Self-efficacy Program Research Articles

\xc9xito!: Making an Impact in Training Latinos for Doctorates and Cancer Research

Latinos lag behind other racial/ethnic groups in pursuit of master’s and doctoral degrees in public health and the health sciences. Éxito! is modeled after the Minority Training Program in Cancer Control Research (MTPCCR), which found that Latino participants went on to doctoral programs at a lower rate (12%) than African American (36%) and Asian participants (33%). Éxito! Latino Cancer Research Leadership Training is designed to increase the number of Latinos who pursue doctoral degrees and careers in cancer health disparity (CHD) research. The program has three components: recruitment with partnering universities and associations, an ethnically tailored intensive 5-day summer institute (SI), and 6-month paid internships offered on a competitive basis. Up to 20 master’s level students/master’s level health professionals are selected annually to participate in the SI; faculty are leaders in Latino CHD research. Funded by the National Cancer Institute (NCI) from 2011 to 2015, Éxito! recruited 101 summer institute participants and awarded 21 internships. Analyses of pre- and post-institute surveys showed significant increases in confidence to apply to a doctoral program and academic self-efficacy among summer institute participants, and significantly increased research skills among interns. Forty-three percent of Éxito! program alumni applied to a doctoral program (our main outcome) and 29.7% were currently enrolled. This is nearly double the rate for MTPCCR Latino participants (17%) for the corresponding time period. Éxito! is a model pipeline program for encouragement of Latinos on to doctoral programs (e.g., PhD and DrPH) with the potential to increase the pool of cancer health disparity researchers.

Developing the Computer Programming Self-Efficacy Scale for Computer Literacy Education

Computer programming has been gradually emphasized in recent computer literacy education and regarded as a requirement for all middle school students in some countries. To understand young students’ perceptions about their own learning in computer programming, this study aimed to develop an instrument, Computer Programming Self-Efficacy Scale (CPSES), for all students above middle school levels. Based on Berland and Lee’s computational thinking framework, this study developed the CPSES items at a literacy level and finally the instrument included the five subscales: Logical Thinking, Algorithm, Debug, Control, and Cooperation. An exploratory factor analysis and reliability tests were conducted in this study. The reliability alpha was .96 for the overall scale, and ranged from .84 to .96 for the subscales. This study also confirmed the positive correlation between computer programming experience and computer programming self-efficacy. In addition, for low- and middle-experienced learners, significant gender differences were found in two subscales: Algorithm and Debug. The CPSES can be applied as an evaluation tool in computer education, robotics education, as well as integrated STEM or STEAM education in which computer programming was regarded as a part of computer literacy.

The Influence of Self-efficacy in Medical Drama Television Programming on Behaviors and Emotions that Promote Cervical Cancer Prevention.

We explored the influences of medical drama viewing on health behaviors and emotions, and examined the role of self-efficacy in medical drama programming. A single-factor, 2-condition experimental design that manipulated self-efficacy levels was adopted. A total of 131 female undergraduate students who were likely involved with the issues of HPV vaccination and cervical cancer participated in this experiment. In line with social cognitive theory, the results indicated that participants in the high self-efficacy condition showed greater behavioral intention to receive a Pap smear (F (1, 126) = 4.38, p < .05, partial η2 = .03) and the HPV vaccine (F (1, 35) = 4.82, p < .05, partial η2 = .12) and higher levels of hope (F (1, 126) = 12.22, p < .01, partial η2 = .09) than participants in the low self-efficacy condition. In addition, hope mediated the relationship between self-efficacy condition and behavioral intention to receive a Pap smear (B = .16, SE = .08, 95% CI = [.04, .38]). Findings suggest that inclusion of self-efficacy information in entertainment programming may lead to beneficial health outcomes. Medical drama programming may act as an effective outlet to affect health behaviors and emotions of the larger public, ultimately enhancing public health.

Can Afterschool Programming Improve Behaviors and Self-efficacy Regarding Diet and Physical Activity

Can Afterschool Programming Improve Behaviors and Self-efficacy Regarding Diet and Physical Activity

High School Introductory Programming on Raspberry Pi Made from Scratch

This article investigates the use of Raspberry Pi and Scratch to introduce novice high school students to computer programming during a short interaction. Results show that, with only a four-hour engagement, students show a significant increase in programming self-efficacy. Furthermore, results show that this increase is the same for both males and females. This provides promising results for those who wish to effectively introduce programming to novices, even over a short engagement period.

