Self-efficacy Of Students Research Articles

Students satisfaction, self-efficacy and achievement in an emergency online learning course

This study aimed to evaluate the impact of an emergency online learning course on students’ satisfaction, self-efficacy and achievement. This study used a convergent mixed methods approach with an action research design to explore students’ experiences and outcomes in an emergency online science course. This study involved 25 voluntary participants from a private college in Manila, Philippines, who were enrolled in the Science, Technology and Society online course during the 2019–2020 academic year. Data were collected using a variety of instruments, including questionnaires, reflective journals and semi-structured interviews. The results showed that the developed emergency online learning course positively impacted students’ satisfaction, efficacy and achievement. Students were satisfied with their interactions with classmates and teachers and the course content. They also expressed confidence in their ability to perform online tasks independently and master the subject through pre-recorded videos. This study suggests that effective student-teacher interaction, peer relationships, relevant and relatable course content, well-designed lesson materials, clear assessment tasks, differentiated tasks to meet individual learning preferences and teacher creativity are essential factors for student satisfaction, efficacy and achievement in emergency online learning courses.

Analysis of Physical Activity Behavior and Motivation in Students

Background: Despite the many benefits of an active lifestyle, lack of physical activity is a significant health problem for students. Objective: This research uses a descriptive research design. The purpose of this descriptive research is to determine the basic level of physical activity behavior, motivational factors, in order to develop tailored or targeted physical activity programs and interventions for students. This research consisted of 20 male students and 20 female students. Method: The collection methods used in this research are: physical activity behavior using GLTEQ (Goding Leisure-Time Exercise Questionnaire), physical activity motivation using EMI-2 (Exercise Motivation Inventory-2) and Ability to use Self three types (Task, Coping and scheduling). Results: The results show that the physical activity of 28% of women and 45% of men from the entire sample participated in 20 minutes of vigorous activity, while only 17% of women and 10% of men from all participants participated in 30 minutes of less physical activity and for 5-day 13% female and 18% male of all students. The conclusion shows that students' physical activity behavior is lacking in physical activity behavior with low physical activity with a description of motivation and self-efficacy in maintaining health and physical fitness. Conclusion: Recommendations for further research are that the parties concerned pay more attention to physical activity behavior, motivation and self-efficacy in students because the benefits of regular physical activity will make the body healthy and increase constructive physical activity behavior.

The Influence of Meta-Cognitive Listening Strategies on Listening Performance in the MALL: The Mediation Effect of Learning Style and Self-Efficacy

The ability to understand listening is an essential skill for non-native speakers of English as a foreign language (EFL). Research has shown that several factors can influence EFL students’ English listening comprehension, including the listening strategy they use during listening activities. This study, therefore, used the meta-cognitive listening strategy to explore the mediation role of learning style and self-efficacy in the relationship with listening performance. In this study, 632 Chinese university students participated in a survey and completed electronic questionnaires on MALQ (Meta-cognitive Awareness of Listening Questionnaire), PLSPQ (Perceptual Learning Style Preference Questionnaire), and GSE (General Self-Efficacy Scale). The data were analyzed using AMOS software and a structural equation modeling (SEM) technique. The results showed that students’ listening strategy directly and positively predicted their English listening performance. Moreover, students’ listening performance was fully mediated by learning style and self-efficacy. After discussing these findings, suggestions as well as limitations for future studies will be given. The findings of this study are expected to contribute to a better understanding of the factors that may affect EFL students’ English listening comprehension and inform instructional practices in the EFL classroom. Specifically, the results of this study may suggest the use of teaching strategies tailored to individual learning styles and the adoption of measures to improve self-efficacy of EFL students. Ultimately, the goal of this research is to improve EFL students’ English listening comprehension skills and enhance their overall language proficiency.

