Significant Differences In Self-efficacy Research Articles

Active Learning Approach is a Key Component of Effective Education

New pedagogical approaches shifted education from unified instructions about basic facts and concepts to student-centered learning. A growing number of studies support the superiority of active learning approaches in the classroom over traditional instruction. During the active learning portion of a class, students may discuss and solve problems, or engage in various cooperative learning activities. Studies of student motivation can be an indicator of student achievement, as motivation plays an important role in the development of critical thinking skills and learning strategies. In the current study, we compare traditional and more innovative approaches to teach non-major biology classes that are offered in our institution (A- student-centered learning, no significant active learning component, B- student-centered learning, active learning component, C- traditional approach). In order to determine the effectiveness of different teaching strategies, we adapted a previously developed questionnaire concerning student motivation toward science learning (SMTSL) which examines 5 factors of motivation (self-efficacy, active learning, science learning value, achievement goal, and learning stimulation). A comparison of the 3 approaches indicates significant differences in self-efficacy (p < 0.0107) and active learning (p < 0.0107) between the significant active learning approach and traditional approach. The statistical analysis also demonstrated that observed differences could not be attributed to the academic standing of the students. In conclusion, the data indicate the importance of a significant active learning component for general education biology courses.

Promoting CM Student Success: Establishing an Academic Performance Benchmark Given Construction-Education Self-Efficacy, Motivation and Planned Behavior

ABSTRACTHigh levels of self-efficacy, motivation and intentions to perform well are necessary to achieve high grade point averages (GPA) in demanding academic programs including engineering, mathematics and the sciences. However, scant research has investigated these constructs within the domain of construction management (CM) education. The Construction Training Attitudes and Intentions Scale (CTAIS), which adapts self-efficacy, motivation and planned behavior constructs to the construction-education domain, was administered among CM and Non-CM students (n = 633) enrolled in courses required for a bachelor degree at three American Council for Construction Education accredited programs. Significant differences (p < .001) in construction-education domain-level constructs were observed for CM and Non-CM majors providing evidence of face validity. CM majors (n = 587) were separated for ANOVA. Significant differences in self-efficacy (p = .014) and planned behavior (p = .001) were observed by GPA. Post-hoc analysis revealed differences in these constructs based on GPA above, or below, 3.0. CM majors (n = 587) were aggregated using the 3.0 GPA benchmark (GPA > 3.0, n = 328; GPA< 3.0, n = 239). T-test results revealed significantly higher levels of self-efficacy (p = .001) and planned behavior (p < .001) among students with GPAs above 3.0. This study provides CM educators with a domain-specific measure to target students for interventions that promote success. Limitations and opportunities for further research are discussed.

Factors affecting vegetable preference in adolescents: stages of change and social cognitive theory.

BACKGROUND/OBJECTIVESDespite the importance of consuming sufficient amounts of vegetables, daily vegetable intake among adolescents in Korea is lower than the current dietary recommendation. The objective of this study was to examine determinants affecting vegetable preference in order to suggest a stage-tailored education strategy that can promote vegetable consumption in adolescents.SUBJECTS/METHODSAdolescents (n = 400, aged 16-17 years) from two high schools participated in a cross-sectional study. Survey variables were vegetable preference, the social cognitive theory (SCT) and stages of change (SOC) constructs. Based on vegetable preference, subjects were classified into two groups: a low-preference group (LPG) and a high-preference group (HPG). SOC was subdivided into pre-action and action/maintenance stages. To compare SCT components and SOC related to vegetable preference, chi-squared and t-tests, along with stepwise multiple-regression analysis, were applied.RESULTSIn the LPG, a similar number of subjects were classified into each stage. Significant differences in self-efficacy, affective attitudes, and vegetable accessibility at home and school were detected among the stages. Subjects in the HPG were mainly at the maintenance stage (81%), and there were significant differences among the stages regarding self-efficacy, affective attitudes, and parenting practice. In the predictions of vegetable preference, self-efficacy and parenting practice had a significant effect in the “pre-action” stage. In the action/maintenance stage, outcome expectation, affective attitudes, and vegetable accessibility at school had significant predictive value. In predicting the vegetable preference for all subjects, 42.8% of the predictive variance was accounted for by affective attitudes, self-efficacy, and vegetable accessibility at school.CONCLUSIONThe study revealed that different determinants affect adolescent vegetable preference in each stage. Self-efficacy and affective attitudes are important determinants affecting vegetable preference. Additionally, school-based nutrition intervention that focuses on enhancing affective attitudes, self-efficacy, and vegetable exposure may constitute an effective education strategy for promoting vegetable consumption among adolescents.

