Sources Of Self-efficacy Beliefs Research Articles

A Quantitative Investigation of Final Year Preservice Science Teachers’ Sources of Self-Efficacy Beliefs

The purpose of this study was to reveal final year preservice science teachers’ sources of science teaching self-efficacy beliefs. Research on the sources of preservice teachers’ self-efficacy beliefs is a promising field of research. However, the number of studies examining the sources of preservice teachers’ teaching self-efficacy in a special domain of teaching is limited. Two hundred thirty-eight final-year preservice science teachers constituted the sample of the current study. Data were gathered through two measures assessing final year preservice science teachers’ science teaching self-efficacy beliefs in classroom management, student engagement, and instructional strategies, and sources of these beliefs. Regression analyses showed that mastery experiences were the primary source of self-efficacy for classroom management, student engagement, and instructional strategies, followed by verbal persuasions. While emotional states were the only negative predictor of final year preservice science teachers’ self-efficacy beliefs in science teaching in three dimensions, vicarious experiences were not found as a significant predictor for any dimension of self-efficacy beliefs. Teacher preparation programs are advised to pay more attention to teaching practice and micro-teaching courses and provide experienced mentor teacher models to preservice science teachers. Findings are discussed.

Investigating the Roles of the Four Sources of Self-Efficacy Beliefs in an EFL Listening Context

Research in the academic context has revealed the positive roles of self-efficacy in teaching and learning, showing that a thorough understanding of self-efficacy is essential. In this study, the relationships between the four principal sources and the formation of self-efficacy belief proposed by Bandura (1997) are examined in order to further this understanding. Based on this, several empirical studies have attempted to explore these relationships in various fields, but the relevant research appears to have produced insufficient empirical data in the field of language learning to support the theory. Therefore, this study aims to investigate how these sources affect basic self-efficacy (BSSE) and advanced skill self-efficacy (ASSE) classified according to the difficulty of listening tasks in English. As many as 107 Korean university students participated in the study and mediation analysis was employed to examine the relationships. The results show that all four sources act as mediators of BSSE, and all but physiological and emotional states serve as mediators of ASSE. The findings support Bandura’s hypothesis and the pedagogical implications are discussed.

ÖZ YETERLİK İNANCI KAYNAKLARINI BELİRLEME ÖLÇEĞİNİN ORTAOKUL ÖĞRENCİLERİ İÇİN YENİDEN DÜZENLENMESİ

Bandura argued that self-efficacy belief is nourished by four sources. These are masyery performance (performance accomplishments), vicarious experiences, verbal (social) persuasion, physiological and emotional states. The aim of this study is to rearrange the "Determining the Sources of Self-Efficacy Beliefs of Primary School Students" scale and to examine the revision of the new form for middle school students. In the new form of the scale prepared for secondary school students, the items were expressed in the form of question and the options were formed in the 5-point Likert; highly increase (5), quite increase (4), moderate increase (3), slightly increase (2), never increase (1). The scale items are based on mathematics. Confirmatory factor analysis (CFA) was conducted to demonstrate suitability of this new form of the scale for the middle school students. At the end of the study, it was found that the structure of scale with 4-factor and 12-item was protected, in other words, the new form of the scale gave valid and reliable results on middle school students. Keywords: Self-efficacy belief, sources of self-efficacy belief, confirmatory factor analysis, middle school students.

Self-Efficacy and College Readiness of Senior High School Students of a Catholic High School

Efficacy beliefs are the foundation of human agency. Beliefs influenced students’ motivation to learn. Students' self-efficacy beliefs could be improved as long as one has a clear idea about the sources of self-efficacy beliefs. Students enable them to grow as self-efficient individuals and overcome problems they face in educational stages or their future life if provided with the opportunity and training on self-efficacy beliefs. Hence, this paper describes the level of efficacy and degree of college readiness of senior high students of a Diocesan Catholic School in Antique during the School Year 2019-2020. Likewise, it explores the significant difference between students’ demographics, self-efficacy, and college readiness. Moreover, it determines the correlation between self-efficacy and college readiness of the students; and whether self-efficacy influenced college readiness.

