Sense Of Self-efficacy Research Articles

Participation In Online Health Communities: Decoding the antecedents and outcomes

A significant number (49 %) of Indian users tend to rely on digital media to either access health-related information or use the internet as a precursor to visit a doctor [20]. According to a report by Raheja [48], "The Internet of Things” (IoT) connection has the potential to change the malfunctioning medical system into a comprehensive, effective, and individualised system. This will allow for a more proactive approach to wellness and overall health, reducing medical expenses through these inclusive practices. Online health communities in India demonstrate significant clout to transform the healthcare industry by empowering patients. They offer a platform to all key stakeholders, that are, the healthcare professionals, patients and even the caregivers alike, to come forth, share their experiences and develop remedies for various issues faced by the healthcare industry. This paper examines the antecedents involved in the empowerment of patients in Online Health Communities (OHCs) and the outcomes of this in the form of participant compliance. The research additionally examines the moderating impact of certain factors such as the patients’ e-health literacy and health locus of control (HLOC) and the physicians’ paternalism, in examining the relationship between patient empowerment and compliance. The findings of the research propose a construct or a theoretical model for the numerous factors and moderators associated with the patient’s participation in online health communities. The social support available to patients leads to more empowered patients, ultimately resulting in higher Patient compliance. Further, this patient empowerment, which comprises of sense of autonomy, competence and self-efficacy makes people more compliant. The theoretical construct between patient empowerment and patient compliance, is further moderated by the patients’ e-health literacy and health locus of control (HLOC) and the physicians’ paternalism.

On the Relationship Between Pre-service Teachers’ Sense of Self-efficacy and Emotions in the Integration of Technology in Their Teacher Developmental Programs

On the Relationship Between Pre-service Teachers’ Sense of Self-efficacy and Emotions in the Integration of Technology in Their Teacher Developmental Programs

Teacher Self-Efficacy and Psychology as a Mediator Between the Role of Professional Learning Leaders and the Professional Learning of Boarding School Teachers in the South Zone

One of the focuses of Malaysia Education Blueprint (2013-2025) is continuous professional learning to enhance the quality of the teaching profession. With this intention, the school principal needs to carry out their role as a learning leader to provide focus on learning and ensure teachers and students receive new knowledge and skills in line with the education of today. Professional learning for teachers is activities that are essential to enhance knowledge, skills, and values to improve the teachers’ teaching and learning practices. This research attempted to determine the correlation between the school principals’ role as professional learning leaders, teachers’sense of self-efficacy, and the teachers’ professional learning at South Malaysia’s boarding schools. Additionally, this research identifies the teacher’s self-efficacy as a mediator between the school principals’ role as professional learning leaders and the professional learning of teachers at South Malaysia’s boarding schools. This research is quantitative-based with a survey method of 1,033 respondents and 285 sample teachers. The Statistical Package for the Social Sciences (SPSS) was used to analyse the data that was obtained. The research questions and hypotheses have been answered using descriptive and inferential analysis. The result shows a significant correlation between principals’ role as professional learning leaders, teachers’ self-efficacy, and teachers’ professional learning. Furthermore, teachers’ self-efficacy is a mediator between the principals’ role as professional learning leaders and the professional learning of teachers at South Malaysia’s boarding schools. The results of this study have implications for how self-efficacy in teachers functions as a mediator between the principal's position as a learning leader and the teachers' professional learning. This indicates that enhancing the principal's leadership responsibilities will boost teachers' self-efficacy, which will ultimately help to enhance teachers' professional development.

Self-stigmatization and Coping strategies of campus sexual harassment Victims in China

Sexual harassment is frequent on Chinese campuses, and the self-stigmatization of victims has adverse effects on their physical and mental health. The social stigma attached to victims of sexual harassment leads them to magnify the social consequences of the incident and ignore their harm. Fearful of being killed again, they attribute it to their problems, leading to increased self-stigma. In response to campus sexual harassment, the positive intergroup contact between the victim and the public should be increased so that the victim and the public can realize that the victim is not the party at fault. The moral bondage of traditional female images should be broken to help the victim gain social recognition, recognize their value, improve their sense of self-efficacy and stop self-stigma.

