Self-efficacy Of Students Research Articles

Investigating the relationship between goal orientation, self-efficacy, positive emotionality, and affective engagement among Chinese students.

This study delved into the complex interplay between self-efficacy, achievement goals, positive emotions, and affective engagement among university students in China. To achieve this, a stratified random sampling technique was employed, resulting in a sample of 391 students from four geographically distinct universities across China. The data collection relied on self-reported questionnaires that measured academic self-efficacy, goal orientation (specifically focusing on mastery versus performance goals), positive emotions, and various aspects of affective engagement, including enjoyment, satisfaction, and interest in learning. Structural equation modeling (SEM) served as the primary statistical tool to analyze the hypothesized relationships between these variables. The analysis revealed a network of positive associations, indicating that students with higher levels of self-efficacy and positive emotionality reported experiencing greater affective engagement in their academic pursuits. Furthermore, a stronger mastery goal orientation was associated with increased enjoyment, satisfaction, and interest in learning. Self-efficacy and positive emotionality also indirectly influenced affective engagement through goal orientation, suggesting that students with higher self-belief and positive emotions were more likely to adopt mastery goals, leading to more positive learning experiences. This study highlights the importance of self-efficacy, positive emotionality, and goal orientation in shaping students' affective engagement. By fostering these factors, educators can create more positive and engaging learning environments for university students.

Exploring the relationship between mental health issues and academic performance of undergraduate students in a Ghanaian tertiary institution: a cross-sectional study

BackgroundMental health associations with students’ academic outcomes are critical for students’ well-being and excellent performance, particularly among tertiary students in their educational trajectory. This study investigated the relationship between mental health incidence and academic performance among university students in a public university in Ghana. Additionally, we study students’ level of mental health awareness.MethodsThe study adopted a quantitative study with an analytical cross-sectional design. Through the multistage sampling technique, structured questionnaires were administered to 384 undergraduate students at Kwame Nkrumah University of Science and Technology (KNUST). Data management and analysis were performed using SPSS v.27. Descriptive data are presented in tables and reported as frequencies. Inferential analysis was conducted using a multilevel logistic regression model and a p-value of 0.05 was considered to indicate statistical significance.ResultsSevere depression (p = 0.016, ϰ2 = 0.784) was significantly associated with students’ academic performance. Severe anxiety (p = 0.020, ϰ2 = 11.700), gender (p = 0.014, ϰ2 = 5.999) and self-efficacy (p = 0.015, ϰ2 = 5.939), were found to have a statistically significant association with academic performance (p < 0.05). According the multilevel analysis, females experiencing mental health had reduced likelihood of achieving high academic performance compared to male students (AOR = 0.343, 95% CI 0.144–0.813, p = 0.015). Severely depressed students (AOR = 0.264, 95% CI 0.084-0.830, p = 0.23) are significantly less likely to increase their Cumulative Weighted Average (CWA). Self-efficacious students (AOR = 3.325, 95% CI 1.421-7.784, p = 0.06) were three times more likely to increase their CWA.ConclusionSevere depression causes a reduction in students’ academic performance, while high academic self-efficacy among students serves as a protective factor by facilitating an increase in students’ CWA when they encounter mental health issues.

Analisis Kemampuan Pemecahan Masalah Ditinjau dari Self-Efficacy Matematis

Problem solving skill is an essential component of mathematics learning. However, in reality, students's problem-solving skills are still low. Internal factors are among the causes that affect students in learning mathematics. One of these internal factors is mathematical self-efficacy. This study aims to examine mathematical problem solving skill in relation to the mathematical self-efficacy of eight-grade students at SMP Negeri 16 Sungai Raya on the topic of linear equations in two-variable. The method used in this research is qualitative descriptive, with data collection techniques including questionnaires, written tests, and interviews. The subjects of study consisted of 6 students representing each category of mathematical self-efficacy. The results indicate that students with high mathematical self-efficacy have very good problem-solving skills. Students with moderate mathematical self-efficacy demonstrate good problem-solving skills, although they have not maximally met all problem-solving indicators. Meanwhile, students with low mathematical self-efficacy exhibit less satisfactory problem-solving skills.

