Learning Self-efficacy Research Articles

The Correlation Between the Use of Online Learning Platforms and Undergraduate Students’ Self-Efficacy

Background: Self-efficacy and the use of learning activities in online learning platforms have been extensively researched recently and are considered factors of online learning success. However, little research empirically seeks the correlation between those variables, including in English as a foreign language (EFL) online classes. Purpose: To investigate whether there is a significant correlation between the use of online learning platforms and EFL students' self-efficacy in online learning in English classes. Method: This quantitative research used two questionnaires, i.e., the Online Learning Platform Questionnaire (OLPQ) and the Self-Efficacy Questionnaire for Online Learning (SeQoL). The use of online learning platforms measured in this study includes independent learning, virtual meetings, forum discussion, collaborative learning, and assessment; meanwhile, self-efficacy includes course completion, social interaction, academic interaction, interaction with lecturers, and the use of LMS. The sample of this research was 133 EFL students from three universities in Indonesia. The data was analyzed using Spearman's correlation at the significance level of 0.05. Results: The results show that independent learning, collaborative learning, and forum discussion correlate with most constructs of self-efficacy. Meanwhile, the results indicate no correlation between two constructs of online learning platforms, namely virtual meetings and assessments, and three constructs of self-efficacy, i.e., students’ social interaction, academic interaction, and students’ interaction with lecturers. Conclusion: This research shows that more frequent use of online learning platforms, especially those covering independent learning, collaborative learning, and forum discussion, results in higher confidence among EFL students to succeed in online learning. Suggestion: Therefore, this research suggests that lecturers consider using significant features of online learning platforms to enhance students’ self-efficacy in online EFL classes.

The Impact of Virtual Learning on Students’ Engagement in the Saudi EFL Context: A Connectivism-Theoretic Perspective

Drawing on the connectivism learning theory (CLT), this paper probes the extent to which virtual learning (VL) influences students’ engagement (SE) in the Saudi EFL context. More specifically, this paper tests the hypothesis of whether or not VL improves SE in terms of eight learning variables: class attendance, class participation, the acquisition of the four language skills, learning anxiety, learning motivation, learning self-efficacy, willingness to communicate, and learning autonomy. This paper adopts a mixed-method approach, represented by both quantitative and qualitative methods of analysis and constituting two methodological instruments: a questionnaire and an interview. The sample consists of 256 EFL majors who are studying English at Prince Sattam bin Abdulaziz University, Saudi Arabia, and 14 EFL teachers who are teaching English at the same university. Three main findings are reported in this study: first, there is a positive attitudinal perception by the participants concerning the impact of VL on SE; second, VL increases students’ attendance, enhances their class participation, learning motivation, learning self-efficacy, learning autonomy, and willingness to communicate, and it decreases students’ learning anxiety; and third, SE is influenced by VL in terms of both productive and receptive language skills; positively, with regard to speaking and listening; and negatively, in terms of reading and writing. Pedagogically, the results of this paper necessitate reconsidering the efficiency with which new technologies are used in learning and teaching, and it is further anticipated to offer promising potential for the possibility of whether or not to completely depend on virtual learning in the near future.

LEARNING ATTITUDE, ACADEMIC INTEREST AND SELF-EFFICACY TOWARDS PHYSICS SUBJECT OF GRADE 12 SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS STUDENTS

The search for the best ways to improve student learning attitude and academic interest in physics to understand its complexity was done even before the adaptation of blended learning. With this, students self-efficacy in learning this subject matter becomes an interesting variable to explore, given that there is a change in the instruction delivery. The general purpose of this study is to determine which indicators of learning attitude and academic interest significantly influence the self-efficacy of students in the Science, Technology, Engineering, and Mathematics (STEM) strand. It also explores the significant link between learning attitude and academic interest to self-efficacy in Physics that will have an impact on students learning towards the subject. The researchers utilized a non-experimental particularly a descriptive correlational design in quantitative research using statistical tools such as mean, Pearson product moment correlation of coefficient, and linear regression. To answer the main objective of this study, a modified survey questionnaire was provided to the 100 invited respondents having a Likert 5-point scale. It was found out that negative attitudes under learning attitude and perceived ease of use with learners involvement for academic interest significantly influenced students self-efficacy in learning Physics. It further shows that academic interest is highly correlated with learning self-efficacy in this subject matter. Learning attitude is sometimes evident among the respondents while academic interest and self-efficacy showed often observable. From these results, teachers should design effective learning strategies and continue motivating their students to engage in class discussion, as they express that they can get good results in learning Physics. Students should also develop a liking for this subject matter to learn actively without having any second thoughts even though it is challenging for them. Lastly, the findings of this study have significant implications for future research in the field of Physics education. Building upon the findings, future researchers can explore other factors that influence students behavior and identify additional variables that contribute to the learning process. By doing so, future studies can be strengthened, leading to a more comprehensive understanding of the topic. KEYWORDS: Learning attitudes, academic interest, self-efficacy, learning Physics, and learners’ involvement

