Self-efficacy Of Students Research Articles

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

Academic engagement (AE) is an educational concern, and universities seek to increase its level by identifying the factors affecting it. Self-determination theory (SDT) and self-efficacy (SE) have been assumed to affect academic engagement directly or indirectly. Recognizing the significance of investigating AE and the factors influencing it, a notable research gap is spotted in the exploration of the mediating influence of SE in the relationship between SDT and AE. The current study tried to fill this gap and aimed to reveal the levels of self-determination, self-efficacy, and academic engagement of undergraduate students as well as the mediating role of self-efficacy in the relationship between the self-determination motive and academic engagement. After applying the relevant measures to a sample of 240 undergraduate students, the results showed that self-efficacy and autonomy as a dimension of self-determination had a medium level, while the level of relatedness was high; moreover, the level of academic engagement was high and self-efficacy was low. Autonomy and competence as components of self-determination were also revealed to directly and indirectly affect academic engagement. The results also demonstrated the mediating role of self-efficacy in the relationship between self-determination motive and academic engagement. In light of the previous findings, there are some important implications, through which the teachers and faculty members can identify the factors affecting AE to help students increase their participation in educational activities. Psychological Counsellors can also use the findings to help students in coping with academic life challenges and positively interacting with their educational environment.

Effectiveness of social media-assisted course on learning self-efficacy

The social media platform and the information dissemination revolution have changed the thinking, needs, and methods of students, bringing development opportunities and challenges to higher education. This paper introduces social media into the classroom and uses quantitative analysis to investigate the relation between design college students’ learning self-efficacy and social media for design students, aiming to determine the effectiveness of social media platforms on self-efficacy. This study is conducted on university students in design media courses and is quasi-experimental, using a randomized pre-test and post-test control group design. The study participants are 73 second-year design undergraduates. Independent samples t-tests showed that the network interaction factors of social media had a significant impact on college students learning self-efficacy. The use of social media has a significant positive predictive effect on all dimensions of learning self-efficacy. Our analysis suggests that using the advantages and value of online social platforms, weakening the disadvantages of the network, scientifically using online learning resources, and combining traditional classrooms with the Internet can improve students' learning self-efficacy.

Influence of career awareness on STEM career interests: examining the roles of self-efficacy, outcome expectations, and gender

BackgroundThe studies of science, technology, engineering, and mathematics (STEM) career interests have progressed substantially over the recent years. However, the influence of career awareness on STEM career interests is an area that requires further discussion. Evidently, Chinese adolescents have limited awareness and interest in STEM careers in the context of the Chinese cultural milieu, which can potentially constrain their future career trajectories. This study explored the influence of career awareness on the STEM career interests of Chinese high school students, examining the mediating roles of self-efficacy and outcome expectations for STEM courses in this relationship. Additionally, it analyzes the impact of gender on the average levels and interrelations of these variables. A sample of high school students from both eastern and western regions of China (N = 2542) was selected, and data was analyzed using a structural equation modeling approach.ResultsThe findings indicate that while STEM career awareness impacts various types of STEM career interests, minor differences exist in these effects. Specifically, the influence of STEM career awareness on analytical STEM career interests is entirely mediated by self-efficacy and outcome expectations in STEM courses. However, for life-survival and life-healthy STEM career interests, this mediation is only partial, with respective effects accounting for 39% and 45%. Notably, significant mean-level differences exist between male and female students in STEM career interests and self-efficacy in STEM courses, yet the relationships among these variables remain consistent across genders.ConclusionsThis study underscores the pivotal influence of career awareness in molding STEM career interests, shedding light on the mediating functions of self-efficacy and outcome expectations within STEM courses. Through a gender-based analysis, it offers valuable insights into the differing inclinations of male and female high school students in the STEM realm, while also revealing consistent patterns in the relationships among these variables across genders. These findings underscore the necessity for heightened efforts to bolster STEM career awareness and fortify self-efficacy and outcome expectations within STEM courses, particularly in domains characterized by notable gender disparities, aiming to foster equitable advancement within the STEM disciplines.

Are Irish Athletic Therapy Students Confident in Concussion Assessment and Management? A Cross-Sectional Study of Final Year Students’ Self-Efficacy

Concussion is one of the most challenging injuries for sports medicine clinicians. It is crucial that students develop high self-efficacy for concussion-relevant skills during professional education, as it impacts the quality of their patient care. This study aimed to explore Irish final year athletic therapy students’ self-efficacy in concussion assessment and management and the factors that impact its development. Participants’ level of self-efficacy varied, from low to high, depending on the skill assessed. Lack of practice and lecturer’s positive feedback impacted student self-efficacy the most. Educators should provide students with an opportunity to practice their skills in an environment that facilitates feedback.

Improving Learning Outcomes through STEM Learning Model and Self-Efficacy

Education scholars have extensively studied the relationship between classroom exposure to STEM disciplines and favourable learning outcomes for students. The aim of this study is to investigate the potential correlation between students' self-efficacy and their learning outcomes in STEM-related courses. The main research approach employed in this quantitative analysis is descriptive verification. Every student enrolled at Banten Health Polytechnic participated in this study. This study employed an approach of selecting a sample at random. The study has a sample size of 100 students. Data was collected through the use of questionnaires for this research. This research utilises descriptive statistics and inferential statistics, namely PATH analysis conducted with Smart PLS 3.0 software. The STEM learning model had a significant impact on student learning outcomes (p<0.05), as well as on their self-efficacy (p<0.05). Additionally, the self-efficacy of students had a significant impact on the effectiveness of the STEM learning model (p<0.05). It is anticipated that additional research will result in a STEM education method that will empower all students to thrive. This research suggests that students can utilise STEM in the classroom for learning.

Hubungan Self-Efficacy Akademik dan Motivasi Akademik Terhadap Hasil Belajar Ekonomi Siswa Kelas X SMA Negeri 12 Surabaya

The aim of this study is to analyze the partial and simultaneous relationships between academic self-efficacy and academic motivation towards the learning outcomes of 10th-grade students at SMA Negeri 12 Surabaya in the subject of economics. A quantitative approach is utilized in this research, with a focus on descriptive analysis and multiple linear regression. Data collection method involves the use of questionnaires. The research population consists of 365 students, with a sample size of 191 students selected using the Simple Random Sampling method. The analysis results indicate that there is a significant partial and simultaneous influence on student learning outcomes. A significant positive relationship between academic self-efficacy and economics learning outcomes of students is shown by the value of sig. 0.000 < 0.05. The higher the level of academic self-efficacy of students, the greater their achievement in economics learning outcomes. However, there is a significant negative relationship between academic motivation and economics learning outcomes of students, indicated by the value of sig. 0.000 < 0.05. This means that the higher the level of academic motivation of students, the lower their achievement in economics learning outcomes.

Developing Self-Efficacy in Doctoral Students for Treating Patients with Hand Therapy

Developing Self-Efficacy in Doctoral Students for Treating Patients with Hand Therapy

고등학생의 자기효능감과 학교생활적응 간의 관계에서 인지적 유연성과 정서조절능력의 매개효과

The purpose of this study is to test the mediating effects of cognitive flexibility and