Self-efficacy Of Students Research Articles

Effect of stress on study skills self-efficacy in Nursing students: the chain mediating role of general self-efficacy and self-directed learning.

The purpose of the study is to explore the current level of nursing students' study skills self-efficacy, and whether general self-efficacy and self-directed learning ability mediate the relationship between perceived stress (including positive stress and negative stress) and study skills self-efficacy. The survey was conducted among 1,289 nursing students including 795 students from Jinzhou Medical University and 494 students from Dalian University. Participants completed a self-designed questionnaire, which included the Study Skills Self-Efficacy Scale, Perceived Stress Scale, General Self-Efficacy Scale, Self-Directed Learning Instrument, gender, age, academic year, and other demographic characteristics. Descriptive analysis, independent-samples t-test, one-way analysis of variance, Pearson correlation analyses, and the bootstrap method were used for data analysis. Positive stress significantly positively predicted students' study skills self-efficacy, with an effect size of 0.686. Moreover, general self-efficacy and self-directed learning mediate the relationship between positive stress and study skills self-efficacy in nursing students, with effect sizes of 0.235 and 0.245, respectively. The direct effect of negative pressure on students' study skills self-efficacy is not statistically significant, but it has a significant negative predictive effect on study skills self-efficacy under the mediation of general self-efficacy and self-directed learning, with effect sizes of -0.337 and -0.238, respectively. This study explains how stress affects students' study skills self-efficacy, and the results have certain enlightenment significance for improving the stress management ability and study skills self-efficacy of college students in the future.

Boosting Boundaries: How Feedback Methods Enhance Student Self-Efficacy in Long Jump?

Boosting Boundaries: How Feedback Methods Enhance Student Self-Efficacy in Long Jump?

Emotions and self-efficacy toward simple machines learning through a STEM practice

IntroductionThis study explores the impact of an interactive physics class on the emotions and self-efficacy of elementary education students, specifically in their future roles as educators using STEM-based pedagogical methods. The research aims to understand how such an approach affects students’ emotional responses and confidence in teaching STEM topics.MethodsThe sample included 97 fourth-year prospective elementary teachers. Participants completed pretests and posttests measuring emotions and self-efficacy related to both course content and the pedagogical approach.ResultsFindings indicated a significant increase in both positive emotions and self-efficacy following the interactive class. Male students reported higher levels of positive emotions and self-efficacy than their female peers. Furthermore, students with backgrounds in sciences and technology showed greater improvement compared to those from social science backgrounds. A positive correlation between emotions and self-efficacy was observed.DiscussionThe manipulative, collaborative, and interdisciplinary nature of the physics class likely contributed to the observed positive changes in emotions and self-efficacy. Network analysis suggested that reducing boredom could enhance emotional responses, given its role in affecting both positive and negative emotions. On the other hand, it has been observed that uncertainty could be beneficial in STEM activities due to their relationship with self-efficacy.

Leadership Development in Women STEM Students: The Interplay of Task Behaviors, Self-Efficacy, and University Training

This study explores the relationship between task-oriented behaviors, self-efficacy, and leadership emergence in women STEM students, grounded in the context of prototypical leadership theory and self-efficacy theory. Prototypical leadership theory emphasizes the alignment of leadership behaviors with group expectations, which, in STEM fields, are often task-oriented. The research examines how task-oriented behaviors, such as planning, decision-making, and supervision, influence women’s self-perception of leadership ability and their subsequent emergence as leaders. Our results show a positive relationship between task-oriented behaviors and self-efficacy and a positive relationship between self-efficacy with leader emergence, with academic experience further ngthening this link. As students’ progress through their programs, engaging in more teamwork and leadership tasks, their self-efficacy enhances, leading to stronger leadership emergence. Also, we found an indirect effect from task-oriented behavior to leader emergence via self-efficacy. These findings have significant implications for fostering leadership in women, particularly in STEM. The study calls for educational programs to enhance opportunities for women to develop these behaviors early on, ensuring their growth into leadership roles in STEM fields.

