Self-efficacy Of College Students Research Articles

Influence of Sports Intervention on the Mental Health of College Students in the Background of COVID-19 :A Systematic Review

Objective: This review aims to understand the mental health status of college students during the popularity of covid-19, and explore the impact of sports intervention on College Students' mental health and its path mechanism through a literature review. Methods: According to PRISMA 2020 guidelines, this paper searched the literature on the Sports College Students' Mental Health from 2019 to 2022 in PubMed, web of science, CNKI, and dimensional spectrum database. Results: 64 research papers were included for comprehensive analysis. Conclusions: Sport interventions as an important means for the regulation of the development of the mental health of the college students. Sport intervention improves cognitive functioning, emotional state, interpersonal relationships, and self-efficacy in college students and is an important strategy for dealing with public health emergencies. Sport intervention therapy is recommended as one of the important means to prevent mental health problems among college students.

Development and validation of the mathematics self-efficacy scale for university students

Background: Academic underperformance in mathematics is widespread across all educational levels. To comprehend its causes, it is crucial to analyze various factors that impact academic advancement in mathematics through their interplay. The present study aimed to develop and validate a mathematics self-efficacy scale for university students. Methods: The research method was correlational and of instrument development type. The statistical population included all undergraduate students of Islamic Azad Universities in Tehran in 2021, of which 300 were selected as a sample using a multi-stage cluster random sampling method. In the process of scale construction, a set of items was initially selected based on a review of the research literature in the field of mathematics self-efficacy and the identification of valid tests in this area. Then, a preliminary version of the questionnaire was administered to a sample of 300 students. Factor analysis, Cronbach’s alpha coefficient, and Pearson correlation coefficient were used to analyze the data. Results: Based on the results of the exploratory factor analysis, the mathematics self-efficacy scale consisted of four components: mathematical achievement and success, general mathematical self-efficacy, mathematical anxiety, and mathematical stress. Cronbach’s alpha for the four components were 0.97, 0.95, 0.95, and 0.93, respectively. The results of the convergent validity evaluation showed that all four components of the mathematics self-efficacy scale were positively correlated with the intrinsic and extrinsic motivation components of the Academic Motivation Scale and negatively correlated with academic motivation. Conclusion: The components of the mathematics self-efficacy scale had acceptable internal consistency and convergent validity. Therefore, it can be concluded that the designed scale can be used as a valid tool to measure the level of mathematics self-efficacy in university students.

Effects of Physical Exercise Input on the Exercise Adherence of College Students: The Chain Mediating Role of Sports Emotional Intelligence and Exercise Self-Efficacy.

The aims of this study were to investigate the effects and mechanisms of physical exercise input, sports emotional intelligence, and sports self-efficacy on exercise adherence, and to examine the chain-mediating role of sports emotional intelligence→sports self-efficacy. The Physical Exercise Input Scale, Exercise Adherence Scale, Sports Emotional Intelligence Scale, and Sports Self-Efficacy Scale were used to investigate 1390 college students in three universities in the Henan Province. (1) Physical exercise input was a significant positive predictor of exercise adherence (β = 0.29, t = 5.78, p < 0.001); (2) sports emotional intelligence and sports self-efficacy mediated the relationship between physical exercise input and exercise adherence; (3) physical exercise input influenced exercise adherence through the separate mediating role of sports emotional intelligence (β = 0.10, t = 5.98, p < 0.001), the separate mediating role of sports self-efficacy (β = 0.13, t = 2.64, p < 0.01), and the chain mediating role of sports emotional intelligence→sports self-efficacy (β = 0.09, t = 2.80, p < 0.01). (1) Physical exercise input can positively predict the level of sports emotional intelligence and sports self-efficacy of college students; (2) Physical exercise input can not only directly influence college students' exercise adherence but can also indirectly influence it through sports emotional intelligence or sports self-efficacy levels alone, as well as through the chain mediation of the two.

Business education, innovation skills as predictors of entrepreneurial self-efficacy in university students

Business education, innovation skills as predictors of entrepreneurial self-efficacy in university students

Exploring the Influence of Academic Self-Efficacy on Students' Professional Identity: The Intermediary Role of Social Media Frequency

In recent years, social media has become more and more integral to Chinese daily life as new media has grown and developed. Previously, there were a number of challenges because of the lack of knowledge regarding social media usage and the problems of university students' majors. These challenges include whether the frequency of social media use affects daily learning, the extent to which university students in the new era understand the current state of their majors, whether frequent use of social media supports their studies and the mediating role of social media in these processes. Given these issues, the existing literature lacks comprehensive reference materials. In order to further examine students' learning habits, this study uses a questionnaire survey and a five-point Likert scale to investigate how ASE affects university students' major identification and how social media usage frequency acts as a mediating factor. Based on participants' moderate social media usage frequency, the results suggest a reasonable association between the frequency of social media use and its impact. There is a modest mediation influence of social media, variations in the academic self-efficacy (ASE) of participants, and a substantial positive association between the major identity and self-efficacy of university students.

유아교육전공 대학생의 그릿과 자기효능감이 행복감에 미치는 영향

The purpose of this study is to examine the effect of grit and self-efficacy of college students majoring in early childhood education on happiness. For the study, a survey was conducted on college students majoring in early childhood education located in D city, and the response data of 241 people were analyzed with the SPSS 25.0 statistical program. Looking at the results of the study, first, it was found that there was a significant positive correlation between grit, self-efficacy, and happiness of college students majoring in early childhood education. Second, it was confirmed that the grit of college students majoring in early childhood education had a positive effect on happiness. In addition, it was confirmed that the self-efficacy of college students majoring in early childhood education had a positive effect on happiness. The results of this study suggest that the improvement of grit and self-efficacy must be preceded in order to come up with practical measures that can help improve the happiness of college students.

