Self-efficacy Of Female Students Research Articles

Prediction of Lifelong Learning Tendency Based on University Culture and Academic Buoyancy with the Mediating Role of Academic Self-Efficacy in Female Students

Prediction of Lifelong Learning Tendency Based on University Culture and Academic Buoyancy with the Mediating Role of Academic Self-Efficacy in Female Students

PENGARUH EDUKASI TENTANG MENSTRUASI TERHADAP SELF EFFICACY SISWI DALAM MENGHADAPI MENARCHE DI SD NEGERI 1 SELOMUKTI

Menarche is a phase of physiological changes experienced by all young women involving changes in the hormonal system which are characterized by physical, biological, psychological, cognitive and emotional changes in the body where this phase is a transitional phase from childhood to adulthood. (Permatasari, 2021). The purpose of this study was to analyze the effect of education about menstruation on the self-efficacy of female students in dealing with menarche at SDN 1 Selomukti Situbondo. The research method used Quasi Experiment using a pretest-posttest design and the sampling technique used in this research was a total sampling of 35 respondents. Data analysis in this study used the paired T-test. The result Showed that there is an effect of education about menstruation on the self-efficacy of female students in dealing with menarche at SDN 1 Selomukti Situbondo with Asymp.Sig 0.000 < α = 0.05 Ha is accepted. Thus it can be concluded that there is a significant difference between before and after being given menarche education. There is an influence of education about menstruation on the self-efficacy of female students in dealing with menarche at SDN 1 Selomukti Situbondo.

The effect of Education Based on Positive Psychology on Future Orientation and Self-Efficacy in Female Students

The effect of Education Based on Positive Psychology on Future Orientation and Self-Efficacy in Female Students

Teachers’ Perceptions of Increasing STEM Self-Efficacy Among Female Middle Grades Students

A gender gap persists in the fields of science, technology, engineering, and mathematics (STEM). Although females constitute half the total workforce in the United States, they make up just greater than a quarter of employees in STEM fields. In recent years, one approach to addressing the gender gap in STEM has involved middle grades science teachers helping young adolescent females view themselves as potential scientists from a young age. Through a variety of targeted strategies, science teachers have supported female students in building STEM self-efficacy by encouraging their participation in varied initiatives. This qualitative multi-case study investigated how two middle grades science teachers build STEM self-efficacy in female students both during and outside of formal instruction. Data sources included surveys, interviews, and classroom artifacts. Findings featured specific examples of classroom initiatives that participants believed built female students’ self-efficacy as well as participants’ reasoning for the initiatives’ use and perceived outcomes of their utility. Our findings also indicated that participants’ efforts to build female students’ STEM self-efficacy were hampered by participants’ lack of clarity regarding the meanings of STEM education and STEM self-efficacy. Implications for middle grades teacher education and STEM-focused professional development are included.

Developing a Causal Model of Academic Engagement Based on the Perception of Classroom Structure and Emotional Self-regulation with the Mediating Role of Academic Self-efficacy

Background: Engaging students and focusing their attention on subjects has always been one of the most important challenges of teaching. Objectives: Was to develop a causal model of academic engagement based on the perception of classroom structure and emotional self-regulation with the mediating role of academic self-efficacy in female students of the second period of high school in districts 1 and 2 of Sanandaj city in the academic year of 2021 - 2022. Methods: The descriptive research method was correlation and structural equation model. 500 students were selected from the mentioned population using cluster sampling method. Reeve et al.'s Academic Engagement Questionnaires, Blackburn's (1998) classroom structure perception, Hoffman and Kashdan's emotional self-regulation, and Morgan and Jinks' academic self-efficacy questionnaires were used as measurement tools. Data analysis was done with SPSS-19 and Smart-PLS-3 software. Results: The findings showed the indirect and significant effect of perception of classroom structure and emotional self-regulation on academic engagement through academic self-efficacy. In other words, the findings showed that the perception of classroom structure and emotional self-regulation has a direct and significant effect on academic self-efficacy and academic self-efficacy on academic engagement. Also, perception of classroom structure and emotional self-regulation have a significant and direct effect on academic engagement. Conclusions: The results of the present study showed that, in general, the perception of classroom structure and emotional self-regulation can be a suitable predictor for students' academic engagement through their academic self-efficacy.

