Self-efficacy Of Students Research Articles

Psychometric Properties of the Academic Self-Efficacy Scale for Higher Secondary Students

In response to the scarcity of grade-specific academic self-efficacy scale, the present study was aimed to adapt a scale for measuring academic self-efficacy for higher secondary students in the context of Bangladesh. Main objective of this study was to assess psychometric properties of the Academic Self-efficacy Scale for Bangladeshi higher secondary students. This measure was administered on a sample 207 higher secondary students who were selected from 3 administrative districts of Bangladesh by non-probability sampling techniques. Psychometric properties were assessed through item analysis (item-total correlation, Cronbach’s Alpha and split-half reliabilities), differential item function, and Pearson product moment correlation coefficient (Predictive validity). One item excluded from the scale as this item had insufficient item-total correlation. Findings revealed that this scale had sufficient internal consistency reliabilities and predictive validity and suggested that this could be applicable for assessing academic self-efficacy of higher secondary students in Bangladesh. The Chittagong Univ. J. B. Sci.,Vol. 10(1 and2):149-156, 2020

Academic Self-Efficacy, Self-Regulated Learning and Academic Achievement of Higher Secondary Students in Bangladesh

The present study aimed at investigating the role of academic self-efficacy and self-regulated learning on Bangladeshi Higher Secondary students’ academic achievement, as there was a dearth of research on such issues in the context of the study population. The data were collected from a sample of 230 higher secondary school students utilizing the convenience sampling technique. Results suggested significant mean differences in academic self-efficacy, self-regulated learning, and academic achievement by gender and residence areas. Academic self-efficacy was the strongest predictor of academic achievement that was partially mediated by self-regulated learning. Results also suggested that gender moderated this mediational relationship among study variables. The present study findings would help students, teachers, guardians, and policymakers to ensure quality education in this academic layer. The Chittagong Univ. J. B. Sci., Vol. 10(1 & 2):157-165, 2020

THE INFLUENCE OF LEARNING INDEPENDENCE AND SELF-EFFICACY ON THE WORK READINESS OF CLASS

Background: This research is motivated by the emergence of symptoms of low learning independence which will result in the quality of learning outcomes. This study aims to: 1) Understand the influence of student learning independence on work readiness owned by class XII students of the Construction and Property Business Skills (CPBE) Program at SMK Negeri 2 Makassar, 2) Understand the influence of student self-efficacy on work readiness owned by class XII students of the CPBE Program at SMK Negeri 2 Makassar, 3) Understand the influence of learning independence and student self-efficacy on work readiness owned by class XII students of the CPBE Program at SMK Negeri 2 Makassar.Methods: This research uses a quantitative approach. The population in this study were XII grade students of the CPBE Program at SMK Negeri 2 Makassar, with a sample size of 56 students.Results: Based on the results of the analysis, shows that there is a tendency that the better the learning independence and self-efficacy received, the better the students' work readiness, and vice versa, the lower the learning independence and self-efficacy received by students, the lower the students' work readiness.Conclusion: The conclusions obtained are: 1). There is a positive influence between student learning independence on work readiness of class XII students in the CPBE Program at SMK Negeri 2 Makassar, 2). There is a positive influence between student self-efficacy and work readiness in class XII students of the CPBE Program at SMK Negeri 2 Makassar, 3). There is a positive influence between learning independence and student self-efficacy on work readiness in class XII students of the CPBE Program at SMK Negeri 2 Makassar

Examining research motivation, self-efficacy, and anxiety in TEFL graduate students: a structural equation modelling approach

ABSTRACT Applied linguistics has recently seen a surge in research and methodological approaches to do stronger studies. One important factor affecting such a new movement is the researchers’ individual differences in shaping their research repertoire. Therefore, this study, which employs a path-analytic approach, investigates the interrelationship between three significant individual factors in the EFL (English as a Foreign Language) context: research self-efficacy, anxiety, and motivation. This nationwide survey included 561 male and female Iranian MA students studying TEFL (Teaching English as a Foreign Language). The researchers administered three adopted instruments, namely the research motivation scale, the research anxiety scale, and the research self-efficacy scale. The path-analytic findings revealed such interrelationships among the three factors. In particular, the findings indicated that there is a negative relationship between research anxiety and motivation to conduct research. In our study, however, the relationship between research self-efficacy and motivation is positive. These evidence-based findings can help policymakers shape an evidence-based research policy. Recommendations and implications of the results for policymakers, research methodologists, research instructors, and MA students are discussed.

