Self-efficacy Of Students Research Articles

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.

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

PurposeUsing 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.MethodsData 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.ResultsGlobally, 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.ImplicationsThis 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.

Using Mortality and Morbidity Conferences in Advanced Practice Nurse Education to Enhance Student Self-Efficacy.

The integration of morbidity and mortality (M and M) conferences into advanced practice nurse (APN) nursing curricula is a novel approach aimed at enhancing education, reflective learning, and continuous improvement. M and M conferences have traditionally been a standard practice for medical specialties, yet a gap exists in their utilization within APN education. A quasiexperimental pilot study with 20 student registered nurse anesthetists was conducted at a large urban academic center. The General Self-Efficacy Scale was utilized to evaluate student self-efficacy and confidence in managing adverse events. Significant improvement in self-efficacy scores (p = .003) postintervention indicated the educational benefits of M and M conferences. All participants reported increased confidence in navigating unexpected events. The M and M conference is a valuable tool within APN education for cultivating self-efficacy and confidence in navigating adverse events. [J Nurs Educ. 2024;63(X):XXX-XXX.].

A structural equation model analysis of the relationships between career indecision, sense of control, self-efficacy, rumination and depression in high school students

This study examined the links between career-decision making and mental health. Levels of career indecision, rumination, general self-efficacy, sense of control, and depression in 275 high school students were assessed. Anonymous responses to five valid and reliable scales were analysed using structural equation modelling. A conceptual model was postulated and tested for goodness of fit. The results yielded that perceived external constraints acted as a significant mediator between career indecision and depression. Ruminative brooding significantly moderated the link between career indecision and perceived external constraints. The structural equation analysis on the adjusted model demonstrated an overall good model fit. The study highlights the intricate linkages and effects between students’ career decision making, thinking patterns, perceptions of external barriers, and mental health. Levels of depression and career indecision are heightened in the present study. The mechanistic model and associated findings of the study support the necessity of providing targeted interventions for high school students that concurrently address mental health concerns alongside career-decision making, whilst also ameliorating problems associated with self-efficacy, perceived barriers, and negative thought patterns.

Development and validation of the mathematics self-efficacy scale for university students

Background: Academic underperformance in mathematics is widespread across all educational levels. To comprehend its causes, it is crucial to analyze various factors that impact academic advancement in mathematics through their interplay. The present study aimed to develop and validate a mathematics self-efficacy scale for university students. Methods: The research method was correlational and of instrument development type. The statistical population included all undergraduate students of Islamic Azad Universities in Tehran in 2021, of which 300 were selected as a sample using a multi-stage cluster random sampling method. In the process of scale construction, a set of items was initially selected based on a review of the research literature in the field of mathematics self-efficacy and the identification of valid tests in this area. Then, a preliminary version of the questionnaire was administered to a sample of 300 students. Factor analysis, Cronbach’s alpha coefficient, and Pearson correlation coefficient were used to analyze the data. Results: Based on the results of the exploratory factor analysis, the mathematics self-efficacy scale consisted of four components: mathematical achievement and success, general mathematical self-efficacy, mathematical anxiety, and mathematical stress. Cronbach’s alpha for the four components were 0.97, 0.95, 0.95, and 0.93, respectively. The results of the convergent validity evaluation showed that all four components of the mathematics self-efficacy scale were positively correlated with the intrinsic and extrinsic motivation components of the Academic Motivation Scale and negatively correlated with academic motivation. Conclusion: The components of the mathematics self-efficacy scale had acceptable internal consistency and convergent validity. Therefore, it can be concluded that the designed scale can be used as a valid tool to measure the level of mathematics self-efficacy in university students.

Expecting better: effectively conveying time allocation expectations to students

ABSTRACT We report on an intervention targeted to enhance the amount of time students spend on independent study, exploring the influence of peers and lecturers. Participants reflected on the independent study time spent on their past assessment before receiving clear time allocation advice from a lecturer or a peer, or no communication (control). Participants then reported on the time they planned to spend on their next assessment, as well as completing measures of self-esteem, academic self-efficacy and willingness to engage with study skills development. Results revealed that participants planned to spend more time on their next assignment, compared to their last, across all experimental conditions (peer, lecturer, and control). Participants in the lecturer advice condition reported greater self-esteem and academic self-efficacy compared to participants in the peer advice condition. We consider the importance of student self-reflection on increasing intended independent study and the importance of lecturer advice for enhancing student self-esteem and self-efficacy.

