well as their self-efficacy beliefs for using museums and the natural environment. The aim is likewise to explore the views of the teachers on the implementation of the education programme. The study, which utilised a mixed method of qualitative and quantitative data collection, lasted for seven weeks. The results demonstrate that the developed programme is effective. At the end of the study, a significant difference was revealed in terms of the participant teachers’ knowledge and skills regarding the approach as well as their self-efficacy belief levels in relation to the use of museums and the outdoors as teaching environments. Face-to-face interviews conducted with the teachers who participated in the experimental practice revealed that they were satisfied with the experience. Keywords: Edmodo; mixed method; school-based outdoor education; teacher’s views; visual art

The Comparison of Self-Efficacy Belief Levels on Anatomy Education between the Undergraduate Students from Physical Therapy and Rehabilitation Department and the Associate Students from Vocational School of Health Services in Western Black Sea Region

Physical Therapy and Rehabilitation (PTR) undergraduate degree departments and Vocational School of Health Services (VSHS) associate degree departments train healthcare professionals, which is important for both continuance of human health and treatment of various illnesses. Anatomic structures underlie the illnesses that these departments treat and care.Therefore, the graduates of these departments should have favorable knowledge of anatomy. The aim of this study is to evaluate and compare the self-efficacy belief levels about anatomy education of PTR students as undergraduate and VSHS students as associate degree.94 students from PTR department (age: 21.94±1.19) and 100 students from VSHS (age: 20.16±1.58) have participated in the study. Data collection questionnaire (gender, age, geographical region where he/she came from, residential place) and Anatomy Self-Efficacy Belief scale (ASEB) have been implemented on the participants.As a consequence, when the Anatomy Self-Efficacy Belief levels of undergraduate and associate degree students are compared, no significant difference has been found in total (p&gt;0,05). However, when the answers given to the questions in self-efficacy belief level test are compared separately, a significant difference has been found in 4 questions (p&lt;0,05). The reason for this is that the students of PTR department have more hours of anatomy lesson per week compared to the students of VSHS.As ASEB gets better, profession is done better in view of anatomy. This will help the graduates of both departments do their profession better and be more helpful to their patients.

Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses

Self-efficacy beliefs play a major role in determining teachers’ science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers’ science teaching self-efficacy beliefs in a physical science content course. The primary data sources included Science Teaching Efficacy Belief Instrument-B (STEBI-B) responses, two semi-structured interviews, classroom observations, and artifacts. Analysis of STEBI-B data was used to select 18 participants with varying levels of self-efficacy beliefs: low, medium, and high. Four categories representing course-related factors contributing towards participants’ science teaching self-efficacy beliefs were found: (1) enhanced science conceptual understandings, (2) active learning experiences, (3) teaching strategies, and (4) instructor as a role model. While some course elements such as hands-on learning experiences and inquiry-based teaching strategies seemed to impact all groups positively, the low-group participants were particularly benefited from the ways in which science concepts were presented and the pace at which learning progressed. One implication from this study is that science educators could include elements within science content courses to potentially support preservice teachers with varied initial levels of science teaching self-efficacy.

Prospective Teachers’ Professional Self-Efficacy Beliefs in Terms of Their Perceived Autonomy Support and Attitudes towards the Teaching Profession: A Mixed Methods Study*

The purpose of this study is to identify the probable factors that can contribute to prospective teachers’ levels of professional self-efficacy beliefs. For this purpose, quantitative methods are used to measure their perceived autonomy support during undergraduate education, their attitudes towards the teaching profession, and their levels of professional self-efficacy beliefs, while qualitative methods were used to determine the factors affecting their professional self-efficacy beliefs. This study is carried out as a survey model, collecting data using mixed methods. The study group consists of 173 prospective teachers who graduated from a state university’s faculty of education at the end of the 2014-2015 academic year. The study’s quantitative data have been collected using the Learning Climate Scale, the Attitudes towards the Teaching Profession Questionnaire, and the Teacher Self-Efficacy Scale. The qualitative data are collected using an open-ended questionnaire. Correlation and regression analyses are used for analyzing the quantitative data, and inductive qualitative data analysis is used for analyzing the qualitative data. The quantitative data analysis shows professional self-efficacy to have a significant relationship with teachers’ attitudes towards the teaching profession and their perceived autonomy support (p &lt; .05); also, attitudes towards the teaching profession and perceived autonomy support (r2 = 0.0209) are significant predictors of professional self-efficacy (p &lt; .05). As a result of the qualitative data analysis, prospective teachers’ selfefficacy beliefs have been determined to be affected by undergraduate education, internship experience, fondness of the profession, lecturers’ attitudes, self-confidence, and societal status of the profession. The quantitative and qualitative findings are seen to be consistent and mutually supportive.