Sources Of Self-efficacy Research Articles

Learners’ speaking self-efficacy, self-efficacy sources and their relations in the traditional and flipped instructional modes

ABSTRACT The flipped instructional approach is gaining prominence in English as a foreign language (EFL) teaching. However, there is limited empirical evidence regarding its impact on students’ self-efficacy sources. This study aimed to investigate how EFL learners’ speaking self-efficacy sources – enactive mastery experience (EME), vicarious experience (VE), verbal persuasion (VP) and physiological and affective states (PAS) – change and function under the flipped instructional mode in comparison to the traditional mode. The study included 132 undergraduate students enrolled in two EFL-speaking classes at a Chinese university. The results of a multi-factor repeated ANOVA analysis revealed differences in the levels and changes of self-efficacy and self-efficacy sources between the two instructional modes, with the flipped classroom showing greater improvements. Hierarchical regression analysis provided support for the theoretical hypothesis regarding the contributions of the self-efficacy sources in the entire sample, with EME, VP, and PAS being significant contributors (VE was not). However, further analysis of the instructional modes indicated differences in the contributions. Qualitative data was also used to gain a more nuanced understanding of these relationships in the flipped instruction. At the end, this paper summarized the influence of the flipped instructional approach on EFL-speaking self-efficacy and its sources, and presents several pedagogical implications for foreign language instruction.

Exploring Efficacy Sources of In-Service Teachers in Myanmar: A Qualitative Study

Numerous studies have demonstrated the significance of teacher self-efficacy and highlighted its strong association with benefits not only for teachers (performance, well-being) but also for students (achievement, motivation). The study is an attempt to explore self-efficacy sources of in-service teachers. To achieve this aim, 8 in-service teachers with different positions in a school in Min Bu, Myanmar were recruited to conduct an interview. Interview guide was developed based on the literature related to sources of self-efficacy. The collected interview data was analyzed using thematic analysis. The findings denote that good teaching experience, ideal teachers, life experiences, motivation to become a teacher, positive feelings about being a teacher, principal’s lead, professional development activities, received feedback on their teaching, and work experience act as sources of their self-efficacy.

Supporting Students’ Physical Activity Self-Efficacy within High School Physical Education

Research examining physical activity (PA) is significant because of the known benefits of PA. Studying high school (HS) students is particularly important due to the consistent decline in PA as students age. One strategy to increase PA is to increase someone’s self-efficacy (confidence) to be physically active which is commonly positively associated with PA. Most of the research on how to support physical activity self-efficacy (PASE) comes from outside-of-school interventions with minimal literature on how to support students’ PASE within HS physical education (PE). This study attempted to identify and share practices that current HS PE teachers were implementing to support students’ PASE and further develop previous recommendations to support PASE. The study participants were 14 current HS PE teachers that participated in one individual semi-structured interview that lasted approximately 50-60 minutes. Interview questions were designed to ask participants about their daily in-person class routines and how they support PASE based on the four sources of self-efficacy. The results include three themes to assist in supporting HS students’ PASE which include: (a) Maximizing initial success, (b) Redefining success, and (c) Increasing PA awareness and monitoring. All themes and examples coincide with previous recommendations on how best to support PASE. PE teachers have the opportunity to design PA experiences that maximize the chances of students interpreting their experiences as successful and allow students to manage their PA participation. Implementing these types of strategies can hopefully increase students’ overall participation in PA by supporting their PASE.

Self-efficacy učitelů 1. stupně základní školy: zdroje jeho zlepšení

Self-efficacy is an important teachers’ characteristic that reflects how well they persevere when faced with obstacles. In this study we explored the sources which, according to Albert Bandura’s theory, contribute to changes in self-efficacy. Participants were 984 primary school teachers in the Czech Republic. Two research instruments were employed: (a) ZSE, a scale measuring teachers’ use of sources of self-efficacy and (b) OSTES-Cz, a scale measuring teachers’ instructional efficacy and class management efficacy. Teachers evaluated mastery experiences and emotional states to be the strongest efficacy sources, followed by social persuasion and vicarious experiences. Duration of teaching practice appeared to associate with mastery experiences and vicarious experiences, while social persuasion was related to the type of elementary school. In regression analyses, mastery experiences, emotional states and vicarious experiences significantly predicted instructional efficacy. On the other hand, class management efficacy was significantly predicted by mastery experiences and emotional states. Findings are discussed with reference to future research aiming to overcome methodology limitations.