The effect of laughter yoga on well-being, perceived stress, and academic self-efficacy in nursing students: A randomized controlled trial.

Despite rigorous theoretical and clinical training, nursing students face emotional and academic challenges that can harm their well-being. Nonetheless, there is a dearth of research investigating the impact of laughter yoga (LY) on nursing students' well-being, perceived stress, and self-efficacy. The aim of this single-blinded, two-armed randomized controlled trial is to evaluate the effect of LY on nursing students' well-being, perceived stress, and academic self-efficacy (ASE). A total of five sessions of LY were applied to the intervention group. The analysis included a total of 83 nursing students (intervention group n = 41 and control group n = 42). Repeated-measures multivariate analysis of variance (MANOVA) and paired-samples t-test were used for data analysis. Results revealed that the intervention group showed a significant increase in well-being (p< .001) and a decrease in perceived stress after LY (p< .01). However, statistically significant differences between the intervention and control groups were not found in well-being, perceived stress, and ASE (p > .05). These results indicate the potential effects of LY on the students' well-being and perceived stress. Community mental health nurses and educators can use LY to improve well-being in universities.

초등학생의 학습 동기와 학습 의지의 관계

Objectives The purpose of this study is to explore the relationship between elementary school students' learning motivation and learning volition. Specifically, by analyzing the impact of learning motivation on learning volition, we identified the role of learning motivation as a strategy to enhance elementary students' learning volition. Additionally, we provided concrete recommendations divided into teacher, school, and parent levels. Methods To investigate the relationship between learning motivation and learning volition, 216 elementary school students were surveyed to measure these variables. Correlation analysis and regression analysis were conducted to analyze the impact of learning motivation on learning volition. Results The results of the regression analysis indicated that learning motivation has a significant effect on learning volition. In particular, among the sub-dimensions of learning motivation, achievement motivation and self-efficacy positively influenced the sub-dimensions of learning volition, which include behavioral control, learning effort, and learning perseverance. It was confirmed that the higher the learning motivation, the higher the learning volition. Conclusions This study suggests that enhancing learning motivation is important for improving elementary school students' learning volition. Specifically, teachers should provide personalized learning and emotional support to boost students' learning motivation and self-efficacy, and schools should establish support systems for customized educational programs and teacher capacity building to back this up. Parents should create an environment that enhances their children's learning motivation and supports self-directed learning. Through these efforts, concrete strategies to enhance students' learning volition should be sought.

A look at school stress and academic self-efficacy in students

School stress is present at many educational levels and can represent a problem when achieving effective academic self-efficacy in young people. This study analyzed school stress to verify its possible relationship with academic self-efficacy in adolescent students. A sample of 245 students was used, to whom the academic self-efficacy scale and the systemic cognitive inventory (SISCO) were applied to determine the possible relationship between these variables. The main findings revealed that school stress has a weak positive relationship with academic stress, because, to achieve satisfactory results in academic performance, there must be appropriate academic self-efficacy, which merits effort and commitment on the part of the student, which causes stressful situations, inevitable for the achievement of objectives.

The Mediating Role of Self-Efficacy Between Solution-Focused Thinking Skills and Psychological Resilience Among Pharmacy Students in Turkey

ObjectiveThe objective of this study was to examine the relationships between solution-focused thinking, self-efficacy, and psychological resilience in pharmacy students and to investigate the mediating role of self-efficacy in the relationship between solution-focused thinking and psychological resilience. MethodsTo achieve the objective of this study, a cross-sectional, descriptive, correlational study was conducted. ResultsA total of 884 pharmacy students participated in the study. A total of 877 student’s questionnaires were found to be valid for analysis. This study, which, to the best of our knowledge, is the first to examine the relationship between psychological resilience, solution-focused thinking, and self-efficacy levels in pharmacy students, found that students demonstrated above-average levels of psychological resilience, solution-focused thinking, and self-efficacy. Based on the research, it was determined that self-efficacy played a mediating role in the connection between solution-focused thinking and psychological resilience among pharmacy students. ConclusionStrategies that promote psychological resilience and self-efficacy, such as solution-focused approaches to learning, self-reflection, positive refraction, and skills practice, need to be integrated at all stages of the school curriculum and their efficacy assessed. Furthermore, teachers can use solution-focused approaches to develop the students’ skills and competencies in coping with challenges. To meet the increasingly complex demands of health care systems, pharmacy students need to acquire high levels of competence and self-efficacy, and the pharmacy curriculum should be designed to aid them in achieving this.

