Self-efficacy Beliefs Research Articles

How Pre-Service Teachers Define “Good” Mathematics Teaching and Learning

Mathematics self-efficacy (beliefs about oneself as a learner of mathematics) and mathematics teaching efficacy (beliefs about oneself as a mathematics teacher) are important constructs that influence pre-service teachers’ (PTs’) learning and teaching (Bandura 1986). However, less is known qualitatively about how PTs define good teaching and learning when they make efficacy judgments such as, “I am good at learning mathematics” or “I am good at teaching mathematics.” This qualitative case study used journaling to examine 23 elementary PTs’ definitions of being good at doing and teaching mathematics. Our findings suggest PTs define being good at mathematics in a variety of ways, including receiving good grades, being fluid (quickly and successfully doing procedures), and having the ability to apply mathematics to new contexts. PTs also held a variety of definitions of good mathematics teaching, including focusing on student understanding, using group work and manipulatives, and having passion. These results have implications for researchers studying self-efficacy and teaching efficacy as well as for teacher educators hoping to engage PTs fully in their classrooms.

How do teachers promote self-regulation of learning when students need to learn at home? The moderating role of teachers’ ICT competency

The importance of self-regulation of learning became evident during the Covid-19 pandemic and the accompanying school closures. Using data from N = 254 German teachers, we analyze how teachers promoted self-regulation of learning in distance education and reasons why they did not promote it. Additionally, we examine which teacher and class variables predict the promotion of self-regulation of learning in distance education and whether teachers’ technology competency moderates these relationships. Further, we look into whether these relationships differ during the first lockdown in spring 2020, for which teachers were not able to prepare for ahead of time, and the beginning of the new school year 2020/2021. Qualitative analyses indicate that teachers focused on promoting metacognitive strategies and used technology to engage students. Reasons why teachers did not promote self-regulation of learning are mostly a lack of resources and misconceptions about students’ competences and needs. Regression analysis show that teachers’ self-efficacy to promote self-regulation of learning and students’ grade predict teachers’ promotion of self-regulation of learning in distance education. Moderation analyses reveal interactions between teachers’ technology competency and class size as well as grade—but only for the period after the summer holidays in 2020/2021. This paper uncovers areas of improvement for teacher education, such as their misconceptions, self-efficacy beliefs, and their technology competency—not only for homeschooling during a pandemic, but also for future learning opportunities in the 21st century that will contain the need for more self-regulation of learning due to the increasing use of technology and digital learning.

Effects of Cohesion Analysis-Based Instructions (CABI) on English as Foreign Language (TEFL) Students’ Reading Comprehension and Self-Efficacy

This study examined effects of CABI on grade 11 EFL students’ reading comprehension and self-efficacy using reading self-efficacy as mediating variable at Azezo Secondary School, Gondar City Administration. The study employed a quasi-experimental design with quantitative approach. Thus, intact groups were selected using simple random sampling technique, and one out of these groups was assigned as an experimental group (n=52) while the other as a control group (=52) by lot; both of them were selected using lot method. Then, the experimental group was taught using CABI, whereas the control one was taught using conventional way of teaching reading. In order to collect the data, reading comprehension test and reading self-efficacy questionnaire were used as data collecting instruments. The data were analyzed using chi square, independent samples t-test and SEM. The results of the study indicated that there was a direct significant difference (B = 1.781, CR = 5.844 (>±1.96), p < .05) between the control and experimental group students’ reading comprehension posttest scores in favor of the experimental group participants. Besides, the result showed that there is significant effect (β = .533, CR = 4.630 (>±1.96), p < .05) of CABI on experimental group students’ reading self-efficacy beliefs posttest score in comparison to the control one. In the same vein, the result (β = .825, CR = 3.855(>±1.96), p < .05) unveil that CABI had positive effect on experimental group participants’ reading comprehension posttest score through reading self-efficacy compared to the control group students. Hence, the instruction has a positive effect on reading comprehension both directly and indirectly (through reading self-efficacy). This implies that reading self-efficacy partially mediates the causal relationship between CABI and reading comprehension.