The effect of group exercise program on the self-efficacy and activities of daily living in adults with cerebral palsy

[Purpose] This study was carried out to examine the effect of the application of group exercise program composed to induce interests and assertive participation of adults with cerebral palsy on the self-efficacy and activities of daily living, as well as to provide basic clinical data that are effective and trustworthy in enhancing the physical and emotional interaction in the future. [Subjects and Methods] Those among the 23 adult with cerebral palsy who are the subjects of research and able to participate only in the evaluation of measurement tools prior to and after the experiment were allocated to the control group while only those who can participate in the group exercise program implemented over 12 sessions were allocated to the experimental group. For the control group, a range of motion of joint exercise and stretching exercise were executed on the arms, legs and trunk, while for the experimental group, group exercise that is implemented with participation of several subjects simultaneously was executed 2 times a week with 40 minutes for each session over a period of 6 weeks for the total of 12 sessions. [Results] In both the experimental group and the control group, there were statistically significant changes in the average scores of self-efficacy and activities of daily living after the exercise in comparison to that prior to the exercise. Moreover, there were statistically significant differences in self-efficacy and activities of daily living in terms of quantity of change prior to and after the exercise between the two groups. [Conclusion] Therefore, group exercise program composed to induce physical and emotional interaction, and active participation of adults with cerebral palsy can be considered as an effective intervention method in improving their self-efficacy and activities of daily living.

Blog-based Nutrition Education for College Students

College students consume less fruits and vegetables than MyPlate recommendations in the diet. Young adults need to develop healthy behaviors early to avoid chronic disease incidences. This study aimed to assess the impact of a blog-based nutrition education on six food groups (whole grain, fruit, vegetable, protein, dairy, oil) and omega-3 (n-3) fatty acids (FA) consumption in college students. A total of 86 students who registered in Spring 2012 at a southern university in the United States were participated. A 6-week education was studied, which one group received MyPlate information plus n-3 FA information, whereas the other group received MyPlate information only. There were significant differences on fruit, vegetable, and protein group consumption between the two groups, but no difference on n-3 FA consumption. There was significant difference in self-efficacy to include n-3 FA at meals among the two groups. This education might improve some food group consumption, but not on n-3 FA consumption in college students.

