Self-efficacy Of College Students Research Articles

Influence of Conscientiousness on Academic Self-Efficacy in College Students: Dual Mediation by Growth Mindset and Grit

Influence of Conscientiousness on Academic Self-Efficacy in College Students: Dual Mediation by Growth Mindset and Grit

The Influence of Self-Efficacy of College Students in Privacy Protection and Behavior in Social Networking Context

The Influence of Self-Efficacy of College Students in Privacy Protection and Behavior in Social Networking Context

Disposition to critical thinking, anxiety due to COVID-19 and academic self-efficacy in university students

IntroductionThe present study aims to determine whether anxiety due to COVID-19 (AC) and disposition to critical thinking (DCT) predict academic self-efficacy (AS).MethodThe study is non-experimental, predictive, and cross-sectional. The sample was made up of 218 university students from northern Peru. The instruments used were the CAS, CTDS, and the EAPESA.ResultsThe results showed that the AS was negatively and positively related to AC and DCT, respectively. AS in university students was significantly predicted by DCT (p < 0.01), while AC was not a significant predictor (p > 0.05).ConclusionDCT is a significant predictor of AS, while AC ins not. Strategies must be sought to improve and support this important aspect in each student to improve their disposition to critical thinking and academic self-efficacy. It is recommended for future studies to continue investigating variables associated with academic factors, such as those in this study, that lead to taking action for the effective development of university students.

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.

University Students’ Perceptions of Peer Assessment in Oral Presentations

Peer assessment has been shown to be useful in a variety of educational contexts, but there is a scarcity of research on how prior experience affects university students’ perceptions of this form of assessment. This study evaluates whether experience with peer assessment of oral presentations influences the perceptions and self-efficacy of university students as assessors. In the study, 58 university students completed a comprehensive questionnaire before and after assessing the oral presentations of their peers. The results indicate that prior to the assessment the students reported having limited experience, but they considered this practice beneficial to their learning. Afterwards, they showed a higher degree of agreement regarding their confidence in the ability of their peers to assess both superficial aspects and the content of the presentations. In addition, the experience helped them to feel that their ability to assess their peers was not inferior to that of their classmates. It may therefore be concluded that practice and training in peer assessment improve the students’ perception of this form of assessment, although a single session is insufficient. Consistent and extended training is crucial to achieve a substantial impact.

Evaluating the Impact of a Recreational Therapy and Rock Climbing Program on Resilience and Self-Efficacy in College Students

This exploratory study evaluated a program focused on building resiliency and self-efficacy in college students through a combination of rock climbing and recreational therapy interventions that included mindfulness, and reflective journaling activities. The study imbedded therapeutic programming in an introductory rock climbing course offered through a university over three consecutive days. Secondary aims were to determine the feasibility of offering therapeutic programming to college students within a recreation-based academic course and to evaluate the program’s value to students. Results indicate participants (N = 12) experienced a significant increase in resilience (p = .003) and self-efficacy (p = .01) post-program, and all participants either agreed (n = 4) or strongly agreed (n = 8) the program had value to them. Feasibility data using multiple measures indicate it is feasible to offer brief, therapeutic programming as part of a university rock climbing course.

The Perceived Value of Chatbot Support in Enhancing College Student Self-Efficacy

In the ever-evolving educational landscape, the integration of technology is pivotal for shaping college students' learning experiences. Artificial Intelligence (AI)--powered chatbots stand out as versatile virtual assistants, providing personalized support. This research delves into the intricate relationship between college students and chatbot support, exploring its nuanced impact on self-efficacy at Opol Community College. The study is grounded in Bandura's self-efficacy theory, the study employs a descriptive-causal design with purposive sampling, encompassing 304 participants. Demographic analysis unveils a diverse respondent population, forming the basis for nuanced interpretations of subsequent findings. While chatbot support receives positive acknowledgment, revealing strengths in interaction and query resolution, areas for improvement in academic support usage are identified. Moreover, in-depth self-efficacy analyses across domains showcase positive beliefs, offering a comprehensive understanding with targeted areas for enhancement. Grouped analysis based on technology use demonstrates students' overall confidence in adapting to new technology, coupled with specific items earmarked for improvement. Regression analysis emphasizes the statistically significant impact of chatbot support on self-efficacy, highlighting the transformative potential of these AI-driven tools. The study concluded that useful information for schools and developers on how to improve chatbot features, address concerns, and increase students' confidence in specific subjects ultimately creating a better educational environment. Recommendations emanating from these findings provide actionable insights for educational stakeholders. Institutions and developers are urged to refine chatbot features, addressing identified weaknesses in academic support usage. Additionally, interventions should focus on enhancing specific self-efficacy domains flagged for improvement. This study contributes valuable insights to the discourse on technology integration in education, guiding institutions and developers to tailor interventions that positively shape college students' self-efficacy and learning experiences.