Language teacher psychological well-being: an insight into the impacts of emotion regulation, reflective teaching, self-efficacy, and identity in an EFL context

Teachers' psychological wellbeing is defined as their evaluation and contentment with their own fulfillment, wellness, and profession as a concept best observable in positive psychology. Therefore, the psychological well-being of teachers is intertwined with a variety of other concepts. In the past, investigations mirrored that emotional regulation, reflective teaching, self-efficacy, and identity play important roles in the psychological and mental health of language instructors. Despite the enormous impact they play, there has never been any study that specifically investigated the contribution of emotion regulation, reflective teaching, self-efficacy, or identity to the psychological well-being of language teachers. As a result, the purpose of this sturdy was to provide emphasis on the aforementioned interpersonal dynamics within an EFL context. The Language Teacher Emotion Regulation Inventory, the English Language Teacher Reflective Inventory, the Teachers' Sense of Efficacy Scale, the Professional Identity Scale, and the Psychological Well-Being at Work were all part of an online survey that 433 EFL teachers from China responded to. The data analysis conducted with Structural Equation Modeling as well as Confirmatory Factor Analysis via LISREL 8.80 suggested that the status of language instructors' emotion control, reflective teaching, self-efficacy, and identity may be expected to be a significant indicator for their psychological well-being. This was shown to be the case after they were subjected to a questionnaire. The results highlight the need of adding reflective practices, skills for emotional management, self-efficacy beliefs, and identity reconstruction within the curriculum of teacher training programs.

Deep-Structure Attitudes and Reasons Toward Healthy Eating and Self-Rated Diet and Health in Ethnically Diverse U.S.-Hispanics/Latinos.

Little is known about deep-structure (i.e., embedded) cultural attitudes toward healthy eating among Hispanics/Latinos in the United States. This study aimed to identify ethnic-specific dietary attitudes of Latino adults and evaluate their associations with self-rated diet and health. Participants (n = 200) were community-based Latinos (25-65 y/o) living in the Boston, Massachusetts metro area who completed a survey assessing agreement with 20 statements on attitudes toward healthy eating (eight positive and 12 negative) and 15 statements on reasons for healthy eating across seven constructs. Multinomial logistic regression models tested the association of sum scores of positive or negative attitudes and reasons for healthy eating with self-rated diet or self-rated health for participants of Caribbean versus Non-Caribbean backgrounds. Most participants of both backgrounds agreed that healthy eating would keep them healthy and make them look good, and that families should eat together. Differences by background were noted in statements regarding eating at special occasions, cost of healthy foods, self-efficacy (i.e., cravings), and cultural beliefs. Negative attitudes were associated with lower odds of better self-rated health for Caribbean, but not for non-Caribbean, participants. Positive attitudes were associated with 1.85 (95% CI [1.10, 3.12]) odds of better self-rated diet for Caribbean participants and 3.13 (95% CI [1.26, 7.81]) for non-Caribbean participants. Non-Caribbean participants were more likely to self-rate very good/excellent diet with higher reasons for healthy eating. Latinos have shared and ethnic-specific deep-structure attitudes toward healthy eating related to their perceived diet quality and health. Programs promoting healthy eating for Latino adults should be deeply tailored by ethnicity.

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.

Dental and endodontic-related stress amongst undergraduate students before and during the COVID-19 pandemic: A mixed-methods study.

To determine and explain the principal sources of stress among preclinical and clinical dental undergraduate students with a particular focus on the stressors linked to endodontics. A mixed-methods study, with an explanatory sequential design, was employed. Volunteer students of second, third and fourth years were asked to complete both the Dental Environment Stress (DES) questionnaire and a bespoke questionnaire for endodontic-related stress assessment, which had 21 questions in common with the DES. The results were analysed by Kruskal-Wallis and Marginal Homogeneity tests. In the second part of the study, a qualitative phase was conducted through focus group interviews of students from each academic year included in the study. Interviews were analysed by inductive content analysis. The DES questionnaire determined that for all years the most stressful domains were 'performance pressure', 'workload' and 'clinical training'. According to the endodontic stress questionnaire, the most stressful domains were 'self-efficacy beliefs', 'endodontic clinical training' and 'faculty and administration' in early years, while they were 'endodontic patient treatment', 'performance pressure in endodontics' and 'clinical training' in later years. Comparing questions common to both questionnaires revealed that the stress score was lower for the endodontic stress questionnaire than in the DES questionnaire for 17 questions, being significantly lower for 13 questions (p < 0.05) and significantly higher for no question. The qualitative study showed that students' dental and endodontic-related stress was linked to different domains: patient, clinical procedure, organization, staff, academic education, evaluation and COVID-19-related issues. Qualitative aspects highlighted the important role that patients and COVID-19 have played in student stress. However, they suggested a possible explanation for the lower endodontic stress observed in this dental university hospital, which was based on: the nature of the teaching in endodontics, the consensus between endodontic supervisors, the use of a logical, progressive procedure and the considerable experience that students gain over the years. Students considered endodontics stressful; however, education can play a central role in reducing stress, particularly during the early parts of the undergraduate course.