Self-efficacy in communication and employability skills of English language students

The majority of the relevant studies have concentrated on identifying the potential employable abilities of Bachelor of Arts in English Language (BAEL) students in general rather than the employability skills of BA English Language graduates. Hence, it is important to know also what are the employable skills of the BAEL graduates in order to determine the areas of workplace they are to be employed in. This study aims to know the self-efficacy of BAEL students in oral, written, computer-mediated communication and the important employability skills of BAEL undergraduate students. The study is quantitative in nature, and a descriptive survey approach was employed to ascertain the respondents' employability skills in the various fields. The researcher used Google Forms for the survey questionnaire. The study revealed that the self-efficacy of the BA English Language fourth year undergraduate students had a positive opinion of their own skill efficacy. The English language students can handle themselves in company especially when interacting in small groups. They can carry out written communication tasks and also electronically assisted tasks. On the other hand, BAEL students have potentials to be employed in various industries. The researcher advised the students to be readily accepted in various fields in the workplace after graduation. Teachers and curriculum/policy makers were suggested to create learning interventions that can enhance the employability of the students in the various areas of English communication.

The impact of teacher autonomy support on students’ assessment literacy: The chain mediating effects of self-efficacy and critical reflection

In the realm of classroom assessment, the shift towards “assessment as learning” underscores the pivotal role of students in developing assessment literacy. This study aims to bridge the gap in the literature by examining the understudied area of students' assessment literacy. The author introduces a novel chain mediation effect structure model to investigate the interactions between teacher autonomy support, self-efficacy, critical reflection, and students' assessment literacy. The sample comprises 704 high school students from central China, with an even gender distribution (321 boys and 383 girls), which provides a robust dataset for analysis. By utilizing the Student Evaluative Scale, Critical Reflection Scale, and Self-Efficacy Scale, the study reveals a significant and positive correlation between teacher autonomy support and the level of assessment literacy among students. Furthermore, the findings indicate that self-efficacy and critical reflection act as mediators in the relationship between teacher autonomy support and students' assessment literacy. This suggests that educators who foster an environment of autonomy, empowering students to take ownership of their learning, can significantly enhance students' belief in their own abilities (self-efficacy) and their capacity for reflective thinking, thereby improving students’ assessment literacy. The study concludes with concrete suggestions for classroom practice and identifies avenues for future research to further refine our understanding of the complex interplay between teacher support, student self-efficacy, critical reflection, and assessment literacy.

Development of e-modules for science subjects based on artificial intelligence technology to improve concept mastery and self- efficacy of students of grade IV elementary school

The study aimed to test the validity, practicality, and effectiveness of e-modules of science subject content based on Artificial Intelligence (AI) technology to improve concept mastery and self-efficacy of 4th-grade elementary school students. This research and development model uses Thiagarajan's (1974) development model of Define, Design, Development, and Dissemination, abbreviated as 4D. The data analysis technique used is data analysis of validity, practicality, and effectiveness tests of e-modules, which are processed into quantitative and qualitative data. The results showed that the feasibility of e-modules was categorized as very good, as evidenced by the construct validity test, which obtained a feasibility percentage of 94.16% with the category of "very feasible.” The content validity test obtained a feasibility percentage of 80%, classified as "feasible.” The practicality of using e-modules through limited trials on a group of students using student and teacher observation sheets obtained a percentage of 93.75% with the category "very practical." The results of learning observations by teachers obtained a percentage of 96.05% with the category "very practical.” The effectiveness of the e-modules on concept mastery using pretest-posttest instruments obtained an N-gain of 0.762, categorized as "high.” Furthermore, the testing of students' self-efficacy using a questionnaire instrument obtained a percentage of 70.23%, categorized as “effective.” Based on the results, this e-module is declared feasible and effective in improving students' concept mastery and self-efficacy in the science subject of grade IV elementary science.

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.