선수학습 상기 수업이 초등 5학년 학생의 학업성취도 및 자기 효능감에 미치는 효과

본 연구는 선수학습 상기 수학 수업이 초등 5학년 학생들의 학업성취도와 자기효능감에 어떠한 효과가 있는지 알아보았다. 이를 위해 선수학습 상기 수업을 기반으로 하는 실험 집단과 전통적인 수학 수업을 수행한 비교 집단을 대상으로 학업성취도 및 자기효능감 검사를 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 선수학습 상기 수학수업을 실시한 실험집단은 통제집단과 비교하여 수학 학업성취도에서 통계적으로 유의미한 차이가 나타났지만, 실험집단 학생들의 학업 성취를 수준별로 구분한 집단의 비교에서는 유의미한 차이가 나타나지 않았다. 둘째, 자기효능감에 대한 효과를 분석한 결과, 선수학습 상기 수학수업을 실시한 실험집단은 통제집단과 비교하여 자기효능감의 하위 영역 중에서 자신감과 수학 과제 난이도 선호에서는 큰 차이가 없었지만, 자기조절 효능감에서는 유의미한 차이가 있었다. The purpose of this study were to devise prerequisite learning reminding model to elementary mathematics classes and actually apply it to fifth graders in experimental lessons, thus investigating their effects on mathematics academic achievement and self-efficacy. the study conducted a pre and post test to measure academic achievement and self-efficacy on the experiment and control group. the finding were as follows. First, the study found significant differences in mathematics academic achievement between the experiment and control group. mathematics lessons based on the prerequisite learning reminding model resulted in no significant differences among the upper and lower level groups. Secondly, the study analyzed the effects of prerequisite learning reminding model on the self-efficacy and found significant differences in self-efficacy between the experiment and control group. While there were no differences in self-confidence and preference for task difficulty among the subarea of self-efficacy, it had positive differences effect on self-regulation efficacy.

Self-efficacy in Arabic Writing

The study aimed to determine the level of self-efficacy in writing skill among learners at International Islamic University Malaysia. The respondents were 200 learners from the Department of Arabic Language and Literature at this university. The instrument used was adapted from previous studies that measured writing self-efficacy. The results show that most learners had high level of self-efficacy in writing as well as its elements. However, in the writing process, the study discovers moderate level of self-efficacy among these learners. In terms of gender differences, there was no significant difference in self-efficacy between both male and female learners. Male learners reported higher level of self-efficacy in overall writing skill as well as its process and elements. When it comes to the level of study, the result indicates a significant difference between beginner and advanced learners. The advanced learners displayed greater level of self-efficacy than their counterparts in all parts of writing.

不同气质类型初中生自我效能感的关系研究

研究采用《气质类型问卷》和《自我效能感问卷》对贵州省黔西南州少数民族自治区153名初中生进行考察，结果发现：1) 初中生的自我效能感不受年级与民族差异的影响。2) 不同气质类型的初中生其自我效能感存在显著性差异。3) 抑郁质气质类型的初中生其自我效能感偏低。初中生的自我效能感受各气质类型的影响不同，教育者及其家长应更多的关注抑郁质类型的初中生，并给予这类同学更多的表现机会，帮助其提高自信心。 This study explored the relationship of sense of self-efficacy and temperament types on the Junior high school students. The 153 Junior high school students from 4 middle schools in Guizhou Pro- vince had completed the questionnaires on the temperament types and the sense of self-efficacy. The results show that: 1) Self-efficacy of Junior high school students from grade and ethnic has no differences. 2) There are significant differences in self-efficacy of Junior high school students in different temperament types. 3) The melancholic type of Junior high school students has the lower self-efficacy. So educators and their parents should pay more attention or give incentives to the students who are melancholic to improve their self-confidence and giving them more opportunity to express themselves.

Application and the Effect of Nutrition Education Program Based on the Social Cognitive Theory Among Middle School Girls

Objectives: The purpose of this study was to evaluate the effect of nutrition education using materials based on social cognitive theory. Education topics focused on improving health-related and dietary self-awareness and behavior capability in adolescents. Methods: Participants were recruited from a middle school for girls; 67 students (educated group, n=34 and control group, n=33) participated. The education group received 12 lessons in club activity class. Self-administered surveys were conducted for each group before and after the nutrition education program. The questionnaires consisted of variables such as self-efficacy, outcome expectation, outcome expectancy, knowledge, and dietary practices based on the social cognitive theory. Education satisfaction was evaluated using a five-point Likert scale for two sections: a) teaching and learning and b) education results. The data were analyzed using a t-test and Chi Square-test (significance level: p Results: In the education group, post-education, there were significant differences in self-efficacy (p Conclusions: This study showed that improving adolescent’s awareness and behavior capability has a positive effect on their dietary practices. Moreover, this study suggested that a theory-based determinant should be considered to improve dietary behavior among adolescents.