The relationship between physical activity and self-esteem among Turkish university students: a gender perspective; a multidisciplinary and multi-center study

Aims: The current study aimed to examine the associations between physical exercise and self-esteem as well as other social-cognitive variables including self-efficacy and body image among Turkish university students. Methods: Sociodemographic Information Form, short form of the International Physical Activity Questionnaire, Rosenberg Self-Esteem Scale, Body Cathexis Scale, and General Self-Efficacy Scale were administered to 1167 students. Results: There were significant gender differences in total, vigorous, moderate activity, and walking scores as well as body image scores in favor of male participants; while female participants had significantly higher self-efficacy scores. There were significant differences between sedentary, active, and very active participants in terms of self-esteem, and body image and between all groups in terms of self-efficacy. Also, there were significant and positive correlations between physical activity and self-esteem, and between body image and self-efficacy in university students. Conclusion: Level of physical activity increased with age. This increased level of physical activity showed positive correlations with self-esteem, body image, and self-efficacy.

국내 작업치료 전공 대학생의 학과만족도와 전공몰입도, 학업적 자기효능감

Objective : This study aims to find out the satisfaction on the department, commitment of major, and academic self-efficacy of college students majoring in occupational therapy in Korea, analyze satisfaction on the department, commitment of major, and academic self-efficacy according to the general characteristics of college students majoring in occupational therapy in Korea, and analyze the correlation between satisfaction on the department, commitment of major, and academic self-efficacy.
 Methods : From September 1st to September 30th, 2023, an online survey using Google was conducted on college students majoring in occupational therapy in Korea. A total of 136 copies of data were collected, and frequency analysis, descriptive statistics, t-test and one-way ANOVA, and Pearson correlation analysis were conducted using the SPSS 25.0 program. Results : College students majoring in occupational therapy in Korea showed the highest satisfaction on the department, showing average “above normal” scores in satisfaction on department(3.63±0.91), commitment of major(3.57±0.86), and academic self-efficacy(3.42±0.81). Among the general characteristics, there was a significant difference in satisfaction on the department and commitment of major according to age, there was a significant difference in satisfaction on the department according to distance(residence to university)(p<.05). In addition, there was a significant positive correlation between satisfaction on the department and commitment of major, satisfaction on the department and academic self-efficacy, commitment of major and academic self-efficacy(p<.01). Conclusion : Based on this study, we should discuss effective educational methods considering the various characteristics of students so that college students majoring in occupational therapy in Korea can be produced as excellent occupational therapists.

The Effect of Positive Coping Style on College Students􀆳General Self-Efficacy:the Mediating Effect of Cognitive Reappraisal

Individuals’ experiences of success or failure stored in their mind will affect their decision-making about stimulus events, and improving the general sense of self-efficacy can help the individual better complete the unexpected challenges in life. This study will explore whether cognitive reappraisal plays a mediating role between positive coping style. and general self-efficacy, hoping to find a way to improve the level of self-efficacy of college students after further understanding the mechanism of self-efficacy. The study mainly adopts the questionnaire survey method, including the simple coping style. questionnaire, the general selfefficacy questionnaire and the emotion regulation scale questionnaire. The subjects are 731 college students in Guangdong Province. After analyzing the results, it is found that the general self-efficacy of college students differed significantly by gender. Positive coping style, general self-efficacy and cognitive reappraisal were correlated. The positive coping style. can positively predict the general self-efficacy of college students. Cognitive reappraisal mediates the relationship between positive coping style. and general self-efficacy. Conclusion: Positive coping style. can predict college students􀆳general self-efficacy, and indirectly affect college students􀆳general self-efficacy through the mediating effect of cognitive reappraisal. Therefore, college students should master proactive coping strategies and choose appropriate emotion regulation strategies, which will contribute to enhancing their overall self-efficacy and subsequently coping with challenges in life.