COMPUTER PROGRAMMING SELF-EFFICACY SCALE (CPSES) FOR SECONDARY SCHOOL STUDENTS: DEVELOPMENT, VALIDATION AND RELIABILITY

Computer programming has been included in the curriculum of K12 education around the world and this has necessitated a tool for the assessment of the computer programming self-efficacy. Thus, this study aims to suggest the necessary scale for the field. In the scale development, the steps of classical measurement theory were applied. Following the expert review, the item pool was conducted with 233 students in a public secondary school which provides education to the age group of 12-14. As a result of the study, a unidimensional 5-point Likert scale of 31 items was obtained. The factor loads varied between 0.47 and 0.71 and the explained variance rate was 41.15%. In the analysis of the internal consistency, sufficient values were found; the Cronbach alpha as 0.95 and the equivalent halves method result as 0.96. For the construct validity, exploratory and confirmatory factor analysis were applied and the result showed that the scale isvalid and reliable.

Statewide Breastfeeding Education Program Improves Maternity Staff Knowledge, Attitudes and Self-Efficacy

Louisiana breastfeeding rates are among the lowest in the United States with associated infant mortality and morbidity rates among the highest. To increase maternity nursing staff breastfeeding knowledge and to improve attitudes and self-efficacy towards evidence-based promotion of breastfeeding, a six contact-hour program promoting the state’s breastfeeding initiative, The Gift, was presented in 35 maternity hospital programs from 2008 to 2012 with 1086 participants. Mean post-test scores increased by an average of 25% (p<0.01), a strongly significant knowledge increase. Post-program evaluation analysis indicated increased confidence, as well as improved attitudes and self-efficacy of participants to implement evidence-based maternity care practices on which the state breastfeeding initiative and the global Baby-Friendly Hospital Initiatives are based. Programs, such as state’s maternity staff education program are effective in increasing breastfeeding knowledge, a critical component in increasing breastfeeding rates for improved outcomes for women and infants.

Self-Efficacy Beliefs and Their Sources in Undergraduate Computing Disciplines

This study has two central purposes: First, it examines not only the roles of gender and persistence in undergraduate computing majors’ learning self-efficacy, computer self-efficacy, and programming self-efficacy but also Bandura’s hypothesized sources of self-efficacy; second, it examines the influence of sources of efficacy on the three aforementioned self-efficacy beliefs as a whole and as functions of gender and persistence levels. The results indicate that persistence levels had a significant effect on all the self-efficacy beliefs and sources of efficacy except computer self-efficacy and physiological state. However, these students’ self-efficacy beliefs and sources of efficacy did not vary by gender. Moreover, the sources of efficacy differently influenced the three self-efficacy beliefs not only as a whole but also as functions of gender and persistence levels.

Identifying latent patterns in undergraduate Students’ programming profiles

This study aims to explore and reveal profiling patterns in the measurement of cognitive and noncognitivecharacteristics of undergraduate students’ programming performances. Spatial skills, workingmemory, perceived programming self-efficacy, mathematics scores, and academic grade point averagescores were taken indicative variables to be explored. Participants of the study are 100 undergraduatestudents registered to the Programming-I course at two different universities. The data were analyzedthrough multi-dimensional profile analysis. The result of the multidimensional scaling analysis indicated twodifferent profiles for the two groups: high and low programming performance groups. For both groups,relationship between the most similar variables was found to be verbal memory, mathematics achievementand perceived programming self-efficacy. The results indicated that there was a relatively similarrelationship between visual-spatial memory and spatial orientation skills in the low-performance group,while mental rotation skill was significantly different than the other variables. It was noted that two profiles forhigh- and low-performance groups were quite different in terms of mental rotation skill. It was also found that spatial orientation, visual-spatial memory and mental rotation performances were all different from eachother, and from the other three variables in the group with high programming performance. The mostdefinitive variables for low- and high-performance groups were self-efficacy, verbal memory andmathematics achievement. This study revealed that only verbal memory was the determinant variable inboth groups for working memory.