Data on selfـــefficacy and its sources during the COVID-19 crisis: A Saudi auditor’s perspective

Background Auditors during COVID-19 experienced an unprecedented situation where normal audit activities became difficult to conduct. Moreover, COVID-19 forced auditors to introduce a new audit approach, “remote auditing,” which was not common in most audit firms and required the adoption of more advanced technologies. Overall, auditors during COVID-19 needed both cognitive and technical factors to deliver high-quality audits. Despite the challenges, research into how auditors dealt with these issues is limited, presenting an intriguing area of study. Methods This dataset provides insights into the Saudi auditor’s experience and beliefs regarding audit activities during COVID-19. Through an online survey, researchers collected data from 193 out of 417 registered auditors with the Saudi Organization for Chartered and Professional Accountants (SOCPA). The survey assessed the auditors’ self-efficacy in conducting audits during the pandemic, exploring its sources and potential moderating factors. Specifically, the dataset includes responses on eight items related to self-efficacy, 19 items covering the four common sources of self-efficacy (mastery experience, vicarious experience, social persuasion, and physiological/emotional states), and six items assessing virtual audit competency. Additionally, the dataset contains demographic information valuable for researchers analysing the relationship between auditor self-efficacy, its sources, and other influencing factors. Conclusions Overall, the dataset included in this article may serve a broader audience and be useful in improving several stakeholders’ understanding of the effects of COVID-19 on auditors and how auditors assess their ability to adapt to the COVID-19 consequences. This research contributes to the existing body of knowledge by highlighting the need for auditors to adapt to new circumstances and adopt innovative approaches during challenging times, thereby ensuring the delivery of high-quality audits.

Exploring physical therapists’ approach to addressing home exercise program-related low self-efficacy: knowledge, strategies, and barriers

Purpose Self-efficacy is the strongest predictor of completing home exercise programs (HEPs). How physical therapists address low levels of self-efficacy is unknown. Our objectives were to determine (1) knowledge and confidence in addressing patients’ self-efficacy; (2) strategies used to address low self-efficacy; and (3) barriers. Material and Methods Licensed physical therapists who are actively treating patients in the United States participated in our mixed-methods study consisting of: (1) a survey on knowledge, barriers, and confidence; and (2) interviews on strategies used to address low self-efficacy. Descriptive statistics were calculated on all quantitative data. Braun and Clarke’s 6-phase thematic analysis was used for the qualitative data. Results All 37 participants believed that self-efficacy impacts HEP completion. The majority (72.9%) reported addressing low self-efficacy. Barriers that impacted the ability to address low self-efficacy (Theme 1) included lack of knowledge, confidence, tools, guidance, and community resources, patients’ past experiences and complexities, inability to follow-up with patients, and reimbursement. Due to these barriers, participants primarily addressed patients’ low self-efficacy via communication (Theme 2) and ensuring successful exercise completion (Theme 3). Conclusion Instead of using Bandura’s fours sources of self-efficacy (i.e., mastery experiences, verbal persuasion, vicarious experiences, physiological state), participants verbalized addressing low self-efficacy via communication and successful exercise completion. Thus, implementation studies evaluating strategies to overcome the identified barriers are needed.