The Effect of Educational Simulation on Learning and Academic Self-Efficacy of Students in Experiential Sciences Class

The present research was conducted by the aim of investigating the effect of educational simulation on learning and academic self-efficacy in experiential sciences class in fifth-grade male students in the 4th district of Karaj, Iran. The statistical population included all the fifth-grade male students in elementary schools of the 4th district of Karaj in the academic year of 2019-2020. The study sample was selected by convenience sampling method and divided into two groups of 16 (experimental and control). The research method was semi-experimental with a pretest-posttest with control group design. The data collection tools included a researcher-made learning test and an academic self-efficacy test. To examine their validity, the comments and evaluations of teachers and professors were used. The reliability of the research instrument, that is the experiential sciences learning test, was determined by the Coder Richardson 21 which equaled 0.82, and 0.80, respectively and the Cronbach’s alpha for the academic self-efficacy test was 0.85. Univariate analysis of covariance was used to analyze learning test data and multivariate analysis of covariance was used to assess academic self-efficacy. The results showed that educational simulation had a positive effect on both variables of learning with %95 confidence level (F: 69.74, P: 0.000), and academic self-efficacy (F: 14.848, P: 0.000) in students of experiential sciences classes it can be used as a learning tool. Simulation education makes it easy for students to understand the method and nature of science in order to improve problem-solving, search and generalization, knowledge acquisition and promotion of positive attitudes.

The Effect of Students’ Resiliency and Self-Efficacy on Academic Stress During the Transition Period from Online to Offline Learning

The transition of learning from online to offline has an impact that can be a problem for its implementation if students cannot adapt properly. The low ability of students in the adaptation process will cause negative reactions that arise not only from physical reactions but also psychologically due to academic demands and pressure to adapt quickly to environmental changes. This situation makes students vulnerable to experiencing academic stress. This research aims to see the relationship between academic resilience and academic self-efficacy of students in dealing with academic stress due to the transition of the learning system. Academic resilience is measured using the Academic Resilience Scale (ARS-30), academic self-efficacy is measured using The Academic Self-Efficacy Scale (TASES), and academic stress is measured using the academic stress inventory. The sample was 354 students of University X. The data were analyzed using multiple regression analysis techniques. The results showed that academic resilience and academic self-efficacy predicted academic stress (R-squared equals .137; p less than .01) during the transition from online to offline learning.

Learning to teach with simulation: historical insights

AbstractSimulation-based learning (SBL) has been trialed and embedded in many disciplines and professions over many years to practice complex skills before embarking on real-life applications. Much research has confirmed the benefits of SBL and found simulations are among the most effective means to facilitate the learning of complex skills across domains. Yet, despite this evidence-based support for SBL, teacher education continues to be slow to adopt and embed SBL within their programs. This paper compares literature on two of the longest and widest adopted simulated programs in teacher education, Second Life and simSchool—to gain insight into the research types, findings and reasons for limited implementation. The findings support previously confirmed pedagogical benefits of SBL increasing student self-efficacy and reveal commonalities and differences between the two simulated platforms and a lack of adoption of SBL that centres around costs, accessibility and technical issues. The findings are positioned in practice-theory literature and highlight SBL’s ability to provide preservice teachers with a ‘third space’ where theory can be practiced, rehearsed and reviewed virtually before real classroom transference occurs. We offer recommendations that will stimulate future research and support wider adoption of SBL in Initial Teacher Education (ITE).

Effect of Video Based Virtual Reality Simulation on Nursing Students Self-Efficacy, Satisfaction and Performance regarding selected procedures

Effect of Video Based Virtual Reality Simulation on Nursing Students Self-Efficacy, Satisfaction and Performance regarding selected procedures

The Analysis of Time Management and Students’ Self-efficacy of Blended Learning: A Case Study of College English Course in the University of Science and Technology Liaoning