AN ANALYSIS ON DISTANCE EDUCATION COMPUTER PROGRAMMING STUDENTS’ ATTITUDES REGARDING PROGRAMMING AND THEIR SELF-EFFICACY FOR PROGRAMMING

This study aims to analyze the attitudes of students studying computer programming through the distance education regarding programming, and their self-efficacy for programming and the relation between these two factors. The study is conducted with 104 students being thought with distance education in a university in the north region of Turkey in spring semester of 2013-2014 academic years. Attitude Scale toward Computer Programming (AStCP) and Computer Programming Self-Efficacy Inventory (CPSEI) are used as data collecting tool. The study is conducted within the descriptive scanning model. The data collected during the study is analyzed with Mann Whitney U test, independent t-test and Pearson Correlation coefficient for answering the research questions. According to the results of the study the attitudes of the students regarding programming are generally positive and their self-efficacy for programming are at high level. There is statistically important difference in the attitudes of students regarding programming in accordance with their gender and grade level. Accordingly, their selfefficacy differentiates statistically by these two variables. Finally, it is concluded that there is a positive relation in average level between the attitudes of the students regarding programming and their self-efficacy for programming.

Technology-Literate School Leaders in a 1:1 iPad Program and Teachers' Technology Self-Efficacy

This paper reports the results of an action-research case study that investigated the efforts undertaken by technology-literate school leaders to facilitate the implementation of a school-wide 1:1 iPad program and the subsequent influence those efforts had on teachers' technology self-efficacy. The investigation highlights what the study's authors have determined to be a critical component in the implementation of a 1:1 technology program, the emergence of the organization's master practitioner of technology-based pedagogy.

An investigation of factors related to self-efficacy for Java programming among computer science education students

Students usually perceived computer programming courses as one of the most difficult courses since learning to program is perceived as a difficult task. Quite often students’ negative perceptions on computer programming results in poor results and high drop-out rates. The purpose of this study is to examine the impact of factors that affect computer science education students’ Java programming self-efficacy and the relationship between Java programming self-efficacy and students’ age and gender. A questionnaire was used to gather data. A scale with thirty-two items assessing Java programming self-efficacy was adapted from Askar and Davenport’s (2009) computer programming self-efficacy scale. A total of twenty students from a Computer Science Education Discipline participated in this study. Collected data were analysed using SPSS version 22.0. Descriptive statistics, reliability test, mean, standard deviation, and rotated component matrix were utilized to analyze the resulting data. Results indicated that there is not much difference between males (45%) and females (55%) Java programming self-efficacy. Furthermore, the results also indicated that programming skills and Java constructs have higher influence on the self-efficacy for Java programming among computer science education students followed by non-complexity, time consciousness, ability to recode for better understanding and self-motivation.

Multilevel Analysis of Factors Predicting Self Efficacy in Computer Programming

This study used multilevel analysis to determine the predictive value of selected intrinsic factors (gender, computer ownership, mathematics background and computer experience) and institutional type (an extrinsic factor) on undergraduates’ Self Efficacy in Java Computer Programming (SEiJCP) in South – West, Nigeria. The study adopted a correlational design. Purposive Sampling was used to select 254 computer science undergraduates from four universities (three federal-owned and one state-owned) in south-west, Nigeria. Three research questions were answered. Two research instruments namely, Computer experience scale (r = 0.84) and Java Programming Self Efficacy Scale (JPSES, r = 0.96) were used to collect data. Data were analysed using descriptive statistics, and null and linear growth model (LGM) procedures. The intercorrelation coefficients among the extrinsic factor, intrinsic factors and SEiJCP were moderate. Null model shows that the variations in SEiJCP accounted for by insitutional level differences was 99.0%. The fixed part of the LGM of intrinsic factors showed that only mathematical backgroung contributed significantly (p < 0.05) to the prediction of SEiJCP. The random part of the LGM showed no significant contributions of the interactions of the intrinsic factors, to the prediction of SEiJCP. About 60.0% of the student level variation in SEiJCP is explained by the differences in intrinsic factors. The institution – level variable had large predictive value on programming self efficacy. Computer science departments should increase the number of mathematics courses in their curriculum.