The Meaning of Live-In Activity Experience for the Self-Efficacy of Prospective Religious Teacher Students and Pastoral Practitioners

This study explores the pastoral experience during live-in activities for Catholic Religious Education Program students and its impact on their self-efficacy as future religious teachers and pastoral practitioners. Using a descriptive qualitative method with a phenomenological approach, data were collected through semi-structured interviews with students involved in pastoral activities at St. Michael Elopada. The results show that students' self-efficacy increases through social support from the congregation, success in organizing and guiding pastoral activities, inspiration from community leaders who are experienced and respected figures, and belief in their potential. The live-in experience becomes a significant source of self-efficacy, boosting students' confidence in their duties as religious teachers and pastoral practitioners. This study's novelty lies in its focus on the pastoral field and using a phenomenological approach, demonstrating that social support and successful experiences can enhance self-efficacy. The contribution to the study is that social support and experiences of success can increase a person’s self-efficacy.

Electronic Health Literacy as a Source of Self-Efficacy Among Community-Dwelling Older Adults

ABSTRACT Objectives Health-related factors, such as health status, health anxiety, and health literacy, are established contributors to self-efficacy. However, the relationship between electronic health literacy and self-efficacy is less known. The present study examined the role of electronic health literacy in relation to self-efficacy among community-dwelling older adults. Methods Cross-sectional survey data were collected in the United States between September 2022 and March 2023. The survey dataset consisted of 191 responses from individuals in the United States who were ages 65 or older. It provided information about survey respondents’ sociodemographic status, perceived health status, health anxiety, electronic health literacy, and self-efficacy. Hierarchical linear regression was conducted to analyze the data. Results Electronic health literacy was positively related to self-efficacy, and health anxiety was negatively related to self-efficacy, with sociodemographic status and perceived health status controlled. Conclusions The results indicate that electronic health literacy can be a source of self-efficacy among community-dwelling older adults. Clinical Implications Improving older adults’ electronic health literacy may help them maintain self-efficacy, and the improvement should be made, especially in the domains of evaluating health information found on the internet and making decisions based on the information.

Investigating Sources of Korean Middle School Students' Engish Self-Efficacy

Objectives The purposes of the present study was to examine the levels of middle school students' English self-efficacy, and to investigate the relationships between four sources of self-efficacy(mastery experience, vicarious experience, social persuasion, physiological states) proposed by Bandura(1997) with Engish self-efficacy Methods The participants in this study were 285 middle school students from four different schools in Kyungnam province. Questionnaire was used to collect the data. The data were analyzed by using descriptive statistics, t-test, ANOVA. In order to examine how well the sources of self-efficacy would predict students' English self-efficacy, regression analysis was conducted. Results The results showed that the participants were in the level of moderate self-efficacy in learning English. There was no significant difference in the level of English self-efficacy with respect to gender and years of school. The sources of self-efficacy did not change depending on gender. Among four sources of self-efficacy, only phyological states signficantly changed depending on grade levels. All four self-efficacy sources were significantly correlated with the participants' English self-efficacy. Effects were strongest for mastery experience(β=.515), the second strongest for social persuasion(β=.305). Vicarious experience(β=.101) and physiological states(β=-.064) had relatively weaker effects. Conclusions The results indicated that the important sources of students' English self-efficacy were mastery experience and social persuasion. It means that mastery experience and social persuasion significanty predict students' English self-efficacy. More importantly, mastery experience was found to be the main predictor for English self-efficacy of students. Unlike the previous studies, social persuasion exceeded vicarious experience and physiological states in influencing the students' English self-efficacy. Results of the finidnings suggest the importance of teachers' roles in enhancing students' English self-efficacy.

Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education

AbstractThe aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research results, knowledge of theories and research in the field of education also contributes to a professional’s self-efficacy. In this study, 202 Finnish ECE teachers evaluated their self-efficacy and its sources (mastery experiences, vicarious experiences, social persuasion, and physiological arousal) as well as their pedagogical planning, implementation, and leadership. A path analysis was conducted to estimate the sources of self-efficacy and active and reactive use of educational research as predictors of teacher self-efficacy, and further, of self-efficacy as a predictor of teachers’ pedagogical planning, implementation, and leadership. The findings showed that mastery experiences, social persuasion, and physiological arousal were positively related to self-efficacy in pedagogical approaches, group management, and child engagement. Intentional use of educational theory and research was positively related to self-efficacy in pedagogical approaches. Furthermore, the quality of pedagogical planning, implementation, and leadership were predicted by high self-efficacy in pedagogical approaches, but implementation also by social persuasion and active use of theory and research.