Learning analytics for academic paths: student evaluations of two dashboards for study planning and monitoring

An in-depth understanding of student experiences and evaluations of learning analytics dashboards (LADs) is needed to develop supportive learning analytics tools. This study investigates how students (N = 140) evaluated two student-facing LADs as a support for academic path-level self-regulated learning (SRL) through the concrete processes of planning and monitoring studies. Aim of the study was to gain new understanding about student perspectives for LAD use on academic path-level context. The study specifically focused on the student evaluations of the dashboard support and challenges, and the differences of student evaluations based on their self-efficacy beliefs and resource management strategies. The findings revealed that students evaluated dashboard use helpful for their study planning and monitoring, while the challenge aspects mostly included further information needs and development ideas. Students with higher self-efficacy evaluated the dashboards as more helpful for study planning than those with lower self-efficacy, and students with lower help seeking skills evaluated the dashboards as more helpful for study monitoring than those with higher help seeking skills. The results indicate that the design of LAD can help students to focus on different aspects of study planning and monitoring and that students with different beliefs and capabilities might benefit from different LAD designs and use practices. The study provides theory-informed approach for investigating LAD use in academic path-level context and extends current understanding of students as users of LADs.

Opportunities to develop student’s math-related agency in primary education: the role of teacher beliefs

Teacher beliefs and practices related to them could provide varying opportunities for students to develop their agency related to learning math. The aim of the current paper is to explore how different math teacher beliefs (concerning the nature of mathematics, constructivist beliefs, and self-efficacy) relate to different dimensions of student agency in primary education. A two-level multilevel model was analyzed to find out to what extent selected teacher beliefs are associated with student math competence and agency dimensions. The study was conducted in Estonia and data from 3rd and 4th grade students (N = 1557) and their teachers (N = 121) was included in the analysis. The results showed that teacher self-efficacy beliefs, constructivist beliefs, and static views on the nature of mathematics were related to students’ agency dimensions. Possible explanations and directions for further studies are discussed.

Comparison of Problem-Posing Self-Efficacy Beliefs among Mathematics Teachers in Science and Art Centres (SAC) and State Schools

The aim of this study is to compare the self-efficacy beliefs in problem posing of middle school mathematics teachers in Science and Art Centres and state schools. A descriptive research model was employed. The study was conducted with 187 teachers and “Teachers’ Problem Posing Self-Efficacy Beliefs Inventory” (TPPBEI) was used. In the study, it was observed that the problem posing self-efficacy beliefs of middle school mathematics teachers in both groups were high, and there was a statistically significant difference between the two groups, favoring the teachers working in SAC.

The effects of causal and self-efficacy beliefs on help-seeking for people with depressive complaints: a quasi-experimental online study

BackgroundOnly approximately a third of people with depressive symptoms seek professional health care. Furthermore, people labelled as mentally ill may experience stigmatisation, which can impede help-seeking behaviour.AimTo examine the effects of three vignette-based interventions endorsing biopsychosocial causal beliefs and strengthening self-efficacy on help-seeking intention and behaviour, as well as the predictive values of these variables and previous treatment experience.MethodA quasi-experimental online study utilising a fractioned factorial design was carried out. People were screened for depressive symptoms and their current treatment status. After baseline assessment, they were randomly allocated into one of 24 groups receiving a combination of interventional messages. Actual help-seeking behaviour was measured at follow-ups 3 and 6 months after baseline.ResultsAltogether, N = 1,368 participants were included in the final analyses and N = 983 provided data on their help-seeking behaviour within 3 to 6 months after the baseline assessment. The intention to seek help from a general practitioner or a mental health professional was significantly influenced by the interventions. However, help-seeking behaviour was not influenced by the interventions. On a conceptual level, biopsychosocial causal beliefs (β = 0.09–0.23) and self-efficacy to seek help (β = 0.16–0.25) predicted help-seeking intention. There was a negative interaction effect of both self-efficacy beliefs on intention and behaviour, which changed depending on depression severity. In all models, the intention was the main predictor of actual behaviour. Treatment experience predicted both help-seeking intention and behaviour.ConclusionBiopsychosocial causal beliefs and self-efficacy have a direct effect on help-seeking intention. Interventions should include information on how to actually seek help as a means to strengthen self-efficacy beliefs and simulate previous treatment experience. Further research is needed to investigate the respective interaction effects on intention and behaviour.Clinical Trial Registrationhttps://drks.de/search/de/trial/DRKS00023557, German Clinical Trials Register: DRKS00023557. Registered 11 December 2020. World Health Organization, Universal Trial Number: U1111–1264-9954. Registered 16 February 2021.