The impact of university students' career management on employability: The mediating role of professional decision self-efficacy

This research investigates the relationships between employability, career decision-making self-efficacy and career management among university students in the Greater Bay Area of Guangdong, Hong Kong and Macau. The objective of this study is to comprehend how these elements interact and have an impact on one another regarding students' professional growth. A systematic questionnaire survey was conducted using validated measures created by experts to guarantee validity and reliability. Information was gathered from 631 university students in the Greater Bay Area. The study used a quantitative research approach to assess the correlations among the important variables—individual career management, employability and self-efficacy in making career decisions by statistically analyzing the data obtained. The data suggest that career management greatly improves students' employability. Furthermore, employability is greatly impacted by individual career management which also has a favourable effect on professional decision-making self-efficacy. Notably, employability and personal career management are mediated by self-efficacy in professional decision-making. Education departments, institutions and students should collaborate to emphasize the importance of individual career management. Providing tools and support can enhance students' employability and self-efficacy in making informed career choices.

The Effect of Project-based Learning and Self-Efficacy on Collaboration Skills in Higher Education within a Mobile LMS Environment

This study examines the impact of project-based learning (PjBL) and self-efficacy on collaboration skills among higher education students, utilizing a mobile Learning Management System (LMS). With the increasing integration of mobile technologies in educational settings, this research highlights how mobile LMS platforms can enhance collaborative learning experiences. This study aimed to determine the effect of PjBL and self-efficacy on improving collaboration skills and interaction on the collaboration skills of high school students. This study used a pretest-postest control group design. The number of research subjects was 68 students. The data collection techniques used were questionnaires, observations, and tests. Questionnaires are used to determine the results of student self-efficacy, observations are used to determine student collaboration skills, and tests are used to determine student learning outcomes. The data analysis technique is Manova (multivariate analysis of variance). The result of this study is that project-based learning and self-efficacy have a significant effect on collaboration skills. The results of the Manova test calculation (multivariate analysis of variance) Sig value of the learning model variable and Self Efficacy on collaboration skills is 0.003 significance &lt;0.05 (0.003 &lt;0.05), so it can be concluded that there is an interaction between project-based learning and self-efficacy on collaboration skills

Relationship Between Self-Regulation and Math Self-Efficacy in Students of Sman 1 2x11 Enam Lingkung

Changes in education that are so rapid, if not accompanied by good adaptation skills by students, can cause anxiety, namely the fear of not achieving what is desired, such as anxiety, fear, worry, unwillingness to learn, boredom when following learning, and fear of not passing. Maths is a subject that is considered difficult, causing anxiety and worry. Although maths has been taught from primary school to university. However, there are still many students who think that mathematics is a very difficult subject and difficult to understand, especially those related to the formulas. This is what happens to students of SMAN 1 2x11 Enam Lingkung, therefore researchers are interested in examining the relationship between self-regulation and math self-efficacy in students of SMAN 1 2x11 Enam Lingkung. This study aims to determine the relationship between math self-efficacy and self-regulation in high school students. The method used is quantitative with correlational quantitative design. The research subjects were 112 students of SMAN 1 2x11 Enam Lingkung, with purposive sampling technique. The results of the analysis found that the relationship between the variables of math self-efficacy and self-regulation is linear, therefore the two variables can be tested using analysis.

Impact of Teaching Simulations on Resilience, Empathy and Culturally Responsive Teaching Self-Efficacy in Career Technology Teacher Preparation Students

Impact of Teaching Simulations on Resilience, Empathy and Culturally Responsive Teaching Self-Efficacy in Career Technology Teacher Preparation Students

Effects of eight-week aerobic and resistance training on health self-efficacy, body image, and well-being in college students.