“When I think about my future, I just see darkness”: How youth exiting homelessness navigate the hazy, liminal space between socioeconomic exclusion and inclusion

ObjectivesThe overarching objective of this mixed methods longitudinal study was to understand whether and how rent subsidies and mentorship influenced socioeconomic inclusion outcomes for youth exiting homelessness. The focus of this paper is on the qualitative objectives, which evolved from a primary focus on exploring how study mentorship was working as a facilitator of socioeconomic inclusion to focusing on how participants navigated the hazy, liminal space between socioeconomic exclusion and inclusion.MethodsThis was a convergent mixed methods study scaffolded by community-based participatory action axiology. The quantitative component is reported elsewhere and involved a 2-year pilot randomized controlled trial where 24 participants received rent subsidies and 13 were randomly assigned a study mentor; proxy indicators of socioeconomic inclusion were measured every 6 months for 2.5 years. Qualitative objectives were explored using a qualitative descriptive design and theoretically framed using critical social theory. The lead author interviewed 12 participants every 6 months for 2.5 years. Qualitative interviews were analyzed using reflexive thematic analysis with an emphasis on critical interpretation.ResultsNavigating the liminal space between socioeconomic exclusion and inclusion was complex and non-linear, and the way youth navigated that journey was more strongly associated with factors like informal mentorship (naturally occurring “coach-like” mentorship) and identity capital (sense of purpose, control, self-efficacy, and self-esteem), rather than whether or not they were assigned a formal study mentor.ConclusionA holistic approach integrating coaching and attention to identity capital alongside economic supports may be key to helping youth exiting homelessness achieve socioeconomic inclusion.

The development of an instrument for measuring teachers’ and students’ beliefs about differentiated instruction and teaching in heterogeneous chemistry classrooms

Abstract Diversity and differences between students are the reality that teachers deal with daily. To address this reality, developments in education aim to provide teachers with the knowledge and requisite skills needed for differentiated instruction (DI). DI is a pedagogical-didactic approach that enables teachers to systematically address students’ diverse learning needs. However, no validated instruments currently exist to measure or evaluate teachers’ and students’ beliefs toward DI in chemistry. Hence, there is a need to develop such questionnaires to examine students’ and teachers’ sense of self-efficacy (SE) and attitudes (AT). We describe the development and validation processes of such questionnaire that have been developed based on relevant literature on DI and on teachers’ experience with DI in a heterogeneous classroom. The items were validated by experts’ panel, a readability test, and a field test. A confirmatory factor analysis was undertaken to investigate the factor structure of the teachers and students’ questionnaires based on pilot test reliability, Cronbach’s alpha revisions, and rerun alpha. As a result, the SE and AT of students towards DI instrument entailed 38 items with a five-factor structure indicating a high reliability. Three factors of attitudes, (α) = 0.98, and two factors of self-efficacy, (α) = 0.91. The SE and AT of teachers entailed 55 items with a five-factor structure indicating a high reliability of self-efficacy, (α) = 0.95 and of attitudes towards DI in heterogeneous chemistry classrooms, (α) = 0.93.

Fostering self-regulated learners through child-centred evaluation activities

Fostering self-regulated learners through child-centred evaluation activities Emiko Izumi, PhD from Kwansei Gakuin University, discusses child-centred evaluation activities, including enhancing thinking, judgment and expression skills. Classroom research into child-centred evaluation activities. Dr Emiko Izumi's research encompasses three main areas: Firstly, it emphasises designing child-centred evaluation activities during classes that facilitate learning and enhance children’s sense of competence and self-efficacy. Secondly, the research focuses on developing thinking, judgment, and expression skills, crucial components outlined in the Japanese Ministry of Education’s Courses of Study. Thirdly, the research explores evaluation methods, interventions, and transformations that contribute to improving children’s learning and teachers’ instruction. Overall, what sets this research apart is the active involvement of children in co-creating these rubrics. By participating as evaluators, children gain a deeper understanding of the evaluation process and take ownership of their own learning.

Life satisfaction, generalized sense of self-efficacy and acceptance of illness in rheumatoid arthritis patients depending on age and severity of the disease.