A New Generation of Citizen Scientists: Self-Efficacy and Skill Growth in a Voluntary Project Applied in the College Classroom Setting

Using citizen science resources and projects in university education is a burgeoning pedagogical tool that can promote real-world application of science, autonomous learning, and understanding of self-efficacy in science learning. In this case study, we examined several factors relating to self-efficacy and skill growth in STEM and non-STEM majors in life science courses of different levels at one university. Four life science classes in Fall 2022 (n = 109 students) voluntarily participated in a self-guided pollinator training module. Motivations, previous awareness, participation, and self-efficacy and self-identification for citizen science participation and for general scientific inquiry were assessed through pre- and post-surveys before and after module training. Students characterized themselves as STEM or non-STEM majors to understand self-identity. In having students self-report their identity in STEM, we found a trend (79.2%) of natural resource and agricultural majors ranking themselves as non-STEM. Across all participants, we observed a significant increase for learning outcomes between pre- and post-survey results (ɑ = 0.05). Self-reported non-STEM students showed a positive trend between surveys across survey questions. In comparison, self-reported STEM students showed very little increase across surveys but ranked highly in both pre- and post-survey results (mean = 3.42 out of 4). Overall, our findings suggest that even small-scale citizen science–based projects may increase students’ familiarity with concepts based in scientific inquiry and meet learning outcomes benefitting the goals of both higher education and citizen science initiatives.

الكفاءة الذاتية للتعلم عبر الإنترنت لدى طلبة جامعة السلطان قابوس في ظل جائحة كورونا (كوفيد-19)

استهدفت الدراسة الحالية قياس مستوى الكفاءة الذاتية للتعلم عبر الإنترنت لدى طلبة جامعة السلطان قابوس في ظل جائحة كورونا (كوفيد-19)، وتمثلت أداة الدراسة في مقياس الكفاءة الذاتية للتعلم عبر الإنترنت (OLSES)، الذي طوَّره Zimmerman & Kulikowich (2016)، وقد تُرجم إلى اللغة العربية. وللتأكد من الخصائص السيكومترية للمقياس – ثباته وصدقه – طُبِّق على عينة استطلاعية قوامها 120 طالبًا وطالبة ممن يدرسون بكليات جامعة السلطان قابوس. وبعد الانتهاء من إجراءات الثبات والصدق للمقياس، طُبق على عينة قوامها (1560) طالبًا وطالبة بالجامعة نفسها. وقد أشارت النتائج إلى ارتفاع مستوى الكفاءة الذاتية للتعلم عبر الإنترنت لدى طلبة الجامعة، كما أشارت إلى وجود فرق دال إحصائيًا بين الذكور والإناث لصالح الإناث، في حين لا يوجد فرق دال إحصائيًا وفقا لمتغيرَي بيئة الطالب (ريف/حضر)، ونوع الكلية التي يدرس فيها الطالب (إنسانية/عملية). أما عن متغير عدد سنوات الدراسة بالجامعة، فقد أشارت النتائج إلى وجود فروق دالة إحصائيًا فيما يتعلق بالمحور الثاني فقط "إدارة الوقت" ولصالح أقدم الدفعات – من درسوا خمس سنوات أو أكثر.