A Qualitative Approach to School Counsellor Self-Efficacy: Sources and Enhancement Strategies

AbstractIn the current study, the source of self-efficacy beliefs of school counsellors and enhancement strategies were investigated using a qualitative approach. A phenomenological research design was used in the current study. Nineteen school counsellors from Turkey participated in the study (11 of them female). For data collection, a semistructured interview technique was used, and for data analysis, thematic and content analyses were undertaken, resulting in particular themes and categories. Sources of school counsellor self-efficacy and likely enhancement strategies were collected under five themes: counselling skills, management of group behaviour, working with resistant students, consultation, and assessment techniques by using content analysis. Results were discussed in line with the literature and suggestions were given.

Cross-ethnic friendship self-efficacy: A new predictor of cross-ethnic friendships among children

Across two studies ( NStudy 1 = 101; NStudy 2 = 262) conducted among children in the UK, we incorporate Bandura’s (1986) self-efficacy theory to intergroup contact literature and introduce the new construct of cross-ethnic friendship self-efficacy (CEFSE), the belief that one can successfully form and maintain high-quality cross-ethnic friendships. Study 1 examined whether sources of CEFSE beliefs (prior contact, indirect contact, social norms, and intergroup anxiety) predicted higher quality cross-ethnic friendships through CEFSE. Study 2 replicated Study 1 and extended it by including perceived parental cross-ethnic friendship quality as a further predictor. In both studies, sources of self-efficacy beliefs (except social norms) were related to CEFSE, which predicted higher quality cross-ethnic friendships. Study 2 demonstrated that parental cross-ethnic friendships had direct and indirect associations with children’s cross-ethnic friendships through sources of CEFSE and CEFSE beliefs. Findings are discussed in the light of self-efficacy and intergroup contact theories.

HOW TO MOTIVATE DE-MOTIVATED JAPANESE COLLEGE EFL LEARNERS

In Japan, English is a significant part of everyday life. We see English advertising signs all around us, we use English loan-words in Japanese written and spoken communication, and many Japanese songs incorporate English into their lyrics (Aspinall, 2003). On the other hand, it is known to scholars that many Japanese students are de-motivated to study English. Hasegawa (2004) reports that 71% of junior high school students and 77% of senior high school students are not motivated to study English. Among the reasons for de-motivation are the lack of perceived relevance of English learning and the lack of confidence in capabilities. Thus, this present study focuses on the following four areas as tools to help de-motivated students become re-motivated and to enable them to sustain that motivation to study English throughout the 2016 academic year: (1) the four sources of self-efficacy beliefs (Bandura, 1977); (2) the establishment of concrete EFL study reasons for future careers; (3) the development of time management skills; and (4) the understanding of effective self-regulated learning. 210 Japanese college freshmen in four different proficiency groups participated in this study. It was found that when focus was placed on sources of self-efficacy, students in all the proficiency groups were able to significantly improve their English listening skills throughout the academic year, and that students in general were able to sustain relatively high self-efficacy beliefs about their English listening skills. However, a sharp decline was found in the number of students who were able to sustain that motivation during the two-month summer break. It is suggested that ample examples of concrete English study reasons that are associated with students' future careers as well as activities for visualization (Sampson, 2012) might need to be implemented into our pedagogic approach to help our freshmen put their acquired knowledge into action during the summer break. Article visualizations:

Strength and sources of self-efficacy beliefs by physical education student teachers

In the teaching domain, self-efficacy (SE) is related to teachers' judgment about their own ability to achieve learning outcomes and student engagement. SE is formed by four sources of information: mastery experiences, vicarious experiences, social persuasion, and psychophysiological states. We measured and analyzed SE and its sources for teaching physical education. Student teachers (n = 114) from three universities responded to two Likert scales - Physical Education Teacher Self-Efficacy Scale and Teacher Self-Efficacy Scale Sources - and a social demographic questionnaire. SE for teaching was classified as moderate, and vicarious experiences and social persuasion were the main sources of information. Results were discussed for future researches related to teaching practices in undergraduate programs as well as in-service teacher training.

Pursuing and Adjusting to Engineering Majors

This study extends prior social cognitive career theory research by using discovery methods to examine factors that (a) facilitate and hinder first-year students’ adjustment to engineering majors and (b) inform their self-efficacy beliefs and outcome expectations regarding pursuit of engineering careers. Participant responses to a series of open-ended questions were coded and interpreted using content analysis and consensual qualitative research methods. Participants reported experiencing several types of academic, social, and financial hurdles during their first semester. They also described factors that facilitated their academic progress—such as university programs, social support from peers, and development of personal resources—and cited other resources that, if available, could have further assisted their adjustment. In addition, participants identified experiential sources of self-efficacy and outcome expectations relative to completing an engineering degree. Gender and racial group differences in coping resources and sources of self-efficacy beliefs and outcome expectations were examined.