Longitudinal growth in college student self-efficacy and intercultural competence attenuated by anxiety/depression

IntroductionA wide range of stakeholders, including prospective students, parents, accreditors, future employers, and the general public, require detailed data on college outcomes. However, there are many challenges to producing such complex research tracking change over time in the higher education setting.MethodsThis multi-method longitudinal study at three different colleges was grounded in Input-Environment-Output and Social Cognitive theoretical frameworks. It examined: potential change on five different key psychosocial outcomes (i.e., self-efficacy, anxiety, intercultural competence, ethnic identity, and cognitive empathy), associations between these variables, and the role of race/ethnicity.ResultsMultilevel growth modeling revealed within and between subject changes over time. The findings provide evidence that liberal arts colleges focused on global learning can produce significant growth for students of all races on self-efficacy and intercultural competence, both outcomes that are valued for workforce readiness. However, the results also show that anxiety and depression symptoms attenuate growth in intercultural competence, which is concerning given other recent data on students’ mental health and wellness concerns.DiscussionWe discuss implications for student development practitioners and faculty alongside potential future directions for research in other higher education settings.

포스트 코로나 시대 항공서비스 전공 대학생의 학업스트레스가 자기효능감, 중도탈락의도에 미치는 영향

In this study, we attempted to conduct an empirical study on the effect of academic stress and self-efficacy on the dropout intention of college students majoring in airline services. The survey was conducted through a total of 200 questionnaires from Aug 28th to Sep 11th in 2023. Data from an survey of 188 valid samples were collected with SPSS 18.0. program and AMOS 18.0 program presented the evidence for a reasonable level of validity and reliability of this model. The results are as follows. First, among academic stress, emotional exhaustion and cynicism did not have a negative effect on self-efficacy. On the other hand, decreased efficacy was found to have a negative effect on self-efficacy. Second, self-efficacy was found to have a negative effect on school intention, student intention, and parent intention on dropout intention. Third, self-efficacy was found to have a mediating effect between decreased efficacy and dropout intention. The significance of this study is to find ways to maintain college life by increasing self- efficacy in order to prevent college students majoring in airline services in the post-corona era from having the intention of dropping out while experiencing academic stress. Through this, we are seeking ways to reduce the intention to drop out by increasing the self-efficacy of college students at local universities that are facing a crisis due to a decrease in the school-age population.

The Relationship of Emotional Intelligence and Self Esteem with Self-Efficacy in College Students

Background : Self efficacy It is very important to fulfill life's obligations, until results are achieved. Emotional intelligence is the ability to recognize our own feelings and the feelings of others, the ability to motivate ourselves, and the ability to manage emotions well. Self esteem the higher the higherself  efficacy career decision making.Research purposes :to find out the relationship between emotional intelligence andself esteem withself efficacy on Yatsi Madani University students. Research methods :This research uses quantitative methodscross sectional, plansnon probability sampling dno onerandom  sampling, population 699 respondents. Number of samplesfall down5% of 118 respondents.Research result:It is known that 120 respondents were 70 respondents (58.3%) medium, 43 respondents (35.8%), high 16 respondents (13.3%) low, using the testchi-square, markp-value 0.004 < 0.005 (HA) is accepted. 120 respondents 70 respondents (58.3%) high, 43 respondents (35.8%) moderate, and 7 respondents (5.8%) haveself efficacy andself esteem markp value 0.000<0.005 (HA) is accepted.

College students’ communication disorder and anxiety: self-efficacy regulation analysis

BackgroundCollege is an important period of interpersonal communication and some college students are faced with interpersonal communication barriers and psychological anxiety. The relationship between interpersonal disorder and psychological anxiety has been closely concerned, but the regulating role of self-efficacy needs to be further explored.Subjects and MethodsThe study used random sampling and selected 500 students from a university, trough the Liebowitz Social Anxiety Scale (LSAS), Beck Anxiety Scale (BAI) and the general self-efficacy scale (GSES) to measure students’ levels of interpersonal barriers, psychological anxiety and self-efficacy. Analyzing the relationship between interpersonal communication disorder and psychological anxiety through SPSS23.0 and exploring the role of self-efficacy in its regulation.ResultsResearch shows that there is a positive relationship between the interpersonal disorder and psychological anxiety of college students, that is, the higher the interpersonal disorder, the higher the level of psychological anxiety (r=0.667, P<0.01). Moreover, studies have found that self-efficacy plays a regulatory role between interpersonal disorder and psychological anxiety. Students with higher self-efficacy have relatively low psychological anxiety levels in the face of interpersonal barriers (r =-0.324, P<0.01).ConclusionsThere is a positive relationship between interpersonal disorders and psychological anxiety, while self-efficacy is a negative relationship Therefore, improving the self-efficacy of college students is of great significance for reducing interpersonal communication barriers and psychological anxiety. College education should pay attention to cultivating students’ interpersonal skills and self-cognition, and provide appropriate psychological counseling and support to help students enhance their self-efficacy.