The Significance of Subject Preferences, Self-Efficacy Beliefs, and Gender for the Further Study Field Interests of Finnish General Upper Secondary School Students

The Significance of Subject Preferences, Self-Efficacy Beliefs, and Gender for the Further Study Field Interests of Finnish General Upper Secondary School Students

TPACK and Teachers’ Self-Efficacy: A Systematic Review

Technological Pedagogical Content Knowledge (TPACK) studies have surged over the past few years, however, there is a lack of studies that have comprehensively reviewed and synthesized data on teachers’ TPACK self-efficacy. The present review aimed to provide data on research methods, study samples, subject domains, and evaluation approaches used in the TPACK studies to date. The review also aimed to analyze teachers’ TPACK self-efficacy, self-efficacy beliefs, computer self-efficacy, and technology support concerning professional development. Five best bets (most searched databases) were selected on the Electronic Business Source Complete (EBSCO) host platform. An abstract level screening was conducted for 136 peer-reviewed articles, and 75 articles were selected for the detailed screening. The analyses were focused on year-wide appearance of TPACK studies, research methods, study samples, subject domains, and evaluation approaches used. The growth and development of TPACK self-efficacy was examined using the narrative approach. Results indicated that professional development interventions were effective in improving teachers’ TPACK self-efficacy. Also, TPACK-based argumentation practices helped participants strengthen their perceptions toward the integration of technology in classrooms. The implications of the findings for teacher preparation programs and other professional development activities were presented.

The Effect of Project Based Learning Approach on Computational Thinking Skills and Programming Self-Efficacy Beliefs

The Effect of Project Based Learning Approach on Computational Thinking Skills and Programming Self-Efficacy Beliefs

Mindsets and self-efficacy beliefs among individuals with type 2 diabetes

Growth mindsets and self-efficacy beliefs have been known to predict and promote resilience, challenge seeking, and improved outcomes in areas such as education and intelligence. However, little is known about the role of these two potentially influential beliefs in the context of type 2 diabetes (T2D), specifically in terms of whether and in which domains (i.e., beliefs toward general life, general health, or condition-specific domains) these beliefs—or lack thereof—is prevalent among individuals with T2D. Given the lifelong challenges that individuals with diabetes often encounter with managing their disease, many may slip into a conceding negative belief that their diabetes is “too difficult to control” or simply “out of their hands,” inhibiting proactive self-management efforts. Results from our study (n = 893) revealed that individuals with T2D had a significantly lower growth mindset towards their blood glucose level and lower self-efficacy towards their general health, blood glucose, and cholesterol levels compared to those without T2D. Among participants with T2D, further analyses showed a pattern of higher HbA1c among those with lower growth mindsets and self-efficacy toward their general health or blood glucose level. These findings identify the belief-domains that may pose barriers to necessary self-care behaviors, informing future interventions to promote improved diabetes care and management.

Primary and lower secondary students’ learning agency and social support

Making initiatives and having ownership over one’s learning is a key for applying and creating knowledge, acquiring new abilities, actively steering one’s life and the engaging in change in society. Understanding the preconditions for such learning should be in the core of designing learning environments and the primary interest of frontline learning research. This study focuses on exploring students’ sense of their learning agency in studying and the role of teacher and peer support in cultivating it. We examined how primary (grades 1-6) and lower secondary school students (grades 7-9) perceive their learning agency (LA), its relationship with the experienced teacher and peer support in studying. Also, differences between the girls and boys, and schools located in low and high SES neighborhoods was examined. We assessed the structure and level of learning agency by using a new measurement and explorative structural equation modeling (ESEM). Results show that learning agency consists of interdependent elements of motivation to learn, self-efficacy beliefs about learning and strategies for learning in meaning making, problem solving and scaffolding in studying. The experienced learning agency was related to social support experienced in several ways. Also differences in learning agency and social support in terms of grade level, gender and SES were detected. Results indicate that meaning making especially calls for intentional support from teachers in lower secondary grades and that girls and boys have partly different support needs in terms of cultivating strong sense of learning agency.

Effects of an Online Meditation Course on Quality of Life and Positive Emotions: A Prospective Observational Study (EXPANSION Study).