The Perception of Sources of SelfEfficacy and the Intensity of the Dimensions of Attitude Towards Functioning in Conditions of Freedom in Individuals Serving a Sentence of Imprisonment

The Perception of Sources of SelfEfficacy and the Intensity of the Dimensions of Attitude Towards Functioning in Conditions of Freedom in Individuals Serving a Sentence of Imprisonment

The Effect of Self-efficacy-Enhancing Interventions on Quality of Life of Cancer Survivors: A Systematic Review.

The influence of self-efficacy-enhancing interventions on quality of life (QOL) is not clear with recent randomized controlled trials (RCTs) because current reviews only evaluated self-efficacy as an outcome. We conducted a systematic review to examine the effect of self-efficacy-enhancing interventions on QOL among patients with cancer and to summarize the effective determinants for designing self-efficacy-enhancing interventions. A systematic search was performed on studies published from January 2003 to May 2023 using PubMed, CINAHL, PsycINFO, and Web of Science. Included studies were RCTs, adults diagnosed with cancer, interventions with explicit self-efficacy components, and QOL as the outcome. Nineteen RCTs were included. Risk-of-bias assessment revealed 12 studies with some concerns and 7 with high risk of bias. The mean intervention adherence rate was 88.2%; the most frequently listed reason for dropout was medical conditions and mortality. Self-efficacy interventions were shown to significantly improve at least 1 subscale of QOL in 9 of 19 studies, of which 7 studies used Bandura's 4 sources of self-efficacy. The interventions with between-session intervals shorter than 2 weeks, of 12-week duration, and with an in-person delivery approach were the most effective. Self-efficacy-enhancing interventions show potential beneficial effects on QOL among cancer survivors. Interventions that use Bandura's 4 sources of self-efficacy strategies and have between-session intervals shorter than 2 weeks, an in-person approach, and 12-week intervention duration are recommended. Properly designed self-efficacy-enhancing interventions can facilitate behavioral change and improve QOL in cancer survivors.

Adapting and Evaluating a Theory-Driven, Non-Pharmacological Intervention to Self-Manage Pain.

The existing literature has limited detail on theory-driven interventions, particularly in pain studies. We adapted Bandura's self-efficacy framework toward a theory-driven, non-pharmacological intervention using auricular point acupressure (APA) and evaluated participants' perceptions of this intervention on their pain self-management. APA is a non-invasive modality based on auricular acupuncture principles. We mapped our study intervention components according to Bandura's key sources of self-efficacy (performance accomplishments, vicarious experience, verbal persuasion, and emotional arousal) to facilitate the self-management of pain. Through a qualitative study design, we conducted virtual interviews at one and three months after a 4-week APA intervention among 23 participants using purposive sampling to describe their experiences in managing their pain based on our theory-driven APA intervention. Using thematic analyses, we found four themes: the enhanced self-management of pain, improved pain outcomes, the feasibility of technology, and the sustainability of APA. Describing how interventions are mapped according to the elements of theoretical frameworks can help to guide intervention development, advance science and knowledge development, and promote the implementation of interventions. As such, using Bandura's self-efficacy theory as a foundation for the APA intervention, APA was found to be feasible and sustainable, improving self-management, pain intensity, and pain-related outcomes. Participants provided recommendations for the further improvement of this theory-driven intervention.