Effectiveness of Transactional Analysis Group Therapy on Identity Styles and Self-efficacy of Female Students in the Second District of Tehran during the Academic Year of 2018-2019

Background: A systemic personality theory and social dynamics are given in the Transactional Analysis for behavior. The objective of this study was to investigate the effectiveness of Transactional Analysis on self-efficacy and identity styles of Iranian female students. Methods: The present research was quasi-experimental with pretest-posttest design with a control group. The study population included all the second year of high school female students (458) in the second district of Tehran, Iran, during the academic year 2018-19. Out of them, 30 individuals were selected using purposeful sampling method. For data collection, the self-efficacy scale and identity styles questionnaire were employed. They were then assigned randomly to the two control (n=15) and experimental (n=15) groups. The experimental group received Transactional Analysis training for 10 treatment sessions (90 minutes for each session). The data were analyzed with analysis of covariance (ANCOVA) in SPSS version 23. Results: Mean and SD of age in the Transactional Analysis and the control groups were 16.87 ±0.834 and 17±0.926, respectively. Moreover, our findings showed that Transactional Analysis training had a significant effect on the experimental group in identity styles and self-efficacy scores (academic, social, and emotional) (P=0.001). Conclusions: The result of our study showed that group psychotherapy with Transactional Analysis approach had significant effects on identity style and self-efficacy. For the assessment of organizations and their management, evaluating child growth, managing psychiatric problems at educational facilities and for social workers, Transactional Analysis were found to be useful.

Health Education Intervention on Hearing Health Risk Behaviors in College Students.

Young people, like college students, are at risk of hearing loss from prolonged and excessive exposure to loud sounds. However, behavioral interventional studies on them are inadequate. This study explored the application of a health belief model to the health education intervention on college students for improving hearing health knowledge, health belief, and hearing behaviors. From November 2017 to September 2018, a cluster randomized controlled trial was conducted, enrolling 830 college students, with 419 in the intervention group and 411 in the control group. The intervention group received a 3-month hearing health education, while the control group received no intervention. The information of hearing health knowledge, health belief, and hearing behaviors were collected using hearing health questionnaires before the intervention, after the intervention, and 3 months after the intervention cessation. The intervention significantly improved hearing health knowledge, health belief, perceived severity, and self-efficacy in female students, and effectively reduced the frequency of using headphones per day, duration of using headphones each time, and proportion of using headphones at high volume in female students, and reduced the behaviors of sleeping with headphones listening in females and males. Therefore, this study confirms the effectiveness of health belief model-based intervention for changing hearing loss-related risk behaviors.

Problem Solving and Self-Efficacy Exploration of PAI Teacher Candidates based on Gender

Soft skills ability as a result of learning is very important for prospective teachers, including self-efficacy (SE), and problem-solving skills (PSS). However, based on previous research, it is revealed that the development of students’ SE and PSS tends to be neglected so that it affects the low ability of students' SE and PSS. The aim of this study is to investigate the level of SE, and PSS of pre-service Islamic teachers based on gender perspectives. A total of 150 pre service islamic teachers (60 male and 90 female) are taken as research sample with cluster and snowball random technic. The research design used a survey with focus group interviews. Survey data were analyzed using the MANOVA test at the significance level of 0.05, and interview data analysis using Patton technique. Some interesting findings include (1) There is no difference in PSS of PAI teacher candidates in gender perspective; (2) It was found that there were differences in the self-efficacy of pre-service Islamic teacher in gender perspective; and (3) The findings of the survey results were strengthened by the results of interviews which revealed that there was no difference between male and female students' PSS abilities, but SE of female students was higher than male students. The research conclusion is that there are no differences in student PSS based on gender, but there are differences in student SE based on gender.

The effectiveness of life Skills Program in Enhancing Students’ life- Satisfaction and self-efficacy among Female Students in Al Majmaah University

T he purpose of this study is to investigate the effectiveness of Life Skills Training program on life satisfaction and self-efficacy of female university students. The sample size is 60 female students at Al Majmaah University held in 12 sessions of 2 hours in the training of campus space. Pretest-posttest design with no control group was employed. Participants answered to the satisfaction of life Questionnaire (SWLS) before and after they received the LST program. Data were analyzed by t-test for dependent groups and covariance method. The results showed that there were significant effectiveness of the LST program on life satisfaction and self-efficacy of female students who benefit more from the program. According to this study, life skills training can be useful to increase life satisfaction and self-efficacy of students.

The effect of life skills training with health literacy strategies on self-esteem and self-efficacy in female students during puberty.