Adapting Computer Programming Self-Efficacy Scale and Engineering Students’ Self-Efficacy Perceptions

Students might have different type and different level of perceptions: Positive or negative perceptions on programming; a perception on benefit of programming, perceptions related to difficulties of programming process etc. The perception of student on their own competence is defined as self-efficacy. Based on the discussions reported in literature, measuring self-efficacy is certainly necessary and, in this context, is highly important in order to develop new pedagogical methods to address the problems related to computer programming. The purpose of this study is to adapt a well-known self-efficacy scale and determine engineering student’s C++ computer programming self-efficacy levels. The sample group consists of 378 engineering students. In order to test the validity of the scale, an exploratory factor analysis has been conducted and item discriminative power has been evaluated. The reliability of the scale, on the other hand, has been justified using the internal consistency level. The results indicate that the scale is reliable and valid, and it can be used to measure the self-efficacy of the engineering student in Turkish cultural environment. Furthermore, it is revealed that the level of self-efficacy perception of the students is middling and it does not show any meaningful difference between genders. On the other hand, self-efficacy perception of students in computer engineering is found to be higher than that of the students in electrical-electronics engineering.

Prospective CITE Teachers’ Self-efficacy Perceptions on Programming

The purpose of this study is to determine programming related self-efficacy perceptions of prospective teachers, receiving education in the computer and instructional technologies teacher education program. The present study was conducted by means of descriptive scanning model. A total of 189 prospective teachers constitute the study group. Research data were collected by using the Computer Programming Self-Efficacy Perception Scale (α=0,981). Frequency, percentage, arithmetic mean, t, anova and LSD tests were conducted on the collected data (p<, 05). Two conclusions were reached at the end of the study: Prospective teachers’ self-efficacy perceptions on programming are at medium level. Gender and class level do not differentiate prospective teachers’ self-efficacy perceptions on programming.

School Counselor Program Choice and Self-Efficacy: Relationship to Achievement Gap and Equity

This article reports the results of a national study of American School Counselor Association members (N = 860). Information includes level of school counselor self-efficacy, type of program, status of achievement gap, and equity in their schools. School counselors with higher self-efficacy were more aware of achievement gap data, and school counselors who indicated a program approach and high self-efficacy were more likely to report narrowing achievement gaps. One fifth reported no awareness of achievement gap data. Implications for school counselors are included.

Effects of the Weight Management Program Based Self-Efficacy for Body Composition, Blood Lipid Profile, Weight Self-Efficacy Lifestyles, Depression in Middle-Aged Obese Women

This study was done to determine the effects of weight management program using self-efficacy in middle-aged obese women. The study also attempted to measure the effects of the program on the weight efficacy lifestyle, body composition, and depression. The research design of this study was a nonequivalent control group pretest-posttest design. The experimental group consisted of 21 middle-aged obese women and another 21 middle-aged obese women in the control group. The women in the experimental group participated in the weight management program for 12 weeks using self-efficacy. The weight management program using self-efficacy included education on effects of exercise for weight control, aerobic exercise program, muscle training and counseling through the telephone. After 12 weeks of participation in the program, BMI (p<.0001), body fat % (p<.0001), abdominal fat (p<.0001), in the experimental group were significantly decreased compared to the control group. Weight self-efficacy lifestyle (p<.0001) and depression (p=.006) in the experimental group were significantly improved after the program compared to the control group. According to these findings, weight management program self-efficacy for middle-aged obese women could increase weight efficacy lifestyle, and decrease depression, BMI, body fat, and abdominal fat. The result also suggested that the increasing weight efficacy and lifestyle help the obese women to perform and continue exercise. This program could be used in the community such as public health center for weight care and mental health promotion of middle-aged obese women.

Development and Validation of Scores on a Computer Programming Self-Efficacy Scale and Group Analyses of Novice Programmer Self-Efficacy

Self-efficacy theory was applied to the domain of computer programming to develop a thirty-two-item self-efficacy scale for computer programming, primed to the C++ programming language. To assess its construct validity, the scale was administered to 421 students enrolled in an introductory course in C++ programming at the beginning and the end of the course. The reliability of the scores was high. An exploratory factor analysis, with oblimin rotation, yielded a four-factor solution. There was a growth in self-efficacy between two administrations of the scale twelve weeks apart, particularly for students who initially had low self-efficacy. The computer programming self-efficacy of males and females did not differ substantially in practical terms.

Efficacy Outcome and Sex Difference in Learning of Hypermedia Programming Skills

86 occupational therapy students participated in a 20-hr, training course in hypermedia programming for selecting functions for development of rehabilitation software. Analyses showed that the training program significantly enhanced their self-efficacy in development of software for clinical practice. The students generally showed a positive attitude towards the feasibility and significance of applying hypermedia programming in occupational therapy, but no significant sex difference in programming self-efficacy was found.