The differences in self-efficacy in career decision-making and decision-making styles among secondary school students with different patterns of family attachment

The decision on the choice of profession is one of the most important life decisions, which is influenced by many factors. One of them which has a very important role is the family. The aim of this study is to examine whether there are differences in self-efficacy in career decision-making and decision-making styles among secondary school students who have different patterns of family attachment, as well as to determine whether self-efficacy in making career decisions can be predicted on the basis of different decision-making styles. The study included 216 fourth-year secondary school students, 39% of boys and 61% of girls. The questionnaire PAVb, made by Brenen and associates and modified by Kamenov and Jelic, was used for the evaluation of family attachment. Decision-making styles were operationalized through the scale of General Decision Making Styles Questionnaire by Scott and Bruce, while a shortened version of the Career Decision Self-Efficacy Scale, made by Betz et al., was used for measuring self-efficacy in making career decisions. The research results have shown that there are no significant differences in self-efficacy in making career decisions regarding the patterns of family attachment. However, there are significant differences in the styles of decision-making. The rational style is the most dominant among the students who have a secure form of family attachment, the avoidant style is characteristic of those with the occupied form, while the spontaneous style is most commonly used by the students who have the fearful form of family attachment. The results suggest that 31% of the variance of self-efficacy in making career decisions can be explained based on decision-making styles. The rational and intuitive styles of decision-making are positive predictors, while the dependent and avoidant styles are negative predictors of self-efficacy in making career decisions.

시뮬레이션 후 구조화된 자가 디브리핑이 간호대학생의 임상수행능력, 자기효능감 및 교육 만족도에 미치는 효과

Purpose The purpose of this study was to identify the effects of structured self-debriefing using 3S models on the clinical competency, self-efficacy, and educational satisfaction in nursing students after simulation. Methods:For this study, 76 third-year undergraduate nursing students from S university were invited. They were divided into two groups, which consisted of a self-debriefing (SDG=41) group and an instructor-led debriefing group (ILDG=35). Collected data was analyzed using Chi-square, t-test, and an independent t-test with the PASW statistics 18.0 for Windows Program. Results Clinical competency was generally high in the SDG, and statistically significant differences between the SDG and the ILDG occurred after simulations 3, 4, and 5. There were no statistically significant differences in self-efficacy and educational satisfaction between the SDG and the ILDG. However, educational satisfaction in the SDG was slightly higher, while self-efficacy was low compared to the ILDG. Conclusion The results indicate that the method of structured self-debriefing using a 3S model can be effective in improving clinical competency. Further studies need to be investigated. Keywords: Patient simulation, Nursing students, Competency, Self-efficacy, Satisfaction 주요어: ì‹œë®¬ë ˆì´ì ˜, 간호대학생, ìž„ìƒìˆ˜í–‰ëŠ¥ë ¥, 자기효능감, 만족도

Comparing effects in regular practice of e-communication and Web-based self-management support among breast cancer patients: preliminary results from a randomized controlled trial.