Exploring the factors’ effect on physical activity, academic self-efficacy, and depression among junior high school students in Shanghai

This study examines the relationship between factors (social support, self-esteem, emotional intelligence [EI], mindfulness, school PA program engagement [SPPE]), physical activity (PA), academic self-efficacy (ASE), and depression in Shanghai junior high school students. A nationwide offline survey was conducted in Shanghai between August and December 2023 using a purposive sampling design. A total of 432 questionnaires were administered to six seventh- and eighth-grade classes from six schools in Shanghai; 416 responses were included in the final analysis. SPSS software version 29, the Correlation and Multiple Linear Regression techniques were employed to analyze the collected data. Social support, self-esteem, EI, mindfulness, SPPE, PA, ASE, and depression were found to be correlated. None of the common factors significantly predict PA, as the p-values were more than 0.05. Social support, self-esteem, EI, and SPPE had a positive significant influence on ASE except for mindfulness. Social support, self-esteem, and mindfulness had a negative significant influence on depression among Shanghai junior high school students. This study highlights the interconnectedness of social support, self-esteem, EI, mindfulness, and SPPE with ASE and depression among junior high school students in Shanghai. While none of the factors predicted PA levels, social support, self-esteem, EI, and mindfulness emerged as important contributors to ASE, while social support, self-esteem, and mindfulness emerged as important contributors to depression.

Enhancing mathematical learning outcomes through a low-cost single-channel BCI system.

This study investigates the effectiveness of a Low-Cost Single-Channel BCI system in improving mathematical learning outcomes, self-efficacy, and alpha power in university students. Eighty participants were randomly assigned to either a BCI group receiving real-time neurofeedback based on alpha rhythms or a sham feedback group. Results showed that the BCI group had significantly higher mathematical performance, self-efficacy, and alpha power compared to the sham feedback group. Mathematics performance, alpha wave intensity, and self-efficacy showed significant positive correlations after training, indicating that neurofeedback training may have promoted their interaction and integration. These findings demonstrate the potential of BCI technology in enhancing mathematical learning outcomes and highlight the importance of considering pre-test performance and self-efficacy in predicting learning outcomes, with implications for personalized learning interventions and the integration of BCI technology in educational settings.

Academic self-efficacy and digital competence in a sample of university students

The objective of this study is to determine the relationship between academic self-efficacy and digital competence in a sample of undergraduate university students in Peru. The design was nonexperimental, cross-sectional, and correlational. The non-probabilistic sample consisted of 98 students from a private university in Peru. Academic self-efficacy single-item scale and digital competence questionnaire were used. Spearman correlation coefficient, Kolmogorov-Smirnov test, and Mann-Whitney U test were used for statistical analysis. The statistical program used was SPSS v. 25. The average academic self-efficacy obtained was 3.73 (standard deviation [SD]=0.73). Regarding digital competence, the mean recorded was 72.34 (SD=11.57). Additionally, it was found that there were no significant differences in academic self-efficacy and digital competence according to gender (p>0.05). Similarly, it was found that there is a significant correlation between academic self-efficacy and digital competence in students (rho=0.438; p<0.001). Similarly, it was found that there is a correlation between academic self-efficacy and the five dimensions of digital competence (information, communication, content creation, technological security and problem-solving) in university students (p<0.05). This research could contribute to the development of programs, courses, or psychoeducational strategies for the development of academic self-efficacy and digital competence in university students.

Relationship Between Academic Self-efficacy and Cyberloafing Behavior Among College Students in Malang City

One of the negative impacts of increasing internet use in online lectures is cyberloafing. Cyberloafing is the behavior of using the internet for nonacademic purposes. The level of cyberloafing can be influenced by their self-confidence in their abilities in the academic field or what is known as academic self-efficacy. The aim of this research is to determine the relationship between academic self-efficacy and cyberloafing behavior among students in Malang City. This research is correlational quantitative research. The research subjects were taken by purposive sampling, a total of 405 students. Data collection instruments used The Five Factor Cyberloafing Scale with 29 of 30 items are valid and reliable (a = .991) and the Academic Self-Efficacy Scale with 27 items (a = .945). The results of hypothesis testing using Spearman Rank can be concluded that there is a negative and significant relationship between academic self-efficacy and cyberloafing in students (r(403) = -0.782 p<0.001). This shows that the higher the student’s academic self-efficacy score, the lower the cyberloafing behavior will be. Keywords: academic self-efficacy, cyberloafing, college students

Case Study of Transforming and Scaling Entrepreneurial Internship Access in IHE

This case study explores innovative approaches to expand access to high-quality internships and improve equitable student outcomes. It focuses on Lehigh University’s virtual Innovation Internship program, partnered with the Nasdaq Entrepreneurial Center and Epixego Inc. The program aims to address challenges in traditional internships, such as hidden curriculum, false narratives, and unequal social environments. By incorporating self-assessment of learning competencies and enhancing student agency, the program doubled its capacity to 40 students. The study measured student self-efficacy, occupational identity choice, and outcome expectations based on various factors. Results showed that students changed internship preferences across occupation categories and experienced increases in entrepreneurial self-efficacy (3%), occupational identity (7%), and perception of entrepreneurship education (4%). This multifaceted approach demonstrates the potential for innovative internship designs to improve accessibility and student development outcomes.