Rheumatoid arthritis (RA) is a chronic autoimmune condition characterized by periods of exacerbation (physical limitations, depressed mood, depressive states and decreased life satisfaction) and remission (hope of health improvement). Our objective was to present social functioning of RA patients taking into consideration their age and employing selected determinants: satisfaction with life, generalized sense of self-efficacy and acceptance of illness. Standardized tools were employed: the Satisfaction with Life Scale, Generalized Self Efficacy Scale and Acceptance of Illness Scale. The study group included 46 RA patients aged 18-45 years and 54 RA patients aged over 60 years. The control group consisted of 24 non-RA subjects in every group. Rheumatoid arthritis patients in the period of disease exacerbation reported low and moderate levels of satisfaction with life, in the patients in remission period the score was moderate, while the control group subjects described their level of satisfaction with life as high and moderate. The level of acceptance of illness was described by the RA patients in the period of disease exacerbation as 20.4/40 points; the patients in remission defined their level of acceptance of illness as 29.38/40 points. The patients with RA exacerbation showed a low sense of self-efficacy, yet a large group of such patients also presented high self-efficacy levels and the majority of the RA subjects in remission reported a high sense of self-efficacy. In the RA patients, satisfaction with life, generalized sense of self-efficacy and acceptance of illness were closely related and affected their general psychosocial functioning.

تأثير مقرر طرق تدريس العلوم ومقرر التربية العملية على الكفاءة الذاتية للطلبة المعلمين في المرحلتين المتوسطة والثانوية

Objectives: The aim of the present study was to examine self-efficacy among students who took Science Teaching Methods course and Teaching Practicum course in the College of Education at Kuwait University. Method: A quasi- experimental design was used in the study. The Science Teaching Efficacy Belief scale (Form B) was administered to pre-service science teachers of middle and high school (n=81), who were enrolled in practical teaching course and those enrolled in the science teaching methods. Results: The results showed that pre-service science teachers in the practicum course had no significant change in sense of self efficacy neither on the Personal Science Teaching Efficacy (PSTE) nor the Science Teaching Outcome Expectancy (STOE) scales. However, there was a high increase in PSTE and STOE scores by students who were enrolled in science teaching methods course which indicated reaching higher sense of self-efficacy. Conclusion: The study recommends that future research should be conducted to include different individuals in different contexts in the schools. This outcome will further inform researchers of related self-efficacy issues in Kuwait.

Future support teachers' opinions about their role on inclusion of students with ASD. An exploratory study to determine training impact

School inclusion of students with Autism Spectrum Disorder (ASD) is still an educational challenge for all teachers due to its heterogeneity of cognitive and behavioral profiles. On the other hand, national and international scientific literature shows that inclusive dynamics are strongly influenced by teachers' opinions, attitudes and sense of self-efficacy on students with ASD. Based on these premises, the current study explores the opinions of future support teachers about their role in promoting the full participation of students with ASD and, particularly, whether attendance of the Specialization Course for educational support activities for pupils with disabilities may influence their opinions.

The Silver Lining of Perceived Overqualification: Examining the Nexus Between Perceived Overqualification, Career Self-Efficacy and Career Commitment.

This study aimed to investigate how perceived overqualification is linked to an individual's career commitment among service sector employees in China. Additionally, it sought to examine the mediating role of career self-efficacy and the moderating effect of social support. This study collected data from 441 employees using a three-wave data collection design with a two-week gap between each round. Moreover, we employed partial least square structural equation modeling (PLS-SEM) to analyze the data. The findings asserted that perceived overqualification was positively associated with employee career self-efficacy and commitment. Furthermore, career self-efficacy mediated the link between perceived overqualification and career commitment. The study also demonstrated that perceived overqualification and career self-efficacy were influenced by the level of social support received, with a stronger relationship observed when social support was high. These findings highlight the value of fostering social support and career self-efficacy among coworkers to increase overqualified employees' commitment to their careers and provide valuable insights for organizations seeking to manage their talent pool effectively. The study suggests that when employees perceive themselves as overqualified for their job, it can lead to a higher sense of career self-efficacy, which is the belief in one's ability to perform job tasks effectively. This increased self-efficacy, in turn, can lead to a greater commitment to their career. Furthermore, fostering social support and building career self-efficacy can help organizations manage their overqualified pool effectively and improve employee satisfaction and productivity.

Depressive and Anxious Symptoms Increase with Problematic Technologies Use Among Adults: The Effects of Personal Factors Related to Health Behavior.