This study explored the effects of innovative physical training during COVID-19 periods on college students' health self-efficacy, body image, and subjective well-being. Forty-one students were recruited through convenience sampling and assigned to three exercise groups (i.e., aerobic plus resistance exercise [AE+RE], resistance plus aerobic exercise [RE+AE], and traditional dispersed aerobic plus resistance exercise [control]). The intervention sessions for each group were conducted 3 days per week for 30 min per session. The control group participated in a traditional exercise program comprising 5 days per week. Study results indicated that all three types of physical training programs effectively improved the participants' health self-efficacy (P<0.05). Female students scored significantly higher on health self-efficacy, body image, and subjective well-being than male students (P<0.05). The AE+RE group scored significantly higher on body image and subjective well-being than did the other two groups (RE+AE and control, P<0.05). This study provides valuable insights that can assist in developing innovative physical education courses at higher education institutions to improve body satisfaction and well-being for the college students.

Impact of Parenting Styles on Adolescent Psychosocial Challenges: How Self-Efficacy Builds a Protective Shield

Parenting styles have a significant impact in shaping how adolescents cope with emotional, social, and behavioral challenges. This study explored the relation of parenting styles, self-efficacy, and psychosocial problems in college students. It was hypothesized that permissive and authoritarian parenting styles would positively correlate with psychosocial problems, while authoritative parenting would show a negative relationship. Additionally, it was expected that self-efficacy significantly moderates the relationship between parenting styles and psychosocial problems. Using a correlational research design, data were collected from 120 college students aged 12-19 years. Standardized measures, including the Pediatric Symptom Checklist, Parental Authority Questionnaire, and Self-Efficacy Scale, were employed. Pearson product-moment correlation and three separate moderation analyses using Process Macro (Model 1) were conducted. The findings revealed that parenting styles significantly influence psychosocial problems. Permissive and authoritarian parenting had association with increased emotional and behavioral issues, whereas authoritative parenting demonstrated a protective effect, correlating with fewer psychosocial problems. Self-efficacy emerged as a significant moderator, buffered the negative effects of permissive and authoritarian parenting and enhanced the positive influence of authoritative parenting on psychosocial outcomes. These results underscore the critical role of self-efficacy as a protective factor in adolescent development. In order to promote improved psychological well-being, the study emphasizes the significance of parenting interventions that encourage emotional support and balanced control, as demonstrated by authoritative parenting. To improve the generalizability of these findings, future studies should examine these correlations across time and in a variety of cultural situations.

Lunch & Learn: Fostering Moments that Support Persistence for Community College STEM Students

ABSTRACT Community college STEM students often aspire to transfer to baccalaureate institutions to pursue careers requiring advanced degrees. To support their efforts, community colleges offer programming and support to aid degree attainment and transfer. While their community college experiences are critical to understanding the whole of STEM education research, few studies attend to these experiences and those that do often focus on curricula and teaching. This study contributes to the community college experience literature by evaluating Lunch & Learn – one component of a community college STEM Scholars program that was designed around model of student retention. The goal is to understand how Lunch & Learn supports transfer-intending STEM students. This longitudinal qualitative study uses iterative thematic analysis of observational data and an interview with the program’s director to determine the most salient practices critical to persistence and retention. Findings indicate that this program supported social and academic integration by (a) sustaining a supportive social community, (b) providing opportunities to access and capitalize on information networks, and (c) building STEM student self-efficacy and identity. This work can inform the design of others’ spaces within the community college structures that support the work done inside the classroom and how these programs are contributing to the successful transfer of STEM students.

Remodeling pedagogical evaluation tools to incorporate student self-efficacy and sense of belonging in scientific research.