Background: Several meditation interventions showed positive effects on physical and mental health. The aim of this study is a first evaluation of the (within-group) effects of a 21-day online meditation course of the "expansion method." Methods: For this exploratory observational study, parameters were assessed at baseline, at 1 month, and at a 3-month follow-up. Exploratory endpoints were health-related quality of life (PROMIS Preference Score), global health (PROMIS) with the subscales physical and mental health, stress perception (Perceived Stress Scale), positive and negative affect regulation (Positive and Negative Affect Schedule), flourishing (Flourishing Scale), self-efficacy (Short Scale for Measuring General Self-Efficacy Beliefs), gratitude and awe (Gratitude and Awe Questionnaire), resilience (Connor-Davidson Resilience Scale), spirituality (Aspects of Spirituality), and mysticism (Mysticism Scale) on validated inventories. In addition, self-constructed questions (NRS) assessed health status, lifestyle, and concept evaluation. Results: Data from 359 participants were included in this study (response rate: 68% at 1 month, 46% at 3 months). The main analysis was based on the complete cases at 1 month (n = 244 participants; 84% female; 51 ± 11 years; 89% German). Medium effect sizes were found for mental health (p < 0.0001; d = 0.6), flourishing (p < 0.0001; d = 0.63), and negative affect (p < 0.0001; d = 0.68) at 1 month. Small effect sizes were obtained for physical health, stress, positive affect, self-efficacy, spirituality, and mysticism at 3 months. In a sensitivity analysis, the strongest effects at 1 month were found in the subgroup that completed per-protocol (n = 140), followed by those with complete data at all time points (n = 159). Effects were lowest in the intention-to-treat analysis (n = 359). The content of the course was positively evaluated by the participants. Conclusions: The online meditation course based on the expansion method had potentially beneficial effects, especially on mental health parameters. Based on the feasibility results, further research using randomized controlled designs is warranted. Clinical Trial Registration: NCT04950543.

Exploring Social Support, Pain Self-Efficacy and Health Beliefs in Older Adults with Musculoskeletal Disorders

Background: During the last decades, many studies have explored social support, pain self-efficacy, and health beliefs in older adults with musculoskeletal disorders. Aim: The purpose of the research is to investigate the beliefs of elderly people with musculoskeletal disorders regarding social support, self-efficacy in pain, and health locus of control. Methods: The research was carried out based on 3 questionnaires. The first questionnaire involved the Multidimensional Scale of Perceived Social Support, the second involved the Pain Self Efficacy Questionnaire, and the third included the Multidimensional Health Locus of Control (MHLC) scale. The research was conducted from April–June 2023 among 106 elderly people, of which 32 (30.2%) were men and 74 (69.8%) were women, members of long-term care services and others who visited the Open Care Center of Patras. Results: The mean age of the participants was 76.1 years and the majority were females, primary school graduates, and retired. Furthermore, most of them had moderate/mild manual labor, average financial status, and received medication for musculoskeletal problems. The results showed that there is a statistically significant positive correlation between pain self-efficacy and the support from the significant others (r = .370, p &lt; .01), family support (r = .517, p &lt; .01), overall social support (r = .435, p &lt; .01), and financial status (r = .353, p &lt; .01). Conclusion: The research showed that social support is positively related to pain self-efficacy in the elderly with musculoskeletal diseases.

Development and Validation of the Literacy Coach Self-Efficacy Scale

ABSTRACT It is well documented that literacy coaches engage in a wide variety of tasks related and unrelated to their role. However, little is known about their efficacy beliefs related to performing these tasks. In this article we describe the development and initial testing of the Literacy Coaching Self-Efficacy Scale that was designed and created to assess K-12 literacy coaches' self-efficacy beliefs for coaching tasks. The items on the scale reflect our review of the International Literacy Association’s 2017 standards for literacy coaches. Evidence of test content was examined based on review from experts in the fields of literacy coaching and self-efficacy. Validity evidence was explored through correlations with other previously established instruments. Exploratory factor analysis yielded three distinct factors and results indicated a high level of internal consistency. A summary of participant efficacy beliefs regarding coaching tasks are discussed, n = 100. The results of this study will support school districts, teacher preparation programs, and individual coaches to monitor beliefs related to performing literacy coaching tasks and provide insights into the tasks that a coach may need additional support to perform.

Teachers’ perspectives on inclusive language teaching in higher education

Principles of inclusive education have recently started to enter the agenda of universities, which have been dedicating a growing attention to the students’ needs and to the creation of inclusive learning environments. This study provides an outline of the current state of inclusion in university language courses in Italy, as viewed from the perspectives of language teachers. To this aim, we developed and administered an online questionnaire investigating teachers’ perceptions on the most common language learning difficulties displayed by students with SEN and on what might work best to support their learning process. Moreover, we explored the effects of socio-demographic and background-related variables (age, gender, previous teaching experience and preparation to teach students with SEN) in determining teachers’ practices, self-efficacy beliefs and disposition towards inclusive education. Results show that gender and specific training on inclusive education influence teaching choices. Self efficacy and attitudes towards inclusion are found to be positively related to each other but are not affected by socio-demographic and background-related variables.