The “flipped visit”: an innovative method to improve medical student self-efficacy through a structured approach in clinic

BackgroundSpecialty clinics can be challenging for students on the internal medicine clerkship. They often lack the specialized knowledge necessary to fully engage in the clinic and may be pushed into an observational role, rather than being afforded meaningful opportunities. These peripheral roles undermine self-efficacy, and, therefore, education and interest. We sought to improve self-efficacy of students attending non-malignant hematology clinic, as well as to enhance interest in hematology and internal medicine.MethodsWe developed a flipped visit model analogous to the flipped classroom. Students each received pre-readings accompanied and pre-assigned cases with delineated reasons for referral and learning objectives. This model allowed students to prepare the hematology content for visits prior to arrival and then focus their time in clinic on executing visits. Participating students completed pre- and post-clinic surveys. These surveys covered core concepts in self-efficacy and interest in hematology and internal medicine on a five-point Likert scale.ResultsOf 103 students attending hematology clinic, 38 students (37%) opted to participate. Two of the 38 did not complete the post-clinic survey. Students had a statistically significant increase in four of six measures of self-efficacy: evaluation of research relevant to patient care and practicing cost-effective care (p = 0.008 and 0.001, respectively); and creation of a differential diagnosis and treatment plan specific to hematology (both p < 0.001). While pre-clinic student responses expressed interest in more exposure to hematology or a possible career in hematology or internal medicine, this was not changed post-clinic. When comparing their experience to other clinics, 75% and 71% students rated hematology clinic slightly or much better than other medicine clinics and non-medicine clinics, respectively. The flipped visit improved self-efficacy both specific to hematology and more generally. While students rated the experience more highly than other clinics, there was no impact on career interest in hematology or internal medicine.ConclusionA flipped visit approach to incorporating medical students into hematology clinic that included pre-assigned cases and readings improved self-efficacy and was preferred by students. They may be adopted easily in other ambulatory education settings.

Technology factors related to the differences in paper and online reading scores in PIRLS 2016

The Progress in International Reading Literacy Study (PIRLS) was conducted in paper and online reading modes in 2016 using the same samples of students in a number of countries. Differences in reading literacy scores were found in several European countries. In some countries, the differences favored the electronic reading mode. Yet in others, the paper reading mode was favored. As the electronic reading mode differs substantially in the cognitive demands compared to the paper mode, it can be expected that the differences between the two modes are related to the variables related to technology: availability and access, general use, use for educational purposes in class or out-of-school, and self-efficacy with technology. This study investigates the Information and Communication Technology (ICT) factors related to the differences in paper and online reading in six European countries participating in both modes in PIRLS 2016. This study uses linear regression models as the application of multilevel modeling is not suitable because of the low between-school variances across countries. The results from this study show limited support for the relative effect that the student individual, school, and classroom ICT variables have on the differences between paper and electronic reading. Access to technology is related to mode differences only in Italy, and the use of computer devices in and out of school is related to the mode differences in Italy and Portugal. Student self-efficacy is related to the mode differences in Portugal and Slovenia. School resources show significant effects in Denmark (computers to students ratio) and Italy (instruction affected by digital resource shortages). None of the classroom variables showed any significant relationship in any of the countries. In addition, socio-economic status (which is proxied by the variable on home resources for learning) is a significant predictor in half of the countries. In addition to these findings, the general technological context within countries is discussed as part of an evaluation of the difference in reading in the two test delivery modes. The general uptake of technology in different social and economic aspects, as measured by the Digital Economy and Society Index (DESI), follows the differences between the two reading modes.