Investigation of Relationship between Sources of Selfefficacy Beliefs of Secondary School Students and Some Variables

AbstractThe purpose of this study was to investigate the relationship between students' opinions about the sources of self-efficacy belief and their gender, academic achievement, the grade level, Socio-Economic Status (SES), and learning style. The study was conducted on 984 secondary school students in the fall semester of the 2011-2012 academic year. The data were collected by the scale of determining sources of self-efficacy belief, the scale of learning styles, the scale of self-efficacy belief related learning and performance which is subscale of MSLQ and personel information form. The results of the study indicated that there were significant relationships between students' opinions about sources of self-efficacy related learning and performance and their gender, academic achievement, SES, the grade level, and learning style.Key WordsSources of Self-efficacy, Self-efficacy Belief, Secondary School, Academic Achievement, SES, Learning Style, Gender.One of the affective characteristics of students that mediate their cognitive and psychomotor learning processes is self-efficacy belief. Self-efficacy is the belief that individuals can control their behavior in attaining the goals that they set for themselves (Bandura, 1997).Bandura (1994) contended that four factors increase self-efficacy. Mastery experiences is past performances of students and the factor that provides the most realistic information to individuals on being able to deal with new encountered situations. While students' successful performances increase their self-efficacy beliefs, the unsuccessful performances decrease their self-efficacy beliefs. Vicarious experience is observation of students their classmates. While students' observation of their friends' successful performances increases their self-efficacy belief; observation of their failures causes them to think that they are going to be unsuccessful. According to social learning theory, students who observe models are expected to acquire their emotions. In this respect, their friends' low or high self-efficacy beliefs affect students' self-efficacy beliefs as well. Social persuasion is to inform students explicitly that they can achieve the tasks assigned by their social environment. Emotional state is perceived class environment. While class environments where students do not feel comfortable decrease their self-efficacy belief, class environments that are collaborative and support learning increase students' self-efficacy belief (Bandura, 1994).The purpose of this study was to investigate the relationship between students' opinions about the sources of their self-efficacy beliefs and their gender, academic achievement, the grade level, SES, and their learning styles. It is necessary that we know the factors that increase self-efficacy belief to regulate educational setting accordingly. The factors affecting self-efficacy belief can vary among individuals. Identification of the most effective factors that have effects on the self-efficacy belief of students is important for teachers to organize instructional activities. So, teachers can behave to students accordingly for increasing their self-efficacy. In below, it was examined relationship between self-efficacy and academic achievement, gender, SES and learning style.Academic AchievementOne of the learning outcomes is the academic achievement. Academic achievement and self-efficacy reciprocally effect each other. Self-efficacy is an important predictor of academic achievement (Multon, Brown, & Lent, 1991). Likewise, academic achievement (enactive mastery experience) is the most powerful source of self-efficacy (Arslan, 2012; Bandura, 1997; Britner & Pajares, 2006; Hampton, 1998; Usher & Pajares, 2006b). The relationship between gender differences and the sources of self-efficacy have been examined in many studies. While it was found there wasn't relationship gender and the sources of self-efficacy. …

Factors Influencing the Self-Efficacy Beliefs of First-Year Engineering Students

A survey incorporating qualitative measures of student self-efficacy beliefs was administered to 1,387 first-year engineering students enrolled in ENGR 106, Engineering Problem-Solving and Computer Tools, at Purdue University. The survey was designed to identify factors related to students' self-efficacy beliefs, their beliefs about their capabilities to perform the tasks necessary to achieve a desired outcome. Open-ended questions prompted students to list factors affecting their confidence in their ability to succeed in the course. Students were then asked to rank these factors based on the degree to which their self-efficacy beliefs were influenced. Gender trends emerged in student responses to factors that affect confidence in success. These trends are discussed in light of the categories identified by efficacy theorists as sources of self-efficacy beliefs. The results presented here provide a useful look at the first-year engineering experiences that influence students' efficacy beliefs, an important consideration in explaining student achievement, persistence, and interest.