Curated undergraduate research experiences have been widely used at colleges and universities for decades to build student interest, technical preparation, and confidence in the pursuit of scientific careers. Educators often employ standardized survey instruments to evaluate learning outcomes for research experiences, but many of these assessments consider only technical skill development and career interests and are not rooted in discrete pedagogical theories. As higher education aims to create inclusive and equitable learning experiences for students, we argue that pedagogical assessment tools for undergraduate research experiences need to expand to consider outcomes such as increased science literacy, confidence in relational "soft" skills, and a sense of belonging to a community that values scientific inquiry. We report on and critique a survey instrument that uses validated metrics to evaluate student sense of belonging and the relational skills developed during an undergraduate research experience. We also provide a revised survey instrument that is founded in social and emotional learning principles and expectation disconfirmation theory. We describe best practices for remodeling the undergraduate research environment to prioritize these inclusive learning objectives alongside publishable research output that is sought by research advisors. Survey tools, like the one described here, are critical for helping colleges and universities train students in science while evolving to promote inclusivity, self-efficacy, and sense of belonging. Higher education programs will continue to produce scientists, but a focus on confidence-building and soft-skill development is essential for creating a general population that is scientifically literate and supportive and trusting of the scientific process.

Analysis of Assessment Instrument Needs to Measure Students Critical Thinking Skills and Self-Efficacy in Physics Learning

This research is a preliminary study that aims to determine the needs of teachers and students in the learning process, especially in the material of particle motion dynamics. The research method chosen was a survey, which was conducted on 20 physics teachers and 30 high school students in the MIPA field in Lampung Province using Google Form. The collected data were then curated and analyzed to identify and address educational needs. The results of the data analysis showed a demand for assessment instruments that can measure critical thinking skills and self-efficacy in physics learning. According to the survey, 45% of teachers never assess critical thinking skills and 60% of teachers never assess self-efficacy. Teachers do not apply because of the lack of examples or instruments owned to assess critical thinking skills and self-efficacy. Teachers also do not have assessment instruments that are easy, practical, and appropriate during the learning process. Physics learning assessment at school has not optimized critical thinking skills well, so critical thinking skills are still low, and self-efficacy is still an obstacle. Therefore, the development of assessment instruments to measure critical thinking skills and student self-efficacy in physics learning is very important.

A Study of Biomedical Engineering Student Self-efficacy toward Design throughout an Undergraduate BME Curriculum

A Study of Biomedical Engineering Student Self-efficacy toward Design throughout an Undergraduate BME Curriculum

Exploring the Relationship Between Self-efficacy Beliefs, Autonomy, and TOEFL Reading Comprehension Ability Among Medical Students: A Mixed-Methods Study

Background: The purpose of this study was to examine whether a significant relationship exists among medical students' autonomy, self-efficacy, and performance in the reading comprehension section of the TOEFL. Methods: A total of 60 male and female medical students were randomly selected from those attending TOEFL preparatory courses at the Urmia Medical University Language Center, Urmia, Iran. All participants completed the 25-item self-efficacy Scale (Smith &amp; Betz, 2000) and the Learner Autonomy Questionnaire (Zhang &amp; Li, 2004). Additionally, their scores on the TOEFL reading section were collected and analyzed using correlation and regression tests. Simple linear regression and multiple regression analyses were employed to examine the relationships and predictive effects of the independent variables (autonomy and self-efficacy) on the dependent variable (TOEFL reading comprehension scores). Results: The mean age of the participants was 22.6 ± 2.05 years, with the majority being female (68.3%). The mean scores for self-efficacy, autonomy, and the TOEFL reading section were 96.1 ± 9.96, 70 ± 16.07, and 22.01 ± 1.64, respectively. The findings revealed that students’ self-efficacy levels could predict their TOEFL reading scores by up to 64%, as indicated by a Pearson correlation value of 0.797 with a significance value of 0.000 (P-value &lt; 0.05). However, no significant relationship was found between medical students’ autonomy and their TOEFL reading comprehension performance (Pearson correlation = 0.311, significance value = 0.691, P-value &gt; 0.05). Qualitative data gathered from 10 medical students during semi-structured interview sessions corroborated the quantitative findings. Conclusions: Medical students' autonomy did not show a significant correlation with their performance on TOEFL reading texts. However, self-efficacy significantly correlated with and predicted their performance on reading comprehension texts. Therefore, syllabus designers should consider learners' individual differences, particularly their self-efficacy, when developing English courses.