The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination

Academic self-efficacy is an important condition to ensure learning effectiveness and improve the sustainability of online learning quality. The present study intended to examine the relationship among online teacher support, academic procrastination, and academic self-efficacy by employing a questionnaire survey and structural equation modeling in the online learning environment. We report on survey data from N = 827 college students from China. The results showed the following: that online teacher support and its emotional, cognitive, and autonomy support dimensions have significant positive effects on academic self-efficacy, and it can predict the academic self-efficacy of college students through the mediating effect of academic procrastination. Therefore, in order to enhance the academic self-efficacy of online learners, it is crucial to increase online teacher support, provide guidance and motivation to online learners, reduce academic procrastination, and improve the emotional, cognitive, and autonomy support perceived by students in online courses and learning activities. The findings contribute to the exploration of the impact and mechanism of online teacher support regarding the academic self-efficacy of learners, providing theoretical and empirical support for enhancing academic self-efficacy in online learning and the development of a sustainable quality of teaching.

문제중심학습(PBL)을 이용한 1형 당뇨병 학생 관리 교육이 보건교사의 1형 당뇨병 인식, 학습 자기효능감, 문제해결능력에 미치는 영향

This study aimed to examine the impact of Problem-Based Learning (PBL) on the management of Type 1 diabetic students in enhancing school nurses' perception of Type 1 diabetes, learning self-efficacy, and problem-solving skills. It employed a single-group pretest-posttest quasi-experimental design. Fifty-eight school nurses participating in a job competency enhancement program at a university in D city were the subjects. Data were analyzed using SPSS/WIN 26.0, through frequency, percentage, mean and standard deviation, and paired t-tests. The results showed significant improvements post-education in perception of Type 1 diabetes (t=-3.54, p<.001), learning self-efficacy (t=-3.60, p<.001), and problem-solving skills (t=-6.89, p<.001). The study concludes that PBL is an effective teaching method for enhancing school nurses' competency in managing diabetic students. Future research should focus on developing diverse case-based learning modules and job competency enhancement programs for school nurses.

Vinsers’ Tales: A Phenomenological Study on Motivation, Attitude and Self-Efficacy in ESL Learning of Selected Grade 11 Learners

English as a Secondary Language (ESL) has grown globally due to globalization and international communication, but challenges such as low motivation, attitude, and self-efficacy hinder successful language learning. This study aims to explore the perceptions and experiences of Grade 11 learners at Vinschool Ocean Park regarding their motivation, attitude, and confidence in their own ability to learn English as a second language. It also aims to pinpoint the causes of these views and create a helpful and efficient system of support. A qualitative approach was used in this study, with semi-structured interviews conducted with selected Vinsers. Sampling was purposive, based on factors such as learners' levels of proficiency, their history with English language instruction, and their attitudes towards learning. Thematic analysis was used to examine the data. Further, the study revealed that motivation, attitude, and self-efficacy play crucial roles in determining the success of ESL learning. The results offered valuable insights into the personal and social factors that impact ESL learning.

The development and effects of an online-based community psychiatric nursing practice program with the ARCS model

Purpose: This study aimed to identify whether there is a difference between an online-based community psychiatric nursing practice program with the ARCS model and a conventional community psychiatric nursing practice program in promoting nursing students’ learning motivation, knowledge of community psychiatric nursing, communication skills, and learning self-efficacy.Methods: This study used a quasi-experimental design with a non-equivalent control group. The participants were 44 nursing students at three nursing colleges in Gyeongsangbuk-do. The experimental group was provided the online-based community psychiatric nursing practice program with ARCS model, while the control group was provided the conventional community psychiatric nursing practice program from July 9, to September 3, 2022. Both groups received practice training 8 hours a day, 5 days two weeks. The collected data were analyzed using the exact χ<sup>2</sup>, Mann-Whitney U-test, and Quade’s two-way ANCOVA with the IBM SPSS Statistics 28.0 program.Results: The results of the comparison of an experimental group training with the online-based community psychiatric nursing practice program with ARCS model and a control group training with the conventional community psychiatric nursing practice program showed that, there was no statistically significant difference between the two groups in learning motivation knowledge of community psychiatric nursing, and learning self-efficacy. However, communication skills were statistically significantly higher in the experimental group (F=6.23, p=.017).Conclusion: The online-based community psychiatric nursing practice program with ARCS model can be used as a substitute learning to improve community psychiatric nursing capabilities in situations when clinical practice is suspended due to infectious diseases such as coronavirus disease 2019 or when is a shortage of community psychiatric nursing practice institutions.