Depression and anxiety disorders are a significant and growing health problem that has a significant impact on psychosocial functioning and quality of life. The onset and severity of mental health problems have been related to various biological, psychosocial, and behavioral variables. The purpose of this study was to explore the association among the severity of depression and anxiety, problematic information and communications technology (ICT) use, and some related personal factors with health behavior among adults. It also analyzes the moderating role of personal factors in the relationship between the problematic use of ICT and anxiety and depression. Descriptive, bivariate, multivariate and moderation analyzes of data from 391 participants of 35-74 years old in primary health care centers located in Aragón (Spain) were performed between July 2021 and July 2022. The primary outcome was the severity of depressive and anxious symptoms as continuous variable. Low sense of coherence (β = -0.058; p = 0.043), low self-esteem (β = -0.171; p=0.002), and low self-efficacy (β = -0.122; p= 0.001), are predictors of having more severe depressive symptoms. Furthermore, low self-esteem (β = -0.120; p= 0.012), low self-efficacy (β = -0.092; p=0.004), and high problematic use of ICT (β = 0.169; p = 0.001), are predictors of having more severe anxiety symptoms. Moderation analyzes were significant in the effect of self-efficacy (b = -0.040, p=0.001) and resilience (b = -0.024, p=0.033) on the relationship between problematic ICT use and anxiety. The problematic use of ICT and personal factors are related to depressive and anxiety symptoms. The interrelationship between problematic ICT use, personal factors, and depression needs to be further explored.

The relationship between teachers' sense of efficacy and organizational commitment at Colleges in Pakistan

This study explores the relationship between teachers’ sense of efficacy and their organizational commitment at colleges in Pakistan. It was conducted on a sample comprising 494 public-sector Pakistani college teachers. Tschannen-Moran and Hoy (2001) developed the teachers’ sense of efficacy scale, and John P. Meyer and Natalie J. Allen's developed organizational commitment scale (1991) was applied to collect the data. Hypotheses were tested using the Pearson Product Moment formula. The effects of the factors of the teachers’ sense of efficacy on organizational commitment were determined using the Regression Analysis. It was determined that a higher degree of teachers’ sense of efficacy enhances organizational commitment, as highlighted by a significant positive correlation between the teachers’ sense of efficacy and organizational commitment. There was a significant positive correlation between three factors of the teachers’ sense of efficacy scale and three components of organizational commitment of college teachers. It was also established that the teachers’ sense of efficacy can predict organizational commitment. The study shows that teachers’ sense of efficacy must be considered when selecting and training prospective teachers. To become efficient and effective, teaching organizations must pay considerable attention to monitoring and boosting the positive Sense of self-efficacy among their teaching staff.

Episodic Migraine and Psychiatric Comorbidity: A Narrative Review of the Literature.

We evaluate the evolving evidence of psychiatric comorbidities associated with episodic migraine. Utilizing recent research publications, we aim to assess traditional treatment option considerations and discuss recent and evolving non-pharmacologic treatment progress for episodic migraine and related psychiatric conditions. Recent findings indicate that episodic migraine is strongly linked to comorbid depression, anxiety, posttraumatic stress disorder, and sleep disorders. Not only do patients with episodic migraine have higher rates of psychiatric comorbidity, but a higher number of headache days reported is also strongly linked to an increased risk of developing a psychiatric disorder, indicating there may be a link between frequency and psychiatric comorbidity and that patients with high-frequency episodic migraine should be assessed for psychiatric comorbidity. Few migraine preventive medications have examined the effect of the medication on both migraine and psychiatric comorbidity though we discuss what has been reported in the literature. Non-pharmacologic-based treatments including behavioral therapies and mind-body interventions previously developed for psychiatric conditions, e.g., mindfulness-based CBT (MBCT), acceptance and commitment therapy (ACT), and mindfulness-based stress reduction (MBSR) therapy, have promising results for patients diagnosed with episodic migraine and may therefore be useful in treating migraine and comorbid psychiatric conditions. Psychiatric comorbidity may affect the efficacy of the treatment of episodic migraine. Thus, we must assess for psychiatric comorbidities to inform better treatment plans for patients. Providing patients with episodic migraine with alternate modalities of treatment may help to improve patient-centered care and increase patients' sense of self-efficacy.

Increasing Organizational Commitment through Spiritual Intelligence, Transformational Leadership, and Self-Efficacy

This study aims to determine the effect of spiritual intelligence and transformational leadership on self-efficacy and its impact on organizational commitment (Study on Employees of Kompas Gramedia Xpress Yogyakarta Company). This research is classified as explanatory research. The research sample consisted of 120 permanent employees at the freight forwarding service company Kompas Gramedia Xpress Yogyakarta—data collection with a questionnaire. The sampling technique used is simple random sampling. The data analysis technique uses partial least squares with the SEM-PLS application. The results showed that spiritual intelligence has a significant effect on self-efficacy, spiritual intelligence is having a significant impact on organizational commitment, transformational leadership has a significant effect on self-efficacy, transformational leadership has a significant effect on organizational commitment, spiritual intelligence is having a significant impact on organizational commitment through self-efficacy, transformational leadership has a significant effect on organizational commitment through self-efficacy. Based on the research results, Kompas Gramedia Xpress Yogyakarta must be able to increase spiritual intelligence and transformational leadership so that employees can have a sense of self-efficacy at work which will have an impact on improving organizational commitment to employees in the company.