BackgroundWhile Web-based interventions have been shown to assist a wide range of patients successfully in managing their illness, few studies have examined the relative contribution of different Web-based components to improve outcomes. Further efficacy trials are needed to test the effects of Web support when offered as a part of routine care.ObjectiveOur aim was to compare in regular care the effects of (1) an Internet-based patient provider communication service (IPPC), (2) WebChoice, a Web-based illness management system for breast cancer patients (IPPC included), and (3) usual care on symptom distress, anxiety, depression, (primary outcomes), and self-efficacy (secondary outcome). This study reports preliminary findings from 6 months’ follow-up data in a 12-month trial.MethodsWe recruited 167 patients recently diagnosed with breast cancer and undergoing treatment from three Norwegian hospitals. The nurse-administered IPPC allowed patients to send secure e-messages to and receive e-messages from health care personnel at the hospital where they were treated. In addition to the IPPC, WebChoice contains components for symptom monitoring, tailored information and self-management support, a diary, and communication with other patients. A total of 20 care providers (11 nurses, 6 physicians, and 3 social workers) were trained to answer questions from patients. Outcomes were measured with questionnaires at study entry and at study months 2, 4, and 6. Linear mixed models for repeated measures were fitted to compare effects on outcomes over time.ResultsPatients were randomly assigned to the WebChoice group (n=64), the IPPC group (n=45), or the usual care group (n=58). Response rates to questionnaires were 73.7% (123/167) at 2 months, 65.9 (110/167) at 4 months, and 62.3% (104/167) at 6 months. Attrition was similar in all study groups. Among those with access to WebChoice, 64% (41/64) logged on more than once and 39% (25/64) sent e-messages to care providers. In the IPPC group, 40% (18/45) sent e-messages. Linear mixed models analyses revealed that the WebChoice group reported significantly lower symptom distress (mean difference 0.16, 95% CI 0.06-0.25, P=.001), anxiety (mean difference 0.79, 95% CI 0.09-1.49, P=.03), and depression (mean difference 0.79, 95% CI 0.09-1.49, P=.03) compared with the usual care group. The IPPC group reported significant lower depression scores compared with the usual care group (mean difference 0.69, 95% CI 0.05-1.32, P=.03), but no differences were observed for symptom distress or anxiety. No significant differences in self-efficacy were found among the study groups.ConclusionsIn spite of practice variations and moderate use of the interventions, our results suggest that offering Web support as part of regular care can be a powerful tool to help patients manage their illness. Our finding that a nurse-administered IPPC alone can significantly reduce depression is particularly promising. However, the multicomponent intervention WebChoice had additional positive effects.Trial RegistrationClinicaltrials.gov:NCT00971009; http://clinicaltrials.gov/show/NCT00971009 (Archived by WebCite at http://www.webcitation.org/6USKezP0Y).

Correlation analysis of the early maternal breastfeeding self-efficacy and social support in Yanbian area

Objective To describe the general demographic characteristics of the breastfeeding self -efficacy, the differences in social support and study their correlation .Methods Convenience selection method was adopted from August to December , 2012 , and 154 cases joined the study .Research tools included a demographic characteristics questionnaire , the Breastfeeding Self-Efficacy Scale , and the Social Support Scale . SPSS 17.0 was used for data analysis .Results The new mothers in different general demographic characteristics had no significant differences in self-efficacy （P>0.05）.The scores of social support of new mothers with middle school education background , junior college background and university background were （39.34 ±177;4.17）, （42.16 ±177;5.55） and （46.85 ±177;4.96）, respectively.The difference was significant （F=13.940, P<0.01）.The scores of social support of new mothers with different working situations was significant different （ t =2.253, P <0.05）.The mean score of breastfeeding self-efficacy and social support of new mothers were （110.71 ±177;19.53） and （42.73 ±177;5.73）, respectively, with a positive correlation （r=0.235, P<0.01）.The total score of social support and the score of skills and mental activity , and the scores of subjective feeling of social support and self-efficacy and the score of mental activity had a positive correlation （r=0.231, 0.243, 0.244, 0.230, respectively; P<0.01）.Conclusions The early maternal breastfeeding self-efficacy scores are high and the social support is in good condition .Both the Han and the Korean new mothers have gained an excellent self-efficacy. Key words: New mother; Breastfeeding; Self-efficacy; Social support

The Effectiveness of Hyperlipidemia Prevention Intervention Designed to Affect Behavior Change: Focus on Changes in Health Behavior