Contribution of Self-Efficacy to Test Anxiety in 'X' University Bandung Students

Students tends to be test-anxious because they do not believe in their ability. This study aims to determine the effect of self-efficacy on students' test anxiety in X University Bandung. The respondents are 380 active undergraduate students at X University Bandung who were recruited through snowball sampling. The result of linear regression analysis concluded that self-efficacy has a negative and significant effect on students' test anxiety in 'X' University Bandung (B = -0.752, R2 = 0.339, p = -0.482). 33.90% of the students' test anxiety could be explained by their self-efficacy while 66.10% is influenced by other variables that are not examined in this study. Interventions are suggested to be given to the students to increase their self-efficacy thus they would no longer feel anxious during exams. Further research is suggested to use other sampling techniques and examine the determinants and sources of self-efficacy and test anxiety.

The Effectiveness of Applying the Habits of Mind Approach on Developing Female Fifth Graders’ Reading Self-Efficacy

Self-efficacy, which refers to one’s own capabilities to perform a task successfully, has been found to be a significant predictor of various educational achievements. The current study emphasizes the role of self-efficacy in the context of reading, highlighting that students’ beliefs about their reading abilities can significantly shape their motivation and performance in reading. Consequently, unsuccessful outcomes in reading may not necessarily result from a lack of skills or knowledge but rather from a deficiency in the self-efficacy beliefs needed to apply those skills effectively (Carroll & Fox, 2017). Considering the narrow scope of research on reading self-efficacy, this quasi-experimental study aimed to extend previous work by exploring how reading self-efficacy changes among female fifth-grade students through a nine-week Habits of Mind (HoM) program. This program specifically targeted the four primary sources of information that affect reading self-efficacy: progress, observational comparison, social feedback, and physiological states. Participants comprised 66 female fifth-grade students from a public elementary school, split into an experimental group of 33 who participated in the HoM program and a control group of 33 students adhering to the standard curriculum. The findings indicate that participants in the HoM program reported significantly higher reading self-efficacy levels in four sources of reading self-efficacy compared to those in the control group. Results also indicated that the improvements in reading self-efficacy and its four foundational factors, attained through implementing the HoM program, were either sustained or experienced further growth over time. We recommend that this approach might help students develop a lifelong passion for reading, along with the confidence they need to overcome reading challenges.

Identifying Sources of English-Speaking Self-Efficacy among Vietnamese EFL University Learners

Current research shows that self-efficacy plays a crucial role in academic success. Therefore, understanding how learners perceive their self-efficacy can lead to more positive and realistic views on learning foreign languages, especially in improving English-speaking skills. This study focuses on identifying the sources of self-efficacy in English speaking among 203 Vietnamese university students and examining its connection with their speaking performance. Data were gathered using a structured questionnaire for quantitative analysis and a speaking test to assess speaking skills. The results reveal that the students generally had strong self-efficacy in English speaking, with emotional and physical experiences being the main contributors to their self-efficacy. Furthermore, a positive correlation was found between their self-efficacy in speaking English and their actual speaking performance. These findings significantly illuminate how self-efficacy influences speaking performance in the context of language learning.

Adaptation of Academic Self-Efficacy Measuring Tools using the Confirmatory Factor Analysis (CFA)

Students with higher self-efficacy, are more self-confident, can set higher learning goals, and are better at problem solving, which may lead to better academic performance. This research aims to adapt and validate The Scale of Sources of Self-efficacy in Mathematics (SSSEM) in the context of Indonesian culture and language and test its reliability in high school students. The research sample consisted of 200 students from six high schools in the city of Palangkaraya. All items were analyzed using Confirmatory Factor Analysis (CFA). The research results show the construct validity of the instrument with the index criterion value 𝜒2 = 170.749 p = 0.97 or (p-value > 0.05) meaning there is a match between the data and the model, then the RMSEA value = .028 (≤ 0.09), CMIN/DF = 1.154 (≤ 2.00), GFI = 0.920, CFI = 0.994, TLI = 0.993 and AGFI = 0897 (≥ 0.90). The results of the reliability analysis show that the scale has an adequate level of reliability. Then the construct reliability has good reliability with coefficient values for each dimension of 0.89 0.88, 0.89 and 0.87. Cronbach's Alpha value is above 0.70. This adapted scale had a good fit with empirical data after several modifications. Therefore, the Indonesian version of the SSSEM can be used as a valid and reliable measuring tool to measure self-efficacy in high school students in Indonesia.