The Effects of Learner Characteristics on Learning Flow and Learning Satisfaction in the Flipped Learning of Chinese Beauty Major College Students

The advancement of information and communication technology, a central element in the Fourth Industrial Revolution, is influencing the way people think and act with the introduction of artificial intelligence, augmented reality, and the Internet of Things. In education, there's a notable shift from a teacher-centric approach to a learner-centric environment, emphasizing the flipped learning teaching method that facilitates self-directed learning. This study examined how learner characteristics influence learning flow (classroom class and online class) and learning satisfaction in order to establish a foundation for the effective implementation of beauty education in a flipped learning environment. An empirical study was conducted from July 10 to August 10, 2023, involving 166 surveys administered to beauty-related students in China. The data were analyzed using SPSS 25.0, employing techniques such as frequency analysis, factor analysis, reliability analysis, descriptive statistics, correlation analysis, and multiple regression analysis. The research findings indicated high reliability scores for learner characteristics (3.98), learning flow (3.75), and learning satisfaction (3.77) within the flipped learning environment. Correlation analyses between learner characteristics, learning flow, and learning satisfaction revealed statistically significant correlation, especially in terms of the correlation between learning attachment of learner characteristics and learning self-efficacy in learning satisfaction. In particular, a higher level of learning attachment in learner characteristics was associated with a statistically significant positive effect on learning satisfaction, whether in online or classroom learning contexts. The research findings suggest that flipped learning classes can improve students' satisfaction by boosting their learning attachment, leading to increased learning self-efficacy. This study highlights the importance of a flipped learning instructional approach when designing courses to enhance learning flow and attachment, addressing academic self-regulation and self-determination motivation.

Development and evaluation of virtual simulation games to increase the confidence and self-efficacy of healthcare learners in vaccine communication, advocacy, and promotion

BackgroundAlthough healthcare providers (HCPs) are the most trusted source of vaccine information, there is a paucity of easily accessible, multidisciplinary educational tools on vaccine communication for them. Virtual simulation games (VSGs) are innovative yet accessible and effective tools in healthcare education. The objectives of our study were to develop VSGs to increase HCP confidence and self-efficacy in vaccine communication, advocacy, and promotion, and evaluate the VSGs’ effectiveness using a pre-post self-assessment pilot study.MethodsA multidisciplinary team of experts in medicine, nursing, pharmacy, and simulation development created three VSGs for HCP learners focused on addressing conversations with vaccine hesitant individuals. We evaluated the VSGs with 24 nursing students, 30 pharmacy students, and 18 medical residents who completed surveys and 6-point Likert scale pre-post self-assessments to measure changes in their confidence and self-efficacy.ResultsThere were no significant differences in baseline confidence and self-efficacy across the three HCP disciplines, despite varied levels of education. Post-VSG confidence and self-efficacy (median: 5) were significantly higher than pre-VSG (median: 4–5) for all three HCP disciplines (P ≤ 0.0005), highlighting the effectiveness of the VSGs. Medical residents reported significantly lower post-VSG confidence and self-efficacy than nursing and pharmacy learners despite completing the most significant amount of education.ConclusionsFollowing the completion of the VSGs, learners in medicine, nursing, and pharmacy showed significant improvement in their self-assessed confidence and self-efficacy in holding vaccine conversations. The VSGs as an educational tool, in combination with existing clinical immunization training, can be used to increase HCP confidence and engagement in vaccine discussions with patients, which may ultimately lead to increased vaccine confidence among patients.