On the Relationship between a Student Association’s Endeavors to Foster a Social–Academic Climate on Campus, Students’ Self-Efficacy, and Academic Motivation

The current study is a case study examining a student association’s endeavors to foster a social–academic climate on campus, grant students a sense of self-efficacy, and even contribute to students’ motivation. The research literature lacks empirical knowledge on the activity of student associations and their contribution to institutions of higher education and their students. Moreover, academic institutions see student associations at times as a burden, a type of labor union to be placated by the faculty and the academic institution. The research sample consisted of 122 students from a university in Israel (38 men and 84 women; mean age 25). Several questionnaires were administered to the respondents: a questionnaire on the social–academic climate on the academic campus, a questionnaire on students’ academic motivation, a questionnaire on students’ self-efficacy, and a sociodemographic questionnaire. From the research findings, it is evident that the activities of the student associations on the academic campus play a meaningful role in fostering students’ academic motivation and self-efficacy. The research findings indicate that the scope of student association activities is positively related to the students’ academic motivation and self-efficacy. Moreover, students living in student dorms were found to evaluate the activities of the student association as higher than did students who were not living in student dorms. These findings constitute a preliminary foundation for future studies on the importance of student associations in academic institutions and their contribution to the students. Furthermore, these findings highlight the need to boost and increase student associations’ activities to provide students with adapted and efficient solutions to their challenges. The student association can be transformed from a burden to an asset for the academic institution.

The relationship of stress, self-efficacy and sociodemographic factors among physicians during the COVID-19 pandemic

Background/Aim: During the COVID-19 pandemic, many health care workers had to perform jobs that were not in their area of expertise. That the disease is a newly defined disease and that it required health care workers to work outside of their fields may have affected their stress levels. In this study, we aimed to determine the relationship among sociodemographic characteristics, the sense of self-efficacy in the diagnosis and treatment of COVID-19, and perceived stress levels of physicians working in a university hospital. Methods: This was a cross-sectional study. The population included in this study was 327 physicians working in a university hospital at the time of the pandemic. No sampling was performed for this study. This study was completed by a total of 108 physicians (participation level: 33.03%). After being informed about this study, the physicians were asked whether they agreed to participate. Research data were collected with a questionnaire and the Perceived Stress Scale. The questionnaire included questions about physicians' sociodemographic characteristics and feelings of self-efficacy in the diagnosis and treatment of COVID-19. Results: The total number of skills physicians reported they could perform was higher among specialist physicians and faculty members, those 34 years and older, and those who received training on the diagnosis and treatment of COVID-19 and virus prevention (P=0.04; P=0.01; P<0.001; P<0.001; P<0.001, respectively). In addition, perceived stress levels (PSLs) were found to be lower among those who reported a high total number of skills they could perform, as assessed by the self-efficacy questions (P=0.04). Conclusion: Although the PSLs of physicians were high, this is expected in a state of emergency such as the pandemic. The sense of self-efficacy regarding COVID-19 improved with training and professional experience. In-service training and shared experiences can both decrease PSLs and improve self-efficacy.

Breaking Barriers: The Influence of Teachers’ Attitudes on Inclusive Education for Students with Mild Learning Disabilities (MLDs)