Hyperlipidemia prevention intervention for behavior change was conducted on subjects in their 30s and 40s to evaluate changes in health behavior and investigate the effectiveness of these changes, with respect to early prevention and improvement of disease. Subjects were middle-aged individuals aged 30 - 49, suffering from serum lipid abnormalities. Intervention designed to affect behavior change was implemented for 3 weeks in 11 employees (nine males, two females) at five workplaces. Intervention mainly consisted of improving self-efficacy. The study’s purpose was explained and the written consent was obtained from subjects. Subjects filled questionnaires (characteristics, history of present illness, health behavior, self-efficacy scale for prevention of hyperlipidemia, etc.) both before and after intervention. Subjects recorded their physical activity using accelerometers and dietary intake photographically. Each subject created realistic behavior goals and recorded their progress using self-monitoring charts. Data were analyzed using descriptive statistics; therefore, pre- and post-intervention data were compared. Physical activity and achievement rate of goals during the first week and over the next 2 - 3 weeks were compared. Health behavior scores showed modification of behavior in a desirable direction after intervention compared with those before intervention. No significant difference in self-efficacy before and after intervention was observed. However, the subscale for diet was significantly higher after intervention compared with that before intervention. Steps, total calories, and activity calories were increased in the second and third weeks compared with those in the first week. Three weeks of intervention resulted in health behavior changing in a desirable direction. We infer that intervention in the form of self-monitoring using accelerometers that make physical activity visible was effective in leading to behavior change.

Emotional Intelligence and Self-Efficacy of School Teachers

Emotional intelligence is important in schools and organizations in which group work is required. Emotional intelligence enables individuals to understand and control their feelings and emotions, understand others’ feelings and emotions have empathy, raise motivation and self confidence. Self-efficacy is a belief that one has the capabilities to execute the courses of actions required to manage prospective situations. The present study explored the relationship between emotional intelligence and self-efficacy of school teachers. 260 teachers from different schools in Kerala District were selected through stratified random sampling. Emotional intelligence and self-efficacy of teachers were assessed using appropriate tools. The result showed that there is a significant difference between government and private school teachers in certain dimensions of emotional intelligence. There is no significant difference in self-efficacy of teachers. Also, it is found that emotional intelligence and self efficacy are significantly related to each other. The findings and implications are discussed in this article.

The effect of home-based cardiac rehabilitation program on self efficacy of patients referred to cardiac rehabilitation center

BackgroundThe prevalence of coronary heart disease is increasing worldwide contributing to mortality and morbidity of millions of people. Cardiac rehabilitation is an interdisciplinary activity with the aim of facilitating and improving the physical, psychological and emotional state of the patients with cardiac complications. This study aimed to evaluate the probable positive effects of continuing cardiac rehabilitation programs at home on self-efficacy of the patients with cardiac complications.MethodIn a randomized controlled trial, 80 patients referred to rehabilitation center from Feb 2009 to Jan 2010 were randomly divided into case and control groups. Both groups received routine cardiac rehabilitation programs in the rehabilitation center. In addition, the case group received education and practical training in various rehabilitation measures along with home visits of a community health nurse throughout the follow-up period. General Self Efficacy Scale (GSES) was used to assess self-efficacy between two groups at baseline and follow-up periods. Collected data from GSES questionnaires were analyzed using Minitab software and repeated measurement analysis model.ResultsNo first time (before beginning of rehabilitation program) GESE differences were observed between case (26.36 ± 0.84) and control (28.53 ± 0.54) groups (P = 0.44). In the final measurement, GESE in case group was 36.59 ± 5.65 vs. 26.5 ± 0.91 in the control group. There was a statistically significant difference in self-efficacy between two groups and in different measurements (P = 0.000).ConclusionHome-based cardiac rehabilitation has a positive effect on patients’ self-efficacy and therefore it is recommended for the patients suffering from heart diseases.Trial registrationRCT registration number: IRCT201106086747N1.