An integrated model exploring the relationship between self-efficacy, technology integration via Blackboard, English proficiency, and Saudi EFL students’ academic achievement

The proliferation of technology in educational settings and its impact on learning outcomes has become a focal point in educational research. In language education, the interplay among technological tools, learner self-efficacy, and language proficiency is critical for academic success. This study aims to shed light on these dynamics by presenting a comprehensive structural model that elucidates the relationships and causal effects among students’ academic achievement, English proficiency, self-efficacy, and the utilization of instructional technology while focusing on the Blackboard learning management system. Employing a quantitative correlational design, this study used three questionnaires to measure the primary variables. The study sample included 590 university students from two universities purposively selected using random stratified sampling to ensure representativeness. Statistical analyses—including descriptive statistics, correlation coefficients, and structural equation modeling (path analysis)—were employed to investigate the data. The emergent model demonstrated a perfect fit to the sample data, exhibiting robust goodness-of-fit indicators. The findings highlight the direct positive influence of self-efficacy on academic achievement and the beneficial effects of Blackboard integration on English proficiency and academic success. These insights emphasize the importance of self-efficacy in educational achievement and the pivotal role of e-learning platforms in enhancing students’ motivation and linguistic skills. The implications of these results are profound, suggesting avenues for future research to examine the applicability of the structural model across diverse educational contexts and incorporate additional variables for a more granular understanding of the factors driving academic achievement in technology-enhanced learning environments.

Cultural threads in writing mastery: a structural analysis of perfectionism, learning self-efficacy, and motivation as mediated by self-reflection in Chinese EFL learners

BackgroundThe study explores language acquisition in Chinese English as a Foreign Language (EFL) education, where English proficiency is crucial for global opportunities. As China gains prominence, the demand for English skills rises beyond communication to include academic and business success. The Chinese education system emphasizes proficient English writing for further education and professional achievement. This research investigates the complex linguistic context for EFL learners in China, analyzing the intersection of psychological factors, cultural nuances, varied pedagogy, and individual experiences.MethodsStructural Equation Modeling (SEM) is utilized for analysis, enabling the creation of a metric set to explore intangibles such as perfectionism, learning self-efficacy, motivation, study habits, cultural influences, and introspection. The research utilizes a diverse sample from multiple universities across different regions of China, incorporating demographic factors to encompass the varied characteristics within the EFL learner community.ResultsResults reveal that perfectionism (β = 0.30, p < 0.001), learning self-efficacy (β = 0.25, p = 0.005), motivation (β = 0.35, p < 0.001), study habits (β = 0.20, p = 0.01), and self-reflection (β = 0.28, p < 0.001) significantly predict writing proficiency. Cultural effects (Beta = 0.15, p = 0.05) show a statistically significant, albeit minimal, impact. Mediation-moderation analysis underscores perfectionism as a mediator (Beta = 0.25, p = 0.005), emphasizing its influence on other predictors. Cultural factors act as moderators (Beta = 0.15, p = 0.01), shaping the link between predictors and writing skills. The combined mediation and moderation effects on writing proficiency are positively significant (Beta = 0.20, p = 0.02).ConclusionsThis study makes a significant theoretical contribution, enhancing existing models and providing practical insights for EFL educators and policymakers. Emphasizing the intricate relationship between psychological factors and cultural dynamics underscores the necessity for a sophisticated, culturally sensitive approach to language acquisition in Chinese EFL instruction. Beyond language skills, the research recognizes the importance of fostering a conducive environment that encourages personal development, socio-cultural awareness, and a holistic learning approach.

The Development, Implementation, and Evaluation of a Geriatric Disaster Nursing Simulation Intervention With Supportive Debriefing.

Geriatric disaster nursing simulation curriculum use scenarios with trauma-based topics that may contribute to lack of psychological safety in learners. This learning condition lowers students' self-efficacy, so supportive debriefing is needed to provide psychological safety for learners. The aims of this study are to develop and apply a geriatric disaster nursing simulation and to evaluate the effectiveness of a supportive debriefing model on psychological safety, learning self-efficacy, and counseling self-efficacy. A geriatric nursing simulation scenario, checklists, and a standardized patient were developed based on the Analysis-Design-Development-Implementation-Evaluation model. Nursing students were recruited as participants and randomly assigned to either the experimental group, conventional group, or control group. All 3 groups participated in the same geriatric disaster nursing simulation scenario, after which the experimental group used a supportive debriefing model-the SENSE (share-explore-notice-support-extend) model. The conventional group used a common debriefing model, the GAS (gathering-analyzing-summarizing) model, and the control group received simple comments with no debriefing model. The effects of the debriefing models on psychological safety, learning self-efficacy, and counseling self-efficacy were measured by self-report questionnaires. The aggregate scores of the measures were 222 for counseling self-efficacy, 70 for learning self-efficacy, and 50 for psychological safety. Higher scores within these measures corresponded to heightened capabilities. The mean score of counseling self-efficacy in the SENSE model group was significantly increased after the simulation with the supportive debriefing from 142.80 ± 11.43 to 164.53 ± 15.48 ( Z = -3.411, P = 0.001). In addition, the SENSE model group and the GAS model group had significantly higher scores in counseling self-efficacy, learning self-efficacy, and psychological safety than those of the control group. However, the SENSE model group had a significantly higher score in psychological safety than that of the GAS model group. The SENSE debriefing model is recommended as a supportive debriefing model to foster students' psychological safety in disaster nursing simulations.