Best Practice STEM-Based Differentiated Mathematics Learning for Improving Learning Outcomes and Self-efficacy of High School Students

Learning outcomes and self-efficacy are important learning factors. Mathematics learning outcomes can reflect the extent to which students have developed as learners, while self-efficacy reflects students' self-confidence in their own abilities in solving mathematical problems. This study was based on a qualitative approach, best practice. This best practice uses the STAR flow (“Situasi, Tantangan, Aksi, Refleksi”). The situation at SMAN 1 Mande, especially class XI, shows low learning outcomes and lack of self-efficacy. The challenge faced is planning and implementing differentiated learning to improve learning outcomes and student self-efficacy. Through a STEM-based differentiated learning approach, researchers designed and implemented contextual learning on the theme of global warming with integrating science, technology, engineering and mathematics. The results of this best practice indicate an increase in learning outcomes and student self-efficacy. STEM-based differentiated learning can also improve understanding of mathematical concepts at the high school level. Researcher recommend that educators embrace differentiated learning strategies by customizing their approaches to accommodate the diverse needs such as students' level of readiness, interests, and student’s learning profile. The significance of comprehending student characteristics, such as learning styles and thinking abilities is paramount, especially in the implementation of student-centered learning. Additionally, educators are advised to prioritize aligning learning objectives with the curriculum, ensuring relevance and engagement. This various approach aims to create a dynamic learning environment to resonates with students individualized level. Develop interventions to address students' lack of confidence in solving mathematical problems can improve self efficacy.

Problem-based learning with library e-resources to enhance student information literacy self-efficacy

PurposeThis study investigates the effectiveness of problem-based learning (PBL) in information literacy curricula using library e-resources to enhance information literacy self-efficacy (ILSE) of students in two universities in Indonesia, in Java Island (University A) and Sumatra Island (University B).Design/methodology/approachA comparison of the effectiveness of the approach in the two universities forms the focus of the study, which has adopted a single group quasi-experimental design which was conducted in one online teaching-learning session. The authors compared the pre-test and post-test scores of 65 library and information science (LIS) students from both universities.FindingsThe results show that the treatment enhanced ILSE effectively. After the treatment, University A students performed better than those at University B.Research limitations/implicationsThe factors which affected the success of PBL using library e-resources have not been identified in this study, a task for a future qualitative research study.Practical implicationsThis study will both inspire the use of library e-resources in learning activities and promote ILSE.Originality/valueIntegrating PBL with library e-resources provides opportunity to identify the advantages of library e-resources in supporting student ILSE, resulting a better learning achievement.

Leveraging online platforms for coach-peer conferences among university student entrepreneurs: building entrepreneurial self-efficacy

PurposeThe present study aims to examine the lived experience of undergraduate students in learning entrepreneurship education through online coach-peer conference at a university in Indonesia, in order to explore the lived experience of undergraduate students in developing entrepreneurial self-efficacy during the COVID-19 pandemic.Design/methodology/approachAnchored in a phenomenological case study, the student participants were interviewed using online platforms such as WhatsApp and Zoom. To triangulate the data, photographs were taken during observation while the participants were engaged in the online learning process. The interview data were transcribed, interpreted using interpretative phenomenological analysis and thematically analyzed.FindingsThis study showed that participants built businesses with (1) the formation of entrepreneurial attitudes and behaviors, (2) increased their entrepreneurial literacy, and (3) increased their involvement in entrepreneurship education coaching programs. This study suggests that the development of entrepreneurial self-efficacy through an online coach-peer conference is important in the development of student businesses.Originality/valueThe findings suggest that nurturing the role of online coach-peer conferences in building student entrepreneurial self-efficacy, both during the pandemic of COVID-19 and in the future.

PEER COUNSELING TO INCREASE SELF-EFFICACY OF STUDENTS WHO EXPERIENCE BROKEN HOMES

A broken home has a tremendous impact on children, particularly on their psychology and daily life. The effects that arise include disappointment, difficulty in trusting others, disbelief in marriage, trauma, and low self-efficacy. Low self-efficacy is manifested by a lack of motivation to study, disbelief in one's abilities, inability to distinguish between right and wrong, and difficulty making decisions. The subjects of this research were 3 students from UIN Sayyid Ali Rahmatullah Tulungagung, all of whom shared the same background of being from broken homes. They felt almost the same, including feelings of neglect, disappointment, lack of motivation, and inability to discern what is good and right for themselves. The subjects participated in peer counseling services provided by the campus and felt better because their opinions were listened to without judgment. Therefore, peer counseling is very helpful in improving self-efficacy in students.