의료봉사프로그램이 간호대학생의 간호전문직관, 자기효능감, 셀프리더십, 전공만족도 및 봉사활동만족도에 미치는 효과

Purpose: This study attempted to determine the effects of a healthcare volunteer program on nursing students’ professionalism, self-leadership, self-efficacy, major satisfaction, and volunteer activity satisfaction. Method: This study collected data before and after the implementation of a healthcare volunteer program consisting of 4 hours of education including 3-hour lecture and 1-hour practice, and 70 hours of medical volunteer activities over a period of 2 months from January to February 2024. The subjects who participated in this study were 55 freshmen and sophomore in nursing students. The effectiveness of the program was analyzed using the IBM SPSS WIN program, and the effects of nursing professional intuition, self-leadership, self-efficacy, and major satisfaction were analyzed using paired t-tests, and volunteer activity satisfaction was analyzed using mean and standard deviation. Results: In this study, the experimental group's nursing professionalism increased from 115.35±11.85 points to 122.91±12.46 points (t=3.26, p=.002), and self-leadership increased from 64.27±7.16 points to 66.98±7.41 points (t=2.10, p=.041), self-efficacy increased statistically significantly from 65.69±8.70 points to 69.45±10.45 points (t=2.31, p=.025). However, major satisfaction increased from 24.24±3.75 points to 24.78±4.06 points, but there was no statistically significant difference (t=0.72, p=.472). In this study, volunteer activity satisfaction was 96.90±13.67 points, which when converted to a perfect score of 100, was 86.52 points. Conclusion: The results shows volunteer activities at medical institutions can increase nursing students' professionalism, self-leadership, and self-efficacy before clinical practice. Therefore, we suggest volunteer work at medical institutions to increase nursing students' professional intuition, self-leadership, and self-efficacy.

An Investigation the Relationship Between Self Concept and Self Efficacy Among Senior Secondary School Students

The main objective of this investigation is to examined the relationship between the Self -Concept and Self Efficacy. A number of hundred students consisting 50 boys and 50 girls were selected as sample. Random sampling technique was used for sample selection. Self- Concept Rating Scale developed by Dr. Rajkumar Saraswat & Self -Efficacy Scale developed by Dr. Arun Kumar and Dr. Shruti Narain were used for data collection. The results of the study showed that there exists no significant relationship between the Self Concept and Self efficacy of Senior secondary school students of Gohana city of Sonipat district.

치위생학과 학생의 취업 스트레스, 자아존중감, 학과만족도가 진로결정 자기효능감에 미치는 영향

Objectives: The purpose of this study was to determine the relationship between employment stress, self-respect, department satisfaction, and career decision self-efficacy of dental hygiene students. Methods: Data were collected through a self-administered survey. Data were collected from April 1 to April 19, 2023, and the final analysis subjects were 178 people. Data analysis used the IBM SPSS Statistics 26.0 program. Results: Factors affecting career decision self-efficacy were significant in college life satisfaction, club activities, employment stress, and self-respect, and the explanatory power was 44.4%. Conclusions: Through classes using a variety of teaching methods, career exploration and employment mentoring programs are needed to make students more interested in major classes, encourage them to participate in major club activities, and reduce students' stress about finding jobs in the future.

Career Exploration Training to Improve Career Decision Making Self-Efficacy of High School Student in Bandung

Currently, many high school students are confused and feel unsure when it comes to choosing their future major or career. The research conducted aims to see the impact of Career Exploration (CE) through a training program in improving Career Decision Making Self-Efficacy (CDMSE) of high school students in Bandung. This study uses an experimental method. There were 6 students in class XI who participated in the experimental group and the control group. Each participant completed a pre-test and post-test questionnaire for CE and CDMSE. The data analysis technique was carried out by different tests using the Mann-Whitney U and Wilcoxon Rank statistical tests with the help of the SPSS 25.0 program. It was found that CE, through the training program, can be significantly effective in improving the CDMSE of students. The results of the measurement of the magnitude of the effect stated that the intervention in the form of career exploration training had a great impact on CDMSE.

Academic Self Efficacy and Student Academic Stress in the Pandemic Transition Period

The first year of college is a transition period from secondary education to higher education. The demand to be an independent learner, as well as the transition from distance learning to face-to-face meetings, can certainly cause academic stress. On the other hand, some factors influence the extent to which students can survive in the face of stress, one of which is self-efficacy. This research aims to look at the relationship between academic self-efficacy and academic stress in first-year students during the pandemic transition period using quantitative methods. The total number of participants in this research was 210 active first-year students. The research instruments used were the Academic Self-Efficacy Scale and the Academic Stress Inventory. The results of research using Spearman's rho correlation test technique show that the variables academic self-efficacy and academic stress (rs = -.667, p < .001) have a significant negative correlation. Thus, the higher the academic self-efficacy, the lower the academic stress experienced by 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<.001), grit (r=.537, p<.001), and career decision self-efficacy (r=.567, p<.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.

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.