Understanding Anxiety, Self-Efficacy, and Motivation in Online English Learning

The present study, based on a cross-lagged panel design, was to examine the directionality of the relationships between anxiety, self-efficacy, and motivation in the context of online English learning. A total of 420 university students in China completed self-efficacy belief, motivation, and anxiety measures twice, eight months apart. The findings suggest that self-efficacy belief mediates the relationship between motivation and anxiety in online English learning, whereas anxiety mediates the relationship between self-efficacy belief and students’ motivation. The mediation models based on two times of data collection achieved a satisfactory fit. However, the second model demonstrated a better model fit, highlighting the importance of anxiety in the relationship between motivation and self-efficacy beliefs. Understanding the causes and effects of anxiety for students may lead to training and resource development that are important to maintaining students’ self-efficacy belief and motivation in online English learning.

Integrating "Super Skills for Exams" Programme in the School Curriculum to Support Adolescents Preparing for Their National Examinations in Turkey.

Examination stress is the most common stressor reported by adolescents across the globe. Exam stress involves mental distress related to anticipated academic challenges or fear of failure in the examinations, test anxiety, or fear of being unable to meet certain expectations of themselves or others. The aim of this study was to determine the effectiveness of a transdiagnostic resilience program (Super Skills for Exams; SSE), when integrated in the school curriculum and delivered by the school counsellors, in reducing exam stress among adolescents who are preparing for their national examinations. SSE is based on the principles of Cognitive Behaviour Therapy (CBT), behavioural activation, and social skills training, and includes sessions in promoting healthy lifestyles. Participants were 7129 (3661 female and 3468 male) adolescents in grades 7 and 8, from all the 245 secondary schools from Ugur College in seven regions and 31 cities across Turkey. All the participants completed a set of questionnaires to measure self-efficacy for learning and test anxiety, academic stress, emotion regulation, and lifestyles. Results revealed significant reduction in academic stress (i.e., test anxiety, work pressure, self-expectation, and despondency) and maladaptive emotion regulation strategies, and significant increase in self-efficacy and adaptive regulation strategies following the intervention. Adolescents who participated in SSE reported an increase in the consumption of healthy food. This study provides preliminary empirical support for the integration of SSE within the school curriculum for helping adolescents cope with exam stress as they prepare for their national exams.

Online Learning Self-efficacy in Cardiopulmonary Physiotherapy: Perceptions of New Graduates

Background and Purpose: Rapid transition to distance learning during COVID-19 pandemic induced educators of hands-on professions to explore effectiveness of online learning. We aimed to investigate online learning self-efficacy in cardiopulmonary physiotherapy.&#x0D; Methods: Group 1 included graduates underwent only face-to-face learning while group 2 consisted of graduates underwent face-to-face and online learning. A questionnaire was developed by the authors including competencies in cardiopulmonary physiotherapy assessment and treatment skills to assess self-efficacy. The questionnaires were sent via e-mail.&#x0D; Results: Fifty-four graduates in group 1 and 82 graduates in group 2 responded to the questionnaires (response rate: 27%). No significant difference was found between groups in terms of self-efficacy in cardiopulmonary physiotherapy assessment and treatment skills. Self-efficacy in practical domain of exercise tests was higher in group 1 (p=0.021). Practical courses related to cardiopulmonary physiotherapy and type of education had negative effects on career plans in cardiopulmonary physiotherapy in group 2 (p=0.032 and p=0.001, respectively). Duration of clinical practice was positively correlated with practical cardiopulmonary physiotherapy assessment (p=0.005) and treatment (p=0.047) in group 2.&#x0D; Conclusion: Online learning seems to be a feasible option to develop adequate self-efficacy in cardiopulmonary physiotherapy. However, practical courses, type of education and duration of clinical internship are important for future career plans in cardiopulmonary physiotherapy.