Assessing Self-efficacy and Self-help Methods in Women with and without Polycystic Ovary Syndrome

Polycystic Ovary Syndrome (PCOS) is a common endocrine disorder in women strongly associated with obesity and psychological dysfunction. It is crucial to assess the contributions of psychological parameters to obesity and weight management. This survey based cross-sectional study assessed self-efficacy, health attitudes and beliefs, response to illness and adult health history in women with (n = 74) and without PCOS (n = 90). There were no significant differences in self-efficacy, health attitudes and beliefs between groups. Women with PCOS reported less engagement in self-help methods compared to women without (p = 0.003). Women with PCOS reported poorer overall (p < 0.001) and recent health history (p = 0.02), greater prevalence (p < 0.001) and impact of a chronic illness (p < 0.001). It is crucial that women recognize that PCOS is a chronic condition requiring on-going lifestyle management; to encourage active engagement in their management, enhance participation in screening for complications and uptake of lifestyle recommendations.

대학생의 외모관리태도 유형에 따른 자기효능감과 신체만족

The purpose of this study was to classify appearance management attitudes into groups and analyze the difference of self-efficacy and body satisfaction by the groups. Questionnaires were administered to 255 college students living in Deagu Metropolitan City and Kyungbook province. The data collected were analyzed by using frequency, factor analysis, cluster analysis, correlation analysis, ANOVA, Duncan-test, t-test, and <TEX>${\chi}^2$</TEX>-test. The findings were as follows. Appearance management attitudes of college students were classified into three groups such as group health body, low body interest group, emphasizes collective body. The appearance management attitudes showed significant correlation with the sub-variables of self-efficacy and body satisfaction. Male students showed no significant difference in self-efficacy by the groups while female students showed a significant one in task performance which was a sub-variable of self-efficacy. Both of the male and female students showed a significance of difference in the gap between actual and ideal weight which was a sub-variable of body satisfaction by the groups. Gender of college students showed distinction between the sub-variables of self-efficacy factors such as task performance, and anxiety and body satisfaction such as BMI, the difference between current height and ideal height, the difference between current weight and ideal weight.

The Relationship between EFL Learners’ Self-efficacy Beliefs and Their Language Learning Strategy Use

The focus of education has changed from teacher-directed to learner-oriented instruction in previous years. Majority of studies in the field of EFL/ESL learning involves issues relevant to learners and their individual differences. Therefore, the present study focused on some of these individual variables; namely self-efficacy and language learning strategies. This study aimed at exploring the relationship between EFL learner's self-efficacy and language learning strategy use. Also, frequently language learning strategies by EFL learners and the existence of a significant difference in their self-efficacy beliefs and strategy use due to gender and years of English study are investigated. A group of 130 first year university students consented to participate in the present study. The results of statistical analyses indicated that there was no relationship between self-efficacy and language learning strategy use. Moreover, metacognitive strategies are frequently used language learning strategies by EFL learners. In addition, there were no significant differences in both self-efficacy and strategy use due to gender. But, there were significant differences in self-efficacy beliefs and only in metacognitive strategies due to years of English study.

투석실 간호사의 전문직 자아개념, 자기효능감과 직무만족도

Purpose: The purpose of this study was to explore the level of professional self-concept, self-efficacy and job satisfaction among nurses who work at hemodialysis units. Methods: With convenience sampling, 128 nurses working at hemodialysis settings in Chungcheong Province were participated in this study. Data were analyzed using SPSS/WIN 14.0 with descriptive statistics, t-test, ANOVA, and Pearson correlation coefficient. Results: The mean scores were 2.68 for professional self-concept, 3.65 for self efficacy and 3.14 for job satisfaction. There were significant differences in professional self-concept according to age, religion, position and clinical experience. There was statistically significant difference in self-efficacy according to age. Also, there was statistically significant difference in job satisfaction according to age, marital status, hospital type, position, clinical experience, and the number of patients per nurse. Job satisfaction was positively correlated with professional self-concept and self-efficacy. Conclusion: These findings provided that interventions to enhance professional self-concept as well as the strategies to improve self-efficacy are very important.