Exploring Physical Educators' Self-Efficacy to Teach Students With Disabilities in General Physical Education.

The purpose of this study was to explore the ways in which in-service physical education teachers construct their self-efficacy beliefs toward teaching students with disabilities in general physical education classes. Using a qualitative descriptive approach situated within self-efficacy theory, data were collected via semistructured audio-recorded interviews with 16 in-service physical educators. Three interrelated themes were constructed: (a)The more I do it, the better I feel: the importance of professional experiences; (b)I've learned from others: the influence of colleagues; and (c)Being in the general educational setting is a challenge: the impact of contextual factors. Findings supported the influence of the four sources of self-efficacy (i.e.,mastery experience, vicarious experience, social persuasion, and affective and physiological state), in addition to potential contextual factors (i.e.,class sizes and availability of hands-on support), impacting participants' self-efficacy to teach students with disabilities in general physical education classes.

Self-Efficacy and Commitment Among Music Student Teachers

Abstract The purpose of this study was to investigate the network of relationships among sources of self-efficacy, teaching efficacy (comprising music teaching efficacy and classroom management efficacy), and commitment to teaching among music student teachers. A secondary purpose was to examine how participants described influences on their teaching efficacy and commitment through open-ended responses. Participants were music student teachers (N=125) from universities across the United States. Results revealed that student teachers at the elementary level felt significantly more efficacious than those teaching at the secondary level. In the context of this study, verbal/social persuasion explained the most amount of variation among music teaching efficacy, while physiological state explained the most amount of variation in classroom management efficacy. These findings vary from previous research that has pointed to mastery experiences as the most impactful source of self-efficacy. Path analyses indicated that those with relatively stronger feelings of music teaching efficacy also tended to have stronger feelings of commitment to the music teaching profession as well as an increased sense of classroom management efficacy. Open-ended responses indicated that participants felt verbal/social persuasions were the most impactful on their sense of confidence as a teacher, while past music teachers were the most common influence on student teachers’ sense of professional commitment.

Online information retrieval self-efficacy of library professionals: a predictor of patrons’ satisfaction in university libraries

PurposeThe primary purpose of this study was to check the online information retrieval self-efficacy among library professionals in predicting the satisfaction of patrons within universities’ libraries.Design/methodology/approachThe study was grounded on Bandura four sources of self-efficacy, encompassing mastery experience, vicarious experience, social persuasion and physiological states. To accomplish this, a meticulously designed questionnaire was administered to collect data from library professionals employed in universities libraries recognized by the Higher Education Commission in Punjab and capital city of Pakistan (Islamabad). Following by the validation of assumptions, researchers conducted a multiple linear regression test to predict the outcomes of the dependent variable by using the independents variables. Additionally, a comparative evaluation was carried out among all the independent variables to determine their respective contributions to satisfaction of library patrons.FindingsThe results emphasized the distinct and substantial significance of three variables, physiological states, social feedback and mastery experience in predicting the satisfaction of library patrons. Nevertheless, vicarious experience did not demonstrate a significant influence on the satisfaction of library patrons. Furthermore, influence of physiological states on the improvement of library patrons’ satisfaction was relatively higher compared to other three self-efficacy sources. In conclusion, research established the essential role of online information retrieval self-efficacy in enhancing the satisfaction of library patrons.Practical implicationsThe findings of the study can form a solid basis for devising academic programs to train the library professionals for effective utilization of various information systems and databases. These programs play an important role in improving the self-efficacy of library professionals, ultimately refining their skills in online information retrieval.Originality/valueIn essence, this study provides insights into the factors which are pivotal in effective information searching process, ultimately leading to increase the satisfaction level of library patrons which has not been previously researched in Pakistan as well as the world context. Moreover, the study significance lies in contribute to academic discourse, its potential to transform and promote the library services and as well as empower library professionals in delivering the satisfying and efficient experience for library patrons in the current digital age.