Background and Aim: This study delves into the realm of time management training within an English blended learning course, focusing on its influence on student self-efficacy and its subsequent effects on learning outcomes and perceptions. Anchored in the theories of Complex Adaptive Blended Learning Systems (CABLS), Goal Setting, and Self-efficacy, the research aims to uncover the combined impact of time management and self-efficacy enhancement on students' competence, and overall learning experiences. The objective is to assess how structured time management training, when integrated with blended learning strategies, can improve students’ self-efficacy. Materials and Methods: Employing a mixed-methods approach, this study utilizes quantitative tools such as independent samples t-tests and multilinear regression analyses to evaluate the intervention's effectiveness in altering student’ self-efficacy (SE) and other factors like engagement (EN), autonomous learning (AL), teachers’ support (TS), social influence (SI), intention to use (IU) and self-efficacy (SE) levels. The intervention includes time management training facilitated through the Xuexitong Platform, aiming to leverage the advantages of blended learning. This methodological framework allows for a comprehensive analysis of the training's impact, providing a robust evaluation of changes in student engagement, autonomous learning, teachers’ support, social influence, and self-efficacy. Results: The quantitative results revealed significant differences between the control and experimental groups in engagement (EN), autonomous learning (AL), teacher support (TS), social influence (SI), and self-efficacy (SE) except the factor intention to use (IU). In multilinear regression, engagement (EN), social influence (SI), and intention to use (IU) positively predicted higher self-efficacy, while autonomous learning (AL) had a minor negative effect. Teachers’ support (TS) lacked a statistically significant association with self-efficacy. The qualitative data supported and supplemented the findings, highlighting the above 6 factors’ improvement with high frequency in the related codings, and high occurrence of codings like improved in learning, enriching, interesting, growth, and motivation also showed the deep and multidimensional analysis of the findings, and managing time and goals effectively cultivated independence and responsibility. Overall, the qualitative insights provided nuanced, experiential perspectives complementing the quantitative model connecting factors like engagement, autonomous learning, teachers’ support, social influence, intention to use, and self-efficacy. Conclusion: This research demonstrates the pivotal role of structured time management training in enhancing educational outcomes within blended learning environments. By demonstrating the benefits of integrating time management training, the study contributes novel insights into improving students’ development. The findings advocate for the development of more effective educational strategies and instructional designs, emphasizing the complex interplay between various factors and their impact on self-efficacy, especially AI integrated into blended learning. The study paves the way for further investigations into the integration of time management training and other self-efficacy enhancement techniques in blended learning environments. In this way, it encourages researchers to explore the potential synergies between time management, goal setting, and self-efficacy enhancement strategies in various educational contexts. Moreover, the findings can inform the development of more effective educational strategies and instructional designs, leading to improved pedagogical practices and student learning experiences in the long run.

Examining the mediating effect of nature of science perceptions on the relationship between metacognition and science self-efficacy

ABSTRACT Background The nature of science (NOS) and science self-efficacy have an important place in the development of scientific literacy, which is the ultimate goal of science education. However, the relationship between them and metacognition, which can have a significant impact on these variables, is an under-researched area and worthy of study. Purpose To fill this gap in the literature, this study examines the relationship between metacognition, NOS perceptions, and science self-efficacy using structural equation modeling. Sample A total of 448 secondary school students (grades 5–8) participated in the study. Design and Method Students’ Ideas about the Nature of Science, Science Learning Self-Efficacy Belief Scale, and Metacognitive Awareness Scales were utilized to collect the data. Structural equation modeling (SEM) was performed to reveal the mediating role of the NOS perceptions in the relationship between science self-efficacy and metacognition of secondary school students. Results and Conclusion The results showed that NOS perceptions partially mediate the relationship between metacognition and science self-efficacy. Furthermore, metacognition highly predicted NOS perceptions and science self-efficacy, providing clues to the formation or prevention of misconceptions about the nature of science. From this perspective, it is suggested that developing students’ metacognition should be another important goal of science education to increase their scientific literacy.