Relation Between Learning Pressure, Learning Burnout and Academic Self-efficacy in Junior Middle School Students

In modern society, the level of education is improving rapidly, followed by various educational problems. The importance of period of junior high school is obvious. The study pressure significantly influence the students' physical and mental health in this period. Most parents are very upset about the adverse reactions of students when they suffer from study stress. Therefore, this study will provide effective suggestions by analyzing the the influence of learning stress on learning burnout and academic self-efficacy. This study uses a literature review to make the research findings more unbiased and understandable. The results indicate that learning stress and learning burnout are strongly positively correlated. When faced with learning pressure, many middle school students will display negative emotions such as retreat, delay, and even quit up, which exhausts them. The results suggest that learning stress and academic self-efficacy are negatively correlated and interact. When learning pressure rises, students' learning self-efficacy falls, and when self-efficacy rises, the opposite occurs. In addition to creating psychological lessons on how students perceive learning pressure, educators can increase students' academic self-efficacy and learning self-confidence and adjust study pressure and intensity to a level that is generally acceptable to students.

“Another arrow in the quiver”: student perceptions of integrating virtual reality into the public speaking course

ABSTRACT This study examines the efficacy of integrating virtual reality (VR) as a tool for enhancing speaking competencies in the public speaking course. Specifically, we explore how VR speech rehearsals, targeted feedback, and safe exposure to speaking opportunities impact student self-efficacy. Over the course of a semester, students enrolled in the public speaking course completed three structured VR practice sessions and a series of corresponding questionnaires with open and closed-ended items. Our results indicate that most students found the scaffolded VR practice sessions beneficial in enhancing self-efficacy, including an enhanced sense of preparedness, and a smaller set of students found VR practice sessions helped reduce communication apprehension. Student feedback offered theoretical and practical understanding for best practices to effectively motivate student participation and integrate VR into the public speaking course. While VR shows promise as a complementary tool for enhancing oral communication skills, it is not a substitute for classroom instruction or in-person tutoring. We conclude by offering directions for further research into the uses and limitations of VR in oral communication pedagogy.

The Effect of Stoma Care Teaching Based on the ARCS Motivation Model on Nursing Students' Learning Motivation, Self-Efficacy and Knowledge Levels

AimThis study aims to examine the effect of stoma care education based on the ARCS (Attention-Relationship-Confidence-Satisfaction) motivation model on nursing students' learning motivation, self-efficacy and knowledge levels. BackgroundNursing education is pivotal in ensuring that students gain the necessary knowledge and skills to provide quality care. Motivation and academic self-efficacy are key factors in student success. DesignThe study employed a randomized controlled pre-test-post-test experimental design. MethodsThis study, conducted between May and July 2024 at Atatürk University Faculty of Nursing, included 46 students attending the Fundamentals of Nursing course. Participants were divided into experimental and control groups, both receiving traditional stoma care training. The experimental group additionally received training based on the ARCS motivation model, designed to enhance attention, relevance, confidence and satisfaction. Data were collected using the "Introductory Information Form," "Motivation Scale for Instructional Material," the "Academic Self-Efficacy Scale," "Stoma Care Practice Knowledge Level Assessment Form." Pre-tests and post-tests covered motivation, knowledge and academic self-efficacy. ResultsStudents in the experimental group showed significant increases in post-test scores for "Attention," "Relevance," "Confidence," "Satisfaction," "Academic Self-Efficacy," and "Knowledge Test"(p<0.05). In the inter-group comparison, the post-test scores of the experimental group were significantly higher than those of the control group across all these dimensions (p<0.05). The most notable difference was observed in the "Knowledge Test" results (ES=4.786, p=0.001), where the experimental group outperformed the control group. ConclusionsAs a result, it was concluded that stoma care teaching based on the ARCS motivation model increased nursing students' nursing students' learning motivation, self-efficacy and knowledge levels.