The Influence of Student Self-Efficacy at School on the Quality of Religious Education Teachers as Murabbi

The importance of the role of teachers as agents of change and understanding the relationship between the level of student independence and the quality of religious teachers in schools. However, in fact, there are differences between expectations and reality on the ground, religious education has decreased among students. So, it is necessary to carry out research with the aim of finding out the relationship between the level of student independence and the quality of Islamic education teachers (IET) as murabbi. This research method uses a quantitative approach with a questionnaire as the main research instrument. Respondents consisted of 554 IET primary and secondary school teachers in Indonesia, who were selected using a multistage cluster sampling technique. Data collection techniques were through structured questionnaires which were analyzed using SPSS Version 25.0. The data analysis technique uses SPSS Version 25.0 to gain meaningful insight from the IET response. As a result, it was found that there was a positive correlation between the level of student independence and the quality of IET Islamic education teachers as murabbi. In conclusion, it is important to pay attention to the level of student independence in improving the quality of religious teacher teaching. The research implications have an impact on the development of religious education in primary and secondary schools.

HUBUNGAN SELF EFFICACY DENGAN KETERAMPILAN MENULIS KARANGAN DESKRIPSI PESERTA DIDIK KELAS IX SMP NEGERI 2 KABAWETAN

Study skills are an important ability to achieve success in academic achievement. Self-efficacy is also important which will show the level of individual confidence in completing tasks or achieving desired goals. This research is intended to describe the level of skill in writing descriptive essays and the level of student self-efficacy and to see the correlation between these variables. The research method uses a quantitative approach with a correlational type. The research respondents were 63 students at SMP Negeri 2 Kabawetan. Data collection uses writing skills and self-efficacy instruments. Data analysis uses quantitative descriptive and correlation analysis. Data processing was carried out using Excel and SPSS applications. From the research results, it was found that most of the students who were research respondents had descriptive essay writing skills in the medium category. Most of the students in this study also had moderate self-efficacy. In this research, it was also found that self-efficacy had a significant positive correlation with descriptive essay writing skills

Students’ Self-efficacy under the Blended Teaching Model: A Case Study of Huaihua University, China

Blended teaching is a teaching mode that combines traditional face-to-face teaching and online learning. In recent years, blended teaching has been regarded as an innovative teaching method in China’s higher education, attracting extensive attention from teachers and students. In this paper, based on the characteristics of blended teaching, the self-efficacy of students from Huaihua University in economics and management is investigated under the blended teaching model. A self-efficacy scale is developed from four dimensions, and its reliability and validity are verified. The results show that students are seldom confident in learning economics, and students’ self-efficacy level is low in the blended teaching model. The average level of ability-related factors is the lowest, and most students find economics courses abstract and challenging to understand. After the individual characteristics of the respondents are differentiated, their self-efficacy has significant differences in several dimensions. Specific recommendations are made to improve the quality of teaching and learning by differentiating the needs of different students.

Correlation Between Perceived Social Support and Self Efficacy in Final Students Who Are Preparing Thesis

This research aims to determine the relationship between perceived social support and self-efficacy in final students who are writing their thesis. This research uses a quantitative research approach with a descriptive type of research. The sampling technique for this research uses a purposive sampling technique with students being the research sample consisting of 203 students using the Krejcie table. Test construct validity by looking at the total item correlation coefficient equal to or greater than 0.138. The instrument reliability test uses Cronbach's alpha value, namely 0.8. The results of this study indicate that there is a positive and significant correlation between Perceived social support and self-efficacy with a correlation value (rxy) of 0.492 with a calculated p value = 0.0001 / P < 0.05

The Role of Emotional Intelligence in Improving Student Self-Efficacy

This study analyzes the influence of emotional intelligence on students' self-efficacy in an educational context. This research highlights the importance of good emotion management to maximize emotional intelligence, which impacts the ability to follow lessons and self-management in educational settings, especially in facing academic demands and life in the 21st century. This quantitative study involved 52 respondents who filled out a Google Form questionnaire. The instrument used consisted of 40 items measuring emotional intelligence and self-efficacy scales. The prerequisite tests included normality, linearity, and multicollinearity tests, while data analysis techniques employed regression with Pearson product-moment correlation approach. The results showed that emotional intelligence significantly affects students' self-efficacy, with a regression coefficient of 0.740 and a determination coefficient of 0.538. The significance of 0.000 (<0.05) indicates that emotional intelligence influences self-efficacy by 53.80%, while the remaining 46.20% is influenced by other variables not examined. This study concludes that emotional intelligence is important in enhancing students' self-efficacy, making it essential to develop it within the educational context. The implications of these findings emphasize the need for educational strategies that can enhance emotional intelligence to support academic success and students' personal development.