대학생의 진로결정자기효능감과 진로적응성의 관계에서 긍정심리자본의 다중병렬매개효과

The main purpose of this study is to identify contents that should be considered in designing career education plans to improve the career adaptability of university students who are preparing to transition into the workforce in an era of high uncertainty. For this purpose, 463 university students were surveyed to determine whether there are differences in career adaptability according to gender, grade, major, and university location, and the process macro model 4 was used to test the multiple parallel mediation effects of the components of positive psychological capital on the relationship between career decision self-efficacy and career adaptability. As a result, first, career adaptability showed significant mean differences by grade, major, and university location, and no differences by gender. Second, when analyzing the multiple parallel mediation effect of positive psychological capital on the relationship between career decision self-efficacy and career adaptability of university students, only optimism and hope were found to have a significant mediating effect, while self-efficacy and resilience were not significant among the components of positive psychological capital. Based on these results, it is suggested that when designing career education for university students, the importance of optimism and hope among positive psychological capital should be taken into account to improve career adaptability among senior students who are close to employment and local universities.

코로나19 상황에서 치위생(학)과 학생의 진로결정수준에 미치는 영향

Objectives: This study was conducted to determine the relationship between professor-student interaction, career self-efficacy, and career decision level of dental hygiene students in the COVID-19 situation and to determine the impact on career decision level. Methods: The participants in the study were distributed to students at the Department of Dental Hygiene in Gyeonggi-do and Chungcheong-do. People with clinical practice experience filled out a self-administered questionnaire, and the final analysis subjects were 181 people. Results: In the COVID-19 situation, factors affecting the career decision level of dental hygiene students were major satisfaction, professor-student interaction, and career decision self-efficacy. Conclusions: In the COVID-19 situation, the most influential factor on the career decision level of dental hygiene students was career decision self-efficacy. Therefore, in order to improve the career decision level of dental hygiene students, it was found that it was necessary to develop and apply a customized career guidance program for students in addition to strengthening career decision self-efficacy.

Monopoly bingo sebagai media permainan untuk meningkatkan self efficacy pada siswa SMP

Self-efficacy is a belief in the abilities possessed by each individual. Self-efficacy has an important meaning for every student that affects student success in completing their tasks. Therefore, each student has a different level of self-efficacy, therefore self-efficacy has an important role in students’ abilities. Students who have high self-efficacy are able to achieve the expected goals, while students who have low self-efficacy tend not to want to complete the tasks given by their teachers. This study aimed to determine the use of monopoly bingo games to increase self-efficacy in junior high school students. The research method used was quasi-experiment with two pretest-posttest control group design designs with data collection using the General Self Efficacy Scale as many as 10 items. The data analysis test used the Paired Sample T-test and the Independent Sample T-test and the results obtained that there was a significant influence on junior high school students, so that from the results of this study monopoly bingo provided an increase in self-efficacy in junior high school students.

The Impact of a Mobile Application (Dr. Electron) on Science Attitudes and Self-Efficacy among Eighth-Grade Students

This study aimed to investigate the effectiveness of an enrichment mobile application based on the gamification approach (Dr. Electron) on the attitudes towards science and self-efficacy of eighth-grade students in the Sultanate of Oman amid the COVID-19 pandemic. A quasi-experimental design was employed, utilizing both pre-test and post-test control group designs. The study sample comprised 63 students, with 33 assigned to the experimental group and 30 to the control group. The study used Measurement instruments including a science attitude scale with a reliability coefficient of 0.86 and a self-efficacy scale with a reliability coefficient of 0.93. Results indicated statistically significant differences in the post-test application between the control and experimental groups, favoring the teaching method employed for the experimental group in both the science attitude and self-efficacy scales. The study found no statistically significant interaction effect between the teaching method and gender in the post-test application of the science attitude scale. However, a slight interaction was observed between the teaching method and gender in the self-efficacy scale. The study recommends that science educators emphasize the importance of designing and implementing enrichment applications based on gamification principles to foster positive attitudes towards science and enhance students' self-efficacy. Keywords: Gamification Approach, Attitudes towards Science, Self-efficacy, COVID-19 Pandemic, Digital enrichment, Mobile application, (Dr. Electron

Disposition to critical thinking, anxiety due to COVID-19 and academic self-efficacy in university students

IntroductionThe present study aims to determine whether anxiety due to COVID-19 (AC) and disposition to critical thinking (DCT) predict academic self-efficacy (AS).MethodThe study is non-experimental, predictive, and cross-sectional. The sample was made up of 218 university students from northern Peru. The instruments used were the CAS, CTDS, and the EAPESA.ResultsThe results showed that the AS was negatively and positively related to AC and DCT, respectively. AS in university students was significantly predicted by DCT (p < 0.01), while AC was not a significant predictor (p > 0.05).ConclusionDCT is a significant predictor of AS, while AC ins not. Strategies must be sought to improve and support this important aspect in each student to improve their disposition to critical thinking and academic self-efficacy. It is recommended for future studies to continue investigating variables associated with academic factors, such as those in this study, that lead to taking action for the effective development of university students.