Investigating the interrelationship among academic emotions, classroom engagement, and self-efficacy in the context of EFL learning in smart classrooms in China

ABSTRACT Objective This study aims to fill in the gap by exploring the interrelationship among academic emotions, classroom engagement and self-efficacy in EFL learning among Chinese non-English majors in smart classrooms. Methods A total of 409 non-English majors in their first year from a Chinese university completed the revised version of the academic emotions scale, classroom engagement scale and self-efficacy scale and their interrelationship has been analysed by Structural Equation Modelling. Results Positive emotion significantly enhances classroom engagement, while negative emotion does not. Classroom engagement has a significant effect on promoting self-efficacy, which is influenced by both positive and negative emotions, with positive emotions having a greater impact. Specifically, classroom engagement mediates the relationship between positive emotion and self-efficacy, whereas it does not mediate between negative emotion and self-efficacy. Conclusion Smart classrooms can stimulate students’ positive academic emotions, increase their engagement in learning so as to enhance their self-efficacy.

An evaluation of nursing students' learning self-efficacy: A multi-dimensional instrument development and structural validation

BackgroundNursing learning self-efficacy (NLSE) is essential in nursing students' learning, and since it is a task-dependent construct, accurate measurements require a multidimensional instrument. ObjectiveThis research aimed to develop and validate a multidimensional NLSE instrument to measure Taiwanese nursing students' views of nursing learning self-efficacy. DesignThe cross-sectional study design was used for this investigation. ParticipantsThe study included 1143 nursing students from a nursing junior college. MethodsTo assess the validity and reliability of the instrument's factors, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized. Conceptual understanding, higher-order cognitive skills, practical work, everyday application, and nursing communication were identified as five factors. A comparison of five proposed models was also conducted. ResultsThe study found that the correlated and one-factor second-order models were acceptable and provided a simple structure for evaluating nursing students' perceptions of NLSE. Furthermore, a specific model with two second-order scales (Cognition and Application) and one first-order scale (nursing communication) was identified, highlighting the crucial role of nursing communication in nursing students' self-efficacy. ConclusionsEvaluating nursing students' learning self-efficacy using a valid and reliable instrument is crucial for understanding their learning confidence. The creation of such a scale constitutes the primary contribution of this study.

Empowering Teachers: Multicultural Social and Emotional Learning (MSEL) Among Arab Minority Teachers

Teachers are the professionals at the forefront in the implementation of the educational enterprise, yet it is widely known that despite being surrounded by learners, they are oftentimes isolated and lonely individuals. The plight of teachers, particularly ones who are minorities, is critical to the success of schooling. To address this problem, schools have been seeking to pay closer attention to the holistic characteristics of schooling in general and how to ameliorate teacher conditions in particular. In recent years, the onset of the COVID-19 pandemic has heightened concern for the overall well-being of teachers, for enhancing their ability to cope with stress, depression, and loneliness, and for empowering resilience. In this sense, social and emotional learning (SEL) can serve as a main component in addressing these issues. SEL of teachers plays a central role in their daily practices and functioning. This study was devised and aimed at investigating the role of SEL as it impinges on teachers using a quantitative research study. The major hypothesis of this research involving SEL is that cultural empathy is the key linking mediator between both social competence and emotional stability of teachers and their self-efficacy for learning. To verify these interactions, questionnaires were distributed and completed by 415 teachers from the Arab Muslim sector, a minority population in Israel potentially vulnerable to the above-mentioned alienating effects of teaching. Our results did show a significant interaction between social competence and cultural empathy on self-efficacy for learning. Additionally, our results also detected a significant interaction between emotional stability and cultural empathy on self-efficacy for learning. This research supports the proof of concept that the potential of SEL to foster increased achievement and equity in multicultural schools may be fulfilled provided that there is a greater effort to integrate the ideals of SEL into school practices. Finally, we discuss the importance of promoting emotional stability, social competence, and cultural empathy in schools by fostering social inclusion.