Predicting Physics Students’ Academic Performance: The Impact of Attitude, Self-Efficacy, and Personality Traits

The study examined the predictive impact of attitude, self-efficacy, and personality traits on the academic performance of high school students in physics. A multistage random sampling technique was used to select 210 research subjects between the ages of 16 and 22 (SD=1.80) from three high schools in the Berekum East Municipality of Ghana. Three standardised questionnaires as primary data sources, namely: Attitude Toward Physics Learning (ATPL), Physics Learning Self-Efficacy (PLSE), and Students’ Personality Trait Inventory (SPTI), and additionally, Students’ Physics Mock Examinations scores as a secondary data source, were used for data collection and analysis through multiple regression. Data collected from respondents were compiled, sorted, edited and coded into the Statistical Package for the Social Sciences (SPSS) version 23. The results revealed a joint impact of 21.100% of the variance in attitude, self-efficacy, and personality traits in predicting the academic performance of students in physics. Furthermore, the multiple regression analysis revealed that student attitudes, self-efficacy, and personality traits significantly impact student academic performance in physics. The analysis further revealed that students’ personality traits best explained students’ academic performance in Physics (β = 0.232, t = 3.423; p < 0.050), followed by self-efficacy (β = 0.192, t = 2.738; p < 0.050), and attitude (β = 0.121, t = 2.011; p < 0.05). Based on the results obtained, the study recommended that physics students in the Berekum East Municipality’s attitudes, self-efficacy, and personality traits should be given greater attention by physics teachers, and other stakeholders because of their positive impact on students’ academic performance in physics.

Efficacy of 15-minute music intervention on nursing students' anxiety, self-efficacy, and performance in simulation testing: A randomized study

BackgroundAnxiety can negatively impact nursing students' confidence and performance during simulation-based training, leading to suboptimal learning outcomes. SampleThe study included 102 prelicensure Bachelor of Science in Nursing (BSN) students. The participants (µage = 21.72, SD = 3.14), mostly female (n = 85, 83.33%) and Caucasian (n = 67, 65.69%), were randomized into control (n = 51) and experimental (n = 51) groups. MethodParticipants in the control group prepared for simulation as they usually would, while those in the experimental group listened to 15-minutes of classical music before their simulation sessions. Anxiety, self-efficacy, and instructor-assigned performance ratings during the simulation were evaluated. ResultsThe experimental group experienced significantly lower anxiety, increased self-efficacy, and higher performance scores compared to the control group (p-values < .001 for all measures). ConclusionThese results suggest that a 15-minute music-listening intervention could effectively reduce anxiety, boost self-efficacy, and improve performance during simulation-based training.

You make me feel like dancing: the effects of dance exposure on children’s cultural interests and social-emotional development

Stratification by race and socioeconomic status generates disparities in cultural exposure and consumption. Though public education can serve as a mechanism for addressing social inequalities, schools with high concentrations of low-income and minority students often lack the resources to provide enriching cultural experiences. Efforts to make cultural exposure and consumption more equitable remain stymied by school and neighborhood stratification, as well as by lingering questions about the value of cultural consumption for students. Employing a randomized research design, we analyze the effects of elementary students in under-resourced school participating in a collaborative dance program provided by a major ballet company. We find that participation increases students’ enthusiasm for dance and sense of self-efficacy. Students with prior lower levels of arts and culture exposure demonstrate the largest gains in self-efficacy and experience an increase in their sense of school connectedness. Male students, who were less enthusiastic about dance prior to the program, show the largest increase in dance enthusiasm. These findings demonstrate that targeted efforts by schools and arts organizations can play a meaningful role in students’ cultural capital acquisition, which in turn leads to higher student self-efficacy and sense of belonging, particularly for students with lower levels of arts and cultural learning experience.