Mathematics Future Classroom Lab to Measure the Affective Domain of Pre-Service Teachers

The affective domain has a great influence on mathematics learning and academic performance. Therefore, it is important to analyze different variables to propose mathematics interventions that stimulate positive emotion, self-efficacy, and attitude in students. Pre-service teachers (PST) benefit from a novel pedagogical intervention in which they experience a positive classroom environment. The scope of this study is to understand the effects of PSTs by performing an innovative didactic intervention in the future classroom lab (FCL) in a mathematics course.

The impact of comprehensive licensure review on nursing students’ clinical competence, self-efficacy, and work readiness

This study aims to assess the effectiveness of comprehensive licensure reviews and adaptive quizzing assignments on nursing students' clinical competence, self-efficacy, and work readiness—an under-researched topic. Additionally, it seeks to explore the mediating effect of self-efficacy in the relationship between students’ clinical competence and work readiness. A quasi-experimental (pre- and post-test), single-group design was employed. The study was conducted in a public university in Saudi Arabia and included a total of 293 senior nursing students in their last year of the bachelor program. An intervention was developed based on the blueprints of the Saudi Nursing Licensing Exam and NCLEX-RN and consisted of a weekly 3-h synchronous comprehensive licensure review bundled with 23 adaptive quizzing assignments over 15 weeks. Data were collected prior to and after the intervention using three scales: clinical competence, self-efficacy, and work readiness. The mean scores of clinical competence, self-efficacy, and two subscales of work readiness (work competence and social intelligence) increased significantly post-intervention.Self-efficacy (β = 0.353, p < 0.001) and clinical competence (β = 0.251, p < 0.001) influenced work readiness (F [5, 226] = 21.03, p < 0.001) and accounted for 31.8% of the explained variability in work readiness. In the mediation analysis, clinical competence had a significant and indirect effect on work readiness through self-efficacy (B = 0.464, p < 0.001, 95% CI 0.250 to 0.699). The proportion of mediation indicated that 37.2% of the total effect of clinical competence on work readiness was due to the indirect effect of self-efficacy. Comprehensive licensure review and adaptive quizzing assignments improve students’ perceptions of clinical competence and self-efficacy. Such interventions could ease the transition of senior nursing students to clinical practice.

The Effect of Digital Game Design Supported Coding Education on Gifted Students' Scratch Achievement and Self-Efficacy

Coding tools that use blocks to create programs are popular among kids and play a key role in learning how to code. The effectiveness of the coding courses that are available nowadays depends on how well the tools match the students’ needs. The aim of this study is to reveal the impact of digital game design supported coding education with Scratch on gifted students' Scratch academic achievement and self-efficacy. The research was conducted with one-group pre-test post-test experimental design. The sample of the study consists of 40 3rd grade gifted students studying at a Science and Art Center in Türkiye. Scratch achievement test and Scratch self-efficacy scale were used as pre-test and post-test before and after the training. The data of the study were analyzed with dependent groups t-test. Post-test scores of the students obtained from Scratch achievement and self-efficacy scale showed a statistically significant increases compared to the pre-test scores. It was revealed that digital game design supported education contributed positively to students' Scratch achievement and self-efficacy in coding.