Examining Academic Motivation and Self-efficacy of the College Students in the Online-Distance Learning

Academic self-efficacy is a construct that could be learned. It is rooted in learning by observation and direct personal experience. This study examines the level of academic motivation and self-efficacy of college students in the online-distance learning utilizing the descriptive – comparative and correlational method of research through adapted and modified questionnaires. It was shown that most respondents were 18-20 years old and were female. Results showed a significant difference in the respondents' level of academic motivation in terms of age concerning intrinsic motivation; a considerable discrepancy exists in the level of academic motivation in terms of gender concerning extrinsic motivation and motivation. Furthermore, a significant difference in the respondents' level of academic motivation in terms of gender concerning extrinsic motivation, and a significant difference exists in the respondents' level of academic motivation in terms of course about intrinsic motivation. In addition, the result showed a significant difference between the respondents' levels of self-efficacy in terms of age. The respondents' level of self-efficacy in terms of online learning tasks showed considerable differences among the respondents' ages. Results showed that a significant difference in self-efficacy lies between ages 27 and above and 18-20. In addition, significant differences were found in the level of self-efficacy in terms of courses with online learning tasks. This study concluded that respondents' level of academic motivation in terms of intrinsic showed a significant relationship with their level of self-efficacy among respondents regarding technology use, online learning tasks, and instructor and peer collaboration. Thus, tertiary school education programs should be designed so that emphasis would be laid on allowing students to participate in school activities and decision-making. The results of this study can be used as a basis for further research in areas related to academic motivation and self-efficacy.

College Student Self-Efficacy in Information Literacy: Influence On Their Research Academic Skills

Self-efficacy in information literacy refers to the individual's confidence in his ability to locate, evaluate, and use information to accomplish a goal. This concurrent nested mixed method explored the college students’ self-efficacy in information literacy in relation to their research academic skills. There were 81 fourth-year college students enrolled in the program of Bachelor of Science in Information Technology in a satellite campus of a state university in Misamis Oriental. The instrument’s validity and reliability were ensured through panel review and reliability test using the Cronbach’s alpha. Data were analyzed using descriptive statistics and multiple regression analysis. Findings reveal that participants’ research academic skills were generally very good, indicating that they performed well on their capstone research project and their self-efficacy on information literacy skills were generally all high. Self-efficacy in information literacy skills in terms of synthesizing and creating significantly influenced the research academic skills. Strengthened research capability emerged as the theme which contributed good in academic research skills. It was concluded that students who had high self-efficacy in information literacy skills were more likely to feel confident in their ability to conduct effective research and use information effectively, thus contributing to effective research academic skills. This study points the need to develop and implement innovative information literacy programs.

The Effect of Resilience on Self-Efficacy in University Students

The Effect of Resilience on Self-Efficacy in University Students

Research on the Current Situation and Improvement Strategy of New Media Reading Promotion in University Library

This study explores the effectiveness of reading promotion activities in university libraries with the help of new media. Taking Chongqing C Vocational College as an example, through the study of the relationship between College Students' reading motivation and reading self-efficacy, we can understand the real reading needs and help carry out reading activities. 311 students were selected by purposive sampling for formal questionnaire distribution. 272 valid questionnaires were obtained, and the effective recovery rate was 88%. The SPSS26.0 statistical software was used for item analysis, confirmatory factor analysis, reliability and validity analysis, linear regression analysis and other methods to analyze and verify the data of the effective questionnaire. The research results are as follows: The personal cultivation motivation of Chongqing C College students has a significant positive impact on their reading self-efficacy. The emotional expression engine and reading self-efficacy of Chongqing C College students have a significant positive impact. The motivation for information acquisition and reading self-efficacy of Chongqing C College students have a significant positive impact. The social interaction motivation and reading self-efficacy of Chongqing C College students have a significant positive impact. The motivation for reading interest and self-efficacy of college students at Chongqing C College have a significant positive impact.