Puberty is a sensitive period of life for developing specific skills and knowledge and acquiring abilities and attributes that are essential for managing emotions and assuming adult roles. Thus, this has implications for health educational programs to responses to the experimentation and exploration that takes place during puberty. This study aimed to examine the effect of life skills training using health literacy strategies on self-esteem and self-efficacy in adolescent female students. This was a semi-experimental study with intervention-control groups performed on 96 female students (7th grade of high school) in Mashhad, Iran from January 2017 to Jun 2017. The sampling method was a multi-stage random sampling. The samples were divided into two groups: an intervention group and a control group (each one having 50 subjects) through the simple randomized approach. Data collection tools used were the Coopersmith Self-esteem Questionnaire and Sherer's Self-efficacy Questionnaire. Life skills training for the intervention group consisted of five sessions of theoretical training and workshops with role play and were designed based on health literacy strategies. The pretest, posttest and follow-up (3 months after the intervention) was conducted for both groups. Data analysis was performed using SPSS 19 software (t-test, Mann-Whitney, chi-square (χ2) and repeated data analysis). Before the intervention, there was no significant difference between the two groups in terms of self-esteem score (p = 0.70) and self-efficacy (p = 0.10), but immediately after training, as well as 3 months later, a significant difference was found between the two groups (p < 0.001). Based on the findings, life skills educational interventions based on health literacy strategies could promote the self-esteem and self-efficacy abilities among female students during puberty.

Comparison of Health Promoting Lifestyle and Self-Efficacy in Female Students with and Without Primary Dysmenorrhea

Comparison of Health Promoting Lifestyle and Self-Efficacy in Female Students with and Without Primary Dysmenorrhea

The effectiveness of group training of cognitive behavioral therapy-based stress management on anxiety, hardiness and self-efficacy in female medical students.

INTRODUCTION:The present study aimed to investigate the effectiveness of cognitive behavioral therapies (CBTs) for anxiety, hardiness, and self-efficacy in female students of Birjand University of Medical Sciences.MATERIALS AND METHODS:This was an interventional study. A sample of 30 participants were selected through the available sampling method and randomly assigned into experimental (CBT) and control groups (each group, 15 female student). The data collection instrument was the Beck Depression Inventory questionnaire. The questionnaires of Beck Anxiety Inventory, Ahvaz Hardiness Inventory, and Schwartz's General Self-Efficacy Scale were completed by all participants in two stages (pretest and posttest). A 6-session protocol of cognitive behavioral group therapy was performed only on the experimental group. The data were analyzed using Kolmogorov–Smirnov, Levene's F, Mbox, analysis of variance, and multivariate analysis of variance tests.RESULTS:The intervention group showed that the mean of anxiety decreased, whereas (P < 0.001) the means of hardiness and self-efficacy increased in the posttest for the experimental group (P < 0.001).CONCLUSION:Based on the obtained results, it can be concluded that CBT is an effective treatment for anxiety, hardiness, and self-efficacy. Therefore, through managing anxiety, the levels of hardiness and self-efficacy can be increased in students of university to be able to cope with the different challenges in their life.

The Impact Of Practice Of The Educational Physical Activity On The Self Efficacy Of Female Students Of The Secondary Stage : A Field Study Of Some Secondary Schools Of Laghouat City

The Impact Of Practice Of The Educational Physical Activity On The Self Efficacy Of Female Students Of The Secondary Stage : A Field Study Of Some Secondary Schools Of Laghouat City

The Correlation between the Sports Coaches’ Leadership Styles and Female Students’ Psychological Self-Efficacy at High Schools of Falavarjan County

This study aims at investigating the correlation between the sports coaches’ leadership styles and female students’ psychological self-efficacy at high schools of Falavarjan County. This research has descriptive-correlative method and the population of this research consists of all female sports coaches and female students at high schools of Falavarjan County in 2014.The sample size of female students is equal to 324.The measurement tools include the Morgen teacher leadership style questionnaire (2001) and Shrir General self- Efficacy Scale (GSES) (1982).The statistical correlation and regression analysis methods are utilized for data analysis. It indicates that there is a significant positive correlation between sports coaches’ leadership styles and the female students’ psychological self-efficacy at high schools of Falavarjan County. The research results indicate that there is a significant correlation between the task-oriented leadership styles in sports coaches and the sense of general and social self-efficacy in female students at high schools of Falavarjan County (p≤0.05) as well as a significant correlation between the human-oriented leadership styles in sports coaches and the sense of general and social self-efficacy in female students at high schools of Falavarjan County (p≤0.05).