Exploring Influencing Factors at Student and Teacher/School levels on Science Self-efficacy Using Machine Learning and Multilevel Latent Profile Analysis

The main purpose of this study was to explore major factors at student and teacher/school levels affecting middle-school students’ science self-efficacy among countries with high science academic performance levels in PISA 2015 data by using various regression algorithms of machine learning and multilevel latent profile analysis (MLPA). Out of total of 195 (110 at the student-level and 75 at the teacher/school-level), 88 at the student-level and 38 at the teacher/school-level explanatory variables were finally selected after data pre-processing. Through over 20 regression analysis algorithms of machine learning, 10 variables at the student-level and five variables at the teacher/school-level were found to be significant predictors, consistent with previous studies. Next, MLPA was applied to classify underlying science self-efficacy sub-groups at each level and verify the statistical significance of variables affecting science self-efficacy, chosen from the machine learning. Three classes at the student-level (low, moderate, high) and two at the teacher/school-level (mid-low, mid-high) were selected as the optimal number of latent profiles. At the student-level, students with higher environmental awareness, science activities, interest in broad science topics, instrumental motivation, test anxiety, and achieving motivation were more likely to belong to the moderate or high groups than the low group. At the teacher/school-level, the mid-high group had more considerable science-specific resources, higher instructional leadership, a larger student-teacher ratio, and more science teachers than mid-low group. Finally, the significance of the study was presented, and implications for increasing science self-efficacy in middle school students were suggested.

The Role of Industrial Internships in Developing Work Self-Efficacy for Automotive Engineering Students

Ideally, vocational education graduates have the readiness and desire to work after graduation through various experiences at school. Industrial internships in vocational education are expected to support graduates' readiness to know the world of work according to their field of expertise. An anomaly, where so far it is suspected that there are still many vocational education graduates who are unemployed or work because they do not have the desire to work. This study aims to understand the role of the student experience in participating in an industrial internship program on automotive students' work self-efficacy at Yogyakarta State University (YSU). This is survey research with a student population of 102 people. A questionnaire was given to sample of industrial internship participants who were taken at simple random sampling from 91 people. The data were analysed using quantitative descriptive method and Partial Least Square Structural Equation Models using Smart PLS 3 software. The results showed that the developed instrument was proven to be valid for use and had a good estimate of reliability. Most students get internship experience in the good and very good categories. Some students have work self-efficacy in the high and very high categories after industrial internships. The experience of participating in industrial internships is proven to have a positive and significant contribution to student work self-efficacy. It is important for vocational education institutions, especially in the automotive sector, to support industrial internship programs that provide an optimal student experience.

Developing Positive Design with Innovative Thinking Framework: A design Pedagogical Approach to Enhance Subjective Well-being

Design thinking is the foundation of professional design education, and the shift from zero to professional design skill involves the completion of the transition from single-mindedness to independent and innovative thinking. In this exploratory study on design teaching, we build a novel teaching model by drawing on the connection between students' self-transcendent knowledge and formal knowledge in design thinking. Based on the Design for Happiness framework (DfH), this study uses Positive Emotional Granularity cards (PEG) to stimulate students to identify and categorize various positive emotions. We matched 15 furniture-related positive emotion keywords, summarized the corresponding design strategies, and subsequently generated Design for Happy Furniture cards (DfHF). We looked at new structural reorganizations of design teaching resources and effective teaching models and examples that might be used in course delivery. This study used the USE scale for quantitative analysis and triangulation for qualitative data analysis. The results indicate that this method is crucial for making it easier to convert design ideas into practice and for enhancing the efficiency of instructional techniques in a specific design procedure. The bottom-up approach is beneficial for creating sets of cards and design strategies, as well as for utilizing the cards in innovative ways to enhance students' creativity, engagement, and self-efficacy. DfHF cards are a valuable tool for promoting motivation and facilitating the constructive learning of creative skills. They not only improve students' creative thinking abilities but also expedite the design decision-making process and prioritize emotional integration and user well-being.

The impact of project-based learning on scientific content production using edutech tools on the cooperative self-efficacy and cooperative self-regulation of students at a science gifted school

The impact of project-based learning on scientific content production using edutech tools on the cooperative self-efficacy and cooperative self-regulation of students at a science gifted school