The Effect of Academic Adaptability on Learning Burnout Among College Students: The Mediating Effect of Self-Esteem and the Moderating Effect of Self-Efficacy.

With the popularization of higher education, the problems of academic adaptability and learning burnout among college students have become increasingly prominent. The purpose of this study was to investigate the relationship between academic adaptability, learning burnout, self-esteem and self-efficacy of college students and their underlying mechanisms. The study was conducted on 2110 college students using the College Student Learning Adjustment Scale, the Learning Burnout Undergraduates Scale, the Self-Esteem Scale, and the Self-Efficacy Scale to establish a mediating model of adjustment. SPSS 26.0 was used for descriptive statistics and Pearson correlation analysis. Model 4 and Model 14 in the process plug-in prepared by Hayes (2017) were used for mediating effects analysis and moderating mediator analysis respectively, and the significance of the mediating effects was tested using the bias-corrected percentile Bootstrap method. (1) academic adaptability significantly and positively predicted self-esteem; (2) self-esteem significantly and negatively predicted learning burnout; (3) academic adaptability significantly and negatively predicted learning burnout; (4) self-esteem partially mediated the effect of academic adaptability on learning burnout; and (5) self-efficacy moderated the latter half of the mediation process of academic adaptability-self-esteem-learning burnout. These findings are useful for college educators and related researchers to better understand the mechanisms underlying the relationship between academic adaptability and learning burnout, thus providing practical and effective operational suggestions on the prevention and intervention of learning burnout in college students.

Investigation of the Relationship between Cognitive Emotion Regulation, Coping with Stress and Academic Self-Efficacy in University Students

Ergenlikten yetişkinliğe geçiş döneminde yer alan 18-25 yaşlar arası, ortaya çıkan/beliren yetişkinlik dönemi olarak ifade edilmektedir. Genellikle üniversite öğrencililerinin de yer aldığı bu gelişim dönemi beraberinde getirdiği değişimler nedeniyle yaşam seyri üzerinde önemli bir etkiye sahiptir. Bu dönemin daha iyi anlaşılmasına katkı sunacağı düşünülen araştırmanın amacı üniversite öğrencilerinde bilişsel duygu düzenleme, stresle başa çıkma ve akademik öz yeterlilik arasındaki ilişkinin incelenmesidir. İlişkisel tarama modeli kullanılan bu çalışmada katılımcılar basit-rastgele örneklem yöntemi ile belirlenmiştir. Araştırmanın örneklem grubunu 289 üniversite öğrencisi oluşturmaktadır. Katılımcılara Sosyodemografik Bilgi Formu, Bilişsel Duygu Düzenleme Ölçeği (BDDÖ), Stresle Başa Çıkma Tarzları Ölçeği (SBTÖ) ve Akademik Öz Yeterlilik Ölçeği çevrim içi olarak uygulanmıştır. Araştırmanın istatistiksel analizleri SPSS 25.00 ile yapılmış olup tek yönlü varyans analizi ve bağımsız örneklemler t testi kullanılmıştır. Araştırmadan elde edilen verilere göre üniversite öğrencilerinin bilişsel duygu düzenleme ve stresle başa çıkma düzeyleri arasında orta düzeyde pozitif yönde anlamlı ilişki olduğu saptanmıştır. Ayrıca akademik öz-yeterlilik ile bilişsel duygu düzenleme ve stresle başa çıkma düzeyleri arasında da pozitif yönde ve orta düzeyde anlamlı bir ilişki olduğu bulunmuştur. Cinsiyet değişkenine göre kendine güvenli yaklaşım erkek katılımcılarda daha yüksek ortalamaya sahipken, çaresiz yaklaşımın kadın katılımcılarda daha yüksek ortalamaya sahip olduğu görülmektedir. Bu araştırmanın üniversite öğrencilerinin sorunlarının belirlenmesi ve buna yönelik önlemlerin alınmasında klinik uygulamalar, eğitim psikolojisi ve ilgili akademik çalışmalara katkı sunacağı düşünülmektedir.