Inclusive educational practices demand social justice where all students with special educational needs have the same right to access education, irrespective of their special needs. Increasingly, across the world, teachers are supporting and defending the inclusion of students with disabilities in mainstream schools and classrooms. This is also the case in Pakistan, the site of this study. However, support and defense are not assurance that such policy is accepted by classroom teachers. Previous research studies have identified some barriers to inclusion and in this regard, the attitudes of teachers have been identified as a barrier worthy of consideration. The present research can contribute to developing insights by suggesting all the factors that can accommodate students with mild learning disabilities (MLDs). The research study aimed to determine the attitudes of teachers towards the education of students with mild learning disabilities, which are due to hereditary and neurobiological reasons that alter the functioning of the brain by affecting one or more intellectual processes associated with learning. The problems of processing can interfere with basic skills of learning, such as reading, writing, and mathematical skills. They can also interfere with higher-order skills, such as organizational skills, abstract reasoning skills, thinking skills, long or short-term memory, and attention span, in an inclusive classroom setting. Using a quantitative research method, data were gathered from N = 230 sample cases of teachers selected through a stratified sampling technique from 10 private primary inclusive schools and 10 private primary non-inclusive schools in Karachi. To identify the attitudes of teachers towards the inclusion of students with MLDs, teachers were asked to respond to validated and reliable tools used in different studies. The research applied variance-based structural equation modeling using the partial least-squares modeling method. Smart PLS 3.0 is software used for variance-based structural equation modeling, and the purpose of using it that the model involves mediation. This tool can show direct and indirect associations among variables simultaneously. The results revealed that there is a weak linear relationship between teachers’ attitudes towards the education of students with a mild learning disability and their practices towards inclusive classroom settings. On the contrary, teachers’ positive attitudes towards mild learning disabilities are predictors of inclusive classroom settings in schools. The weak linear association between teachers’ attitudes and the provision of inclusive classroom settings showed that teachers are not prepared to accommodate mild learning disabilities. However, if teachers’ self-efficacy is increased, then teachers are prepared to accommodate mild learning disabilities. It indicates that teachers with a greater sense of self-efficacy can play a significant role in creating an inclusive environment in schools by employing the provision of relevant resources. The present study recommended certain support mechanisms to school management and provided guiding principles to them on the specific resources required to meet the needs of students with a mild learning disability and to increase the self-efficacy of teachers.

Who is caring for nurses? A qualitative description of psychological influence of COVID-19 pandemic on RNs’ self-efficacy and job satisfaction

Working while undertaking graduate education in nursing is challenging at any time. During the COVID-19 pandemic, many nurses continued to work on the frontline while completing their graduate studies. Healthcare workers, including nurses, were routinely exposed to several types of psychological trauma during the COVID-19 pandemic. In this study, we seek to generate an understanding of the psychological influence of COVID-19 on registered nurses’ (RNs’) self-efficacy and job satisfaction while commencing graduate studies in nursing and working in clinical practice during the pandemic. A qualitative descriptive design was used to explore written reflections from 72 RNs enrolled in their first Master of Nursing graduate course at an online university. The RNs’ online discussion postings related to the impact of the pandemic on nursing. Data were analysed using content and thematic analysis. Analysis revealed five overriding themes around job satisfaction and self-efficacy: level of professional involvement and guilt, communication of information and leadership, psychological and physical wellbeing, the safety of self and others, and relationships to and within the nursing profession. Overall, a strong sense of kinship contributed to job satisfaction and self-efficacy. Findings confirmed the need for so-called “aftercare” for nurses by leadership and administrators. The impact of the COVID-19 pandemic has been considerable on the individual nurse’s sense of self-efficacy and job satisfaction, and this is particularly noted in nurses who commenced graduate studies during the pandemic.

EFEKTIVITAS MODEL PROBLEM BASED LEARNING BERBASIS ETNOMATEMATIKA DAYAK BENTIAN DITINJAU DARI KEMAMPUAN LITERASI MATEMATIKA DAN SELF-EFFICACY MAHASISWA PGSD

The transition of learning from the Covid-19 pandemic to the current new normal phase provides many changes that occur and must be made. In the educational aspect, it is necessary to re-develop the ability of students, namely literacy. In addition, it is necessary to develop a sense of self-efficacy as future teachers as well as learning that applies the problems of everyday life, especially Bentian Dayak culture (ethnomathematics) with a problem-based learning model. So this study aims to find out 1) what is the Bentian Dayak ethnomathematics-based problem-based learning model is effective in terms of the mathematical literacy skills of PGSD students and 2) what is the Bentian Dayak ethnomathematics-based problem-based learning model is effective in terms of the self-efficacy of PGSD students. The research was conducted experimentally using 1) One-Shot Case Study; and 2) One-Group Pretest-Posttest Design. Based on the results of the hypothesis test conducted, it shows that; 1) The learning model with ethnomathematics-based problem-based learning is not effective in terms of the mathematical literacy skills of PGSD students; 2) The learning model with ethnomathematics-based problem based learning is effective in terms of the self-efficacy of PGSD students