Impacts of platform-based CBL on undergraduate nursing students' academic performance, self-efficacy, clinical decision-making and critical thinking abilities: A cluster randomized controlled trial.

To compare the effects of traditional and platform-based case-based learning (CBL) on undergraduate nursing students' academic performance, self-efficacy, clinical decision-making and critical thinking abilities. Traditional CBL can improve students' academic performance but faces challenges in the era of "Internet + education." It is unclear whether platform-based CBL is as effective as traditional CBL. Cluster randomized controlled trial. A total of 88 undergraduate nursing students from two classes were recruited using cluster sampling and separated into two groups by class. The control group (n = 45) received traditional CBL, and the experimental group (n = 43) received platform-based CBL. Academic performance, self-efficacy, clinical decision-making, critical thinking disposition and experimental group's learning records from the online platform were evaluated. No difference was found between the two groups in overall academic performance, but formative evaluation and final examination scores in the course differed. Compared with the control group, the experimental group presented significant differences in self-efficacy and clinical decision-making. There was no difference between the total clinical thinking disposition scores; however, truth-seeking, systematicity and self-confidence exhibited significant differences. Concerning student progression, all experimental students advanced from "Grade I" to "Grade V" or "Grade IV". The usability questionnaire's average score regarding the platform was 77.03 (SD 7.43) and the top dimension was teaching utility. Compared with traditional CBL, platform-based CBL may better enhance self-efficacy and clinical decision-making abilities in nursing undergraduate students.

The Role of Self-Regulation and Motivation in Secondary School Students’ English Self-Efficacy

The purpose of this research is to examine the role of self-regulation and motivation in the English self-efficacy of secondary school students and to investigate their relationship with various independent variables. This research aims to identify the factors influencing English proficiency in Türkiye and contribute to the consideration of these factors in the regulations made to improve language education in order to enhance the level of English language education. The research is conducted according to the correlational survey method. The sample of the research consists of 580 secondary school students studying in state schools affiliated with the Ministry of National Education in Kayseri province in the 2022-2023 academic year. In the research, “English Language Skills Self-Efficacy Scale”, “Perceived Self-Regulation Scale”, “Foreign Language Learning Motivation Scale” and “Personal Information Form” were used as data collection tools. In addition to descriptive statistics, t-test, Analysis of Variance, Tukey HSD multiple comparison test, and Stepwise Multiple Regression Analysis were used for data analysis. As a result of the research, it was found that secondary school students’ self-regulation skills, foreign language learning motivation, students’ gender, grade level, parental education level, family income level, the place where most of their life is spent, and English report card grade were significant variables in explaining their English self-efficacy.

Leveraging learning science to improve student outcomes in asynchronous online medical terminology education

ABSTRACT Background Online instruction within higher education is a growing trend. Asynchronous online courses vary widely in design elements. Research is needed to evaluate the impact of course design on student outcomes. A large, asynchronous undergraduate medical terminology course was modified to increase authentic language use, student interaction, formative feedback, retrieval practice, and metacognition. The purposes of this study were to describe modified course design elements and evaluate the impact of modifications on student outcomes compared with a standard course implemented concurrently. Methods This prospective, quasi-experimental study included 494 students (modified course, n = 277; standard course, n = 217). Measures included student participation, performance, course satisfaction, self-efficacy (SE), and engagement. Results Participation in assignments was high (88–94%). Students in both courses experienced growth in SE for medical terminology use. Students in the modified course earned significantly higher course grades and reported higher satisfaction levels. No significant differences in SE or exam scores were found between courses. Marginal significance was found for increased behavioral engagement for students in the modified course. Conclusions Modifications based on language learning and learning science principles were feasible to implement within a large, asynchronous online medical terminology course. Modifications resulted in greater student satisfaction and improved course grades. Exam performance was not significantly different between the modified and standard courses. Future research should focus on modifications preparing students for summative assessments.