Development of E-Modules Based on Problem-Based Learning to Improve Problem-Solving Skills and Student Self-Efficacy

The purpose of this research was to develop and assess the validity, practicality, and effectiveness of an e-module on plant development using problem-based learning. The study was conducted at Universitas Negeri Malang, involving 63 third-semester biology students as research participants. The research employed the research and development approach, following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The validity test and practitioner evaluation were conducted by three expert faculty members, including a content expert, a media expert, and a practitioner expert. The effectiveness of the e-module was assessed through pretests and posttests, analyzing students' problem-solving skills and self-efficacy using ANCOVA. The media validity test revealed a score of 89.33% in the valid category, while the material experts scored 100% in the very valid category. The practitioner evaluation resulted in a score of 96.19% in the very practical category. The effectiveness test indicated significant values of 0.002 and 0.023 for problem-solving skills and self-efficacy, respectively, both of which were below the 0.05 significance level. This implies that there is a significant difference in the mean scores between the classes using problem-based e-modules and those employing problem-based learning without e-modules. Based on these findings, it can be concluded that the developed e-module is highly suitable as a learning resource for students.

LEARNING ATTITUDE, ACADEMIC INTEREST AND SELF-EFFICACY TOWARDS PHYSICS SUBJECT OF GRADE 12 SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS STUDENTS

The search for the best ways to improve student learning attitude and academic interest in physics to understand its complexity was done even before the adaptation of blended learning. With this, students self-efficacy in learning this subject matter becomes an interesting variable to explore, given that there is a change in the instruction delivery. The general purpose of this study is to determine which indicators of learning attitude and academic interest significantly influence the self-efficacy of students in the Science, Technology, Engineering, and Mathematics (STEM) strand. It also explores the significant link between learning attitude and academic interest to self-efficacy in Physics that will have an impact on students learning towards the subject. The researchers utilized a non-experimental particularly a descriptive correlational design in quantitative research using statistical tools such as mean, Pearson product moment correlation of coefficient, and linear regression. To answer the main objective of this study, a modified survey questionnaire was provided to the 100 invited respondents having a Likert 5-point scale. It was found out that negative attitudes under learning attitude and perceived ease of use with learners involvement for academic interest significantly influenced students self-efficacy in learning Physics. It further shows that academic interest is highly correlated with learning self-efficacy in this subject matter. Learning attitude is sometimes evident among the respondents while academic interest and self-efficacy showed often observable. From these results, teachers should design effective learning strategies and continue motivating their students to engage in class discussion, as they express that they can get good results in learning Physics. Students should also develop a liking for this subject matter to learn actively without having any second thoughts even though it is challenging for them. Lastly, the findings of this study have significant implications for future research in the field of Physics education. Building upon the findings, future researchers can explore other factors that influence students behavior and identify additional variables that contribute to the learning process. By doing so, future studies can be strengthened, leading to a more comprehensive understanding of the topic. KEYWORDS: Learning attitudes, academic interest, self-efficacy, learning Physics, and learners’ involvement

Academic Self-Efficacy, Academic Motivation and Coping Skills in Academia: A Cross-Sectional Exploration

The association between academic self-efficacy, academic motivation, and coping skills among graduate students has been reported in previous literature, yet comprehensive assessments in this area are lacking. Coping skills are considered predictors for both academic self-efficacy and academic motivation. This study aimed to assess the roles of academic self-efficacy, academic motivation, and coping skills in the lives of graduate students. A correlational research design was employed for this purpose. Convenient sampling was utilized to select 300 participants for the study. Data were collected through the General Self-Efficacy, Academic Motivation, and Brief-COPE instruments. The study revealed a significant positive correlation between academic self-efficacy, academic motivation, and coping skills, indicating a strong connection among these variables. Further, the gender differences were assessed, but no significant differences were found among study variables. The findings of this study underscore the importance of academic self-efficacy, academic motivation, and coping skills in graduate students' lives. The significant positive correlation among these variables suggests that interventions targeting improvement in one area may positively influence the others. Additionally, the lack of gender differences in these variables indicates that strategies for enhancing academic performance, motivation, and overall well-being should be inclusive and not gender-specific. Institutions can utilize these findings to develop programs aimed at supporting students with low coping skills to enhance their academic performance, motivation, and overall well-being.