Self-Efficacy For Learning Scale Research Articles

Transformational teaching in higher education: The relationship between the transformational teaching of academic staff and students' self-efficacy for learning

This study examined the the relationship between the transformational leadership behaviors of the faculty members and the students’ self-efficacy beliefs in learning based on the opinions of higher education students. The research was carried out with 915 students studying at Yozgat Bozok University and analyzed by quantitative methods. The Transformational Teaching Scale (TTS) developed by Tahir (2018) has been adapted to Turkish in order to determine the transformational teaching levels of the instructors. Self-efficacy for Learning Scale (SELS) developed by Klobas, Renzi and Nigrelli (2007) has been adapted to Turkish in order to determine the higher education students’ self-efficacy in learning. In the analysis of the data, descriptive statistics and the structural equation model were used. As a result of the research, sub-dimensions of transformational teaching, considerate intellectual stimulation and charisma, were found to have positive relationships with dimensions of self-efficacy for learning, finding and info processing. It has been determined that the transformational teaching is a significant predictor of learning self-efficacy of students.

Gender as a moderator of the relationship between Facebook® addiction and self-efficacy for learning in a college sample: the mediating effect of deliberative belief

The present study explores the mediating role of deliberative belief and the moderating role of gender on the relationships between Facebook® addiction and self-efficacy for learning among 690 college students. Self-administered questionnaires, including a Facebook® Addiction Scale, a Deliberative Belief Scale and a Self-efficacy for Learning Scale were utilized to collect the data. The results indicated that there was a negatively significant relationship between Facebook® addiction and deliberative belief (β = − 0.25, p < .001) and a positively significant relationship between deliberative belief and self-efficacy for learning (β = + 0.53, p < .001). A multigroup analysis using structure equation modeling also demonstrated that gender moderated the relationship between Facebook® addiction and deliberative belief. The findings revealed that high Facebook® addiction was associated with decreased deliberative belief, which was further associated with decreased self-efficacy for learning. Moreover, Facebook® addiction tends to significantly reduce the self-efficacy for learning for male students but not for female students.