The correlation between self-efficacy, self-confidence, and metacognitive skills on biology learning outcomes of student’s high school

metacognitive skills and learning outcomes of class . This research is an ex-post facto type of quantitative research with data collection carried out using self-efficacy, self-confidence and metacognitive skills questionnaires, as well as first semester Biology cognitive learning scores. The sample determination method used is the Area Proportional Random Sampling technique, so the research sample a total of 301 students and the research population was all class XI students of SMAN Polewali Mandar Regency for the 2023/2024 academic year. The data was analyzed descriptively and inferentially. The results of the research show that the self-efficacy, metacognitive skills and learning outcomes of students are in the medium category, and the self-confidence of students is in the high category, and there is a fairly strong relationship between self-efficacy and student learning outcomes, a very strong relationship between self-confidence and learning outcomes, a strong relationship between metacognitive skills and learning outcomes, and a very strong relationship between self-efficacy, self-confidence, and metacognitive skills and student learning outcomes. As for future researchers, it is hoped that they will use more variables and the results of this study are not in accordance with Bandura's theory that self-efficacy is always directly proportional to self-confidence, so it is necessary to study further the factors that influence students' self-confidence.

The Impact of Motivation to Participate in Taekwondo on Self-efficacy and Social Skills in Chinese Elementary School Students

The Impact of Motivation to Participate in Taekwondo on Self-efficacy and Social Skills in Chinese Elementary School Students

The relationship between intrinsic motivation, self-efficacy, self-regulated learning, and English learning achievement in Chinese high school students

This study investigated the relationships between intrinsic motivation, self-efficacy, self-regulated learning, and English learning achievement among Chinese high school students. A total of 237 10th-grade students in China participated, responding to a 5-point Likert scale questionnaire. Using descriptive and referential statistical analyses, the study found that self-efficacy had a strong correlation with SRL strategies, particularly goal setting and planning. Intrinsic motivation also showed positive, though slightly weaker, correlations with these SRL strategies. Both intrinsic motivation and self-efficacy were closely linked to English language achievement, with self-efficacy demonstrating a stronger relationship. Additionally, SRL strategies such as goal setting, monitoring, and effort regulation were significantly associated with better English learning outcomes, emphasizing their crucial role in academic success. The findings suggest that enhancing intrinsic motivation, self-efficacy, and SRL strategies can substantially improve English language learning. The study recommends educational strategies that focus on these key factors to boost students’ performance and offers suggestions for future research and educational practices.

Measuring Emotional Self-Efficacy of Students in Online Synchronous Teaching Environments in India

ABSTRACT Emotional self-efficacy of students has been found to be associated with their overall performance in different contexts. The exponential growth of online education and increased use of online synchronous teaching-learning environments presents an opportunity to assess the emotional self-efficacy of students in this unique context. Although there has been research in the area of technological self-efficacy, the unique demands of real-time online teaching in synchronous environments necessitate a deeper understanding of emotional self-efficacy. Grounded in Bandura’s Self-Efficacy Theory (1982) and Mayer and Salovey’s Emotional Intelligence model (1997), this study aims to develop and validate a standardized scale to measure the emotional self-efficacy of students in online synchronous teaching environments in India. The study was conducted on a diverse sample of 480 students from two universities in India. Exploratory factor analysis was performed on the first draft of the scale, which initially included 19 items scored on a 5-point Likert Scale. Two items were dropped from the scale model, with the final version containing 17 items. The four factors identified are “Perceiving emotions,” “Using emotions to facilitate thinking,” “Regulating emotions,” and “Recognizing classmates’ emotions.” The identified factors aligned with the adopted theoretical framework, and the cumulative proportion of variance in the rotated solution was 61.9%. The test–retest reliability of the scale was 0.752. The research has significant implications for designing online courses and programs, as well as for creating policies and practices to capitalize on the emotional gains of students through a well-planned strategy. The study calls for further research in the area of cross-cultural applications of the scale and the relationship between emotional self-efficacy and educational outcomes.

Predictors of adolescent well-being around the globe: are students from Confucian East Asia different?