대학생이 지각한 부모의 긍정적·부정적 양육태도가 학업적 자기효능감에 미치는 영향

Objectives This study aims to explore the role of grit and career decision self-efficacy as parallel multiple mediating effects in the relationship between college students' perceptions of their parents' positive and negative parenting attitudes and the students' own academic self-efficacy. Methods Data wear collected through online questionnaires administered to 409 college students at four-year universities across the nation, from October 15 to October 20, 2021. The data gathered were analyzed using descriptive statistics, correlation analyses, and parallel multiple mediating effect models via the PROCESS macro, utilizing Bootstrap. Results The study subjects' academic self-efficacy was positively correlated with their parents' parenting attitudes (r=.256, p&lt;.001), grit (r=.537, p&lt;.001), and career decision self-efficacy (r=.567, p&lt;.001). Upon examining the parallel multiple mediating effects of the sub-factors of parenting attitudes, the study confirmed that grit and career decision self-efficacy have a full mediating effect on the relationship between positive parenting attitudes and academic self-efficacy, and a partial mediating effect on the relationship between negative parenting attitudes and academic self-efficacy. Conclusions To boost the academic self-efficacy of college students and elevate their parents' parenting attitudes, grit, and career decision self-efficacy, schools need to develop a diverse range of curricular and extracurricular programs. Additionally, ongoing coordinated management between families and schools is essential.

Improving the cross-cultural consciousness and self-efficacy of college students through STEM education / Mejorar la concienciación transcultural y la autoeficacia de los estudiantes universitarios mediante la educación STEM

The research purpose is to analyse the importance of STEM education for college students and its influence on their intercultural self-awareness and self-efficacy. The study used analytical, statistical, psychodiagnostic research methods. The methodological framework was based on the understanding of STEM as an integrative educational approach within socio-cultural and cross-cultural contexts, as well as considering social-cognitive theory and Albert Bandura’s concept of self-efficacy. The research used the following methods: research methodology for measuring individual self-efficacy (Schwarzer, Yerusalem, Romek); test to measure the level of self-efficacy (Maddux, Scheer, revised by Boyarintseva and Krichevsky); Integrative Questionnaire of Intercultural Competence (Khukhlaev, Gritsenko, Makarchuk, etc.); and Transcultural Self-Efficacy Tool (TSET). Both STEM education and foreign language teaching are important aspects which help to improve the students’ self-awareness and self-efficacy in intercultural communication, as well as increasing intercultural stability and cross-border interests and managing intercultural relations. The indicator of the interpersonal communication scale (Student’s t-test = 4.89898, p &lt; .05) was statistically significantly different in the repeated test. The score increased more significantly in the control than in the experimental group. The practical significance of the results of the study lies in the possibility of their application for the development of intercultural self-awareness and increasing the self-efficacy of college students. Prospective research is planned to be directed to the study of racial and gender characteristics of the impact of STEM education on intercultural self-awareness and self-efficacy of students.

Physical activity and self-efficacy in college students: the mediating role of grit and the moderating role of gender.

There is a paucity of knowledge concerning the psychological variables that serve to facilitate the connection between physical activity and self-efficacy, and the factors capable of moderating these pathways. This study aimed to examine the relationship between physical activity and self-efficacy among college students, with a focus on the mediating effect of grit and the moderating effect of gender. This study recruited 3,228 undergraduate students from a university in Shanghai, China. They completed the General Self-Efficacy Scale, the Short Grit Scale, and the International Physical Activity Questionnaire. Statistical analysis was conducted using SPSS 26.0 and the Process v4.0 plugin. Physical activity had both a direct effect on self-efficacy (β=0.07, 95% CI [0.04-0.11]) and an indirect effect through the two dimensions of grit: perseverance of effort (β=0.06, 95% CI [0.04-0.07]) and consistency of interest (β=0.03, 95% CI [0.02-0.04]). The mediating effect explained 53.27% of the total effect. Furthermore, gender moderated the relationship between perseverance of effort and self-efficacy, with a stronger effect observed in males (β=0.08, t=3.27, p<0.01). The results revealed that grit is an underlying psychological mechanism that links physical activity and self-efficacy. Moreover, gender moderates the effect of perseverance of effort on self-efficacy, with a stronger effect observed in males. These findings have practical implications for educators to design tailored physical activity interventions that foster grit and self-efficacy among college students.

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.

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

In the era of mobile social media, users who show themselves on social platforms will face the risk of privacy breaches. Frequent data leaks and increasingly complex social media privacy protection terms intensify users’ privacy concerns, along with mandatory privacy exposure, contributing to privacy fatigue among users. This study examines the changes in privacy protection behavior among college students under the influences of privacy concerns and privacy fatigue from the perspective of self-efficacy in privacy protection. Data is collected through a questionnaire survey, and a structural equation model is established to provide insights into protecting user privacy. The results of this research indicate that college students’ internal self-efficacy in privacy protection has a negative impact on privacy fatigue. College students’ privacy concerns are significantly negatively correlated with their willingness to disclose information, while privacy fatigue is significantly positively correlated with their willingness to disclose information. Privacy fatigue among college students has a significant positive influence on both their disclosure intention and the behavior of disengaging from privacy protection.

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 &amp;lt; 0.01), while AC was not a significant predictor (p &amp;gt; 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.

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.&#x0D; 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&lt;.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&lt;.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.