Using rich data from nearly 400,000 15-year-olds across 70 middle- and high-income countries and economies participating in PISA 2018, this study investigates (1) global predictors of adolescent subjective well-being (SWB), and (2) differences in adolescent life satisfaction, its predictors and endowments with predictors across world regions and cultures. A particular focus lies on comparing Confucian East Asia (CEA) with other world regions. Data were analyzed using multiple linear regressions and Blinder-Oaxaca decomposition. As measures of adolescent well-being, this study employs life satisfaction, affective well-being, and meaning in life. Globally, adolescent well-being outcomes are found to be most strongly linked to gender, personality, relative SES, relationship quality, peer SWB, autonomy and the learning environment, as well as local cultural factors. Estimations by world region reveal several culture-specific explanations for interregional well-being gaps. In particular, notoriously low levels of life satisfaction among students from CEA countries are found to be associated with low self-efficacy, low peer well-being, as well as with high emotional interdependence compared to other world regions. Emotional interdependence is more strongly experienced among CEA adolescents compared to adolescents from any other world region. Moreover, it is found to be more strongly associated with life satisfaction in the CEA region than in any other region. In line with the former, CEA students show stronger links between other relational factors (parents' emotional support; sense of belonging at school) and life satisfaction compared to most other regions. This study suggests that among the environmental factors that shape the experience of adolescent lives, relationship and cultural factors play key roles and are closely intertwined. Parents, educators and policymakers around the world should focus on creating a positive school environment that promotes well-being, student self-efficacy, a sense of belonging, and a safe space in which failure is accepted as part of the learning process. This is particularly needed in Confucian East Asian countries.

Exploring the impact of the use of ChatGPT on foreign language self-efficacy among Chinese students studying abroad: The mediating role of foreign language enjoyment

Against the backdrop of rapid globalisation, Chinese students studying abroad face increasing challenges in foreign language learning and adapting to foreign language environments. This study surveyed 712 Chinese students studying abroad and used AMOS to examine the logical relationships between the use of ChatGPT, foreign language self-efficacy and foreign language enjoyment, as well as the mediating role of foreign language enjoyment in the use of ChatGPT and foreign language self-efficacy. The results indicated that the use of ChatGPT has a significant positive impact on both the foreign language self-efficacy and foreign language enjoyment of Chinese students studying abroad. Furthermore, foreign language enjoyment also positively influences foreign language self-efficacy. In addition, foreign language enjoyment serves as a mediator between the use of ChatGPT and foreign language self-efficacy. This study reveals the potential value of ChatGPT in helping international students adapt to foreign language environments and thereby improve their language proficiency.

Pengaruh Motivasi Belajar Dan Self Efficiacy Terhadap Hasil Belajar Mahasiswa Pada Mata Kuliah Metodologi Penelitian

This research is motivated by the importance of educational quality which is influenced by internal and external factors in learning achievement. Motivation drives students to achieve academic goals, while self-efficacy strengthens self-confidence and perseverance in facing challenges. With the global challenges facing education in Indonesia, analysis of these factors is crucial. The purpose of this study is to analyze the effect of learning motivation and self-efficacy on student learning outcomes. This study uses associative research with a quantitative approach, through a survey research method by distributing questionnaires to students of the Office Administration Education Study Program class of 2022 at the State University of Jakarta as the population in this study. With a sample of 41 students from classes A and B who meet the criteria for filling out the questionnaire, then the data was analyzed using SPSS version 30.0.0.0. The results of this study indicate that learning motivation and self-efficacy have a positive and significant effect on student learning outcomes. Partially, students who have high motivation and self-confidence tend to get better learning outcomes. The implication of the results of this study is that lecturers and educational institutions need to pay attention to increasing students' motivation and self-efficacy through teaching methods and programs that support and can increase their academic self-confidence, thereby optimizing learning outcomes and the quality of graduates.

Development of E-LKPD Based on 7E Learning Cycle to Stimulus Students’ Complex Problem-Solving and Self-Efficacy

The research conducted aims to describe e-LKPD based on the 7E learning cycle that is valid, practical, and effective in stimulating complex problem-solving (CPS) and student self-efficacy (SE). The research method used is Design and Development Research (DDR) consisting of analysis, design, development, and evaluation. After the e-LKPD was designed based on the results of an analysis of teacher and student needs, a product feasibility test was carried out with three experts and obtained valid results in aspects of media and design, content, and construction. Furthermore, the e-LKPD was tested for practicality with aspects of learning implementation, readability tests, and student responses which obtained very practical results. Furthermore, the effectiveness test using the N-Gain test, difference test, and paired test showed that there was a significant difference in the increase in CPS and SE in the experimental class and the control class and there was a significant increase in CPS and SE in the experimental class which was categorized as quite effective. Therefore, the e-LKPD based on the 7E learning cycle that has been developed has obtained valid, practical, and effective results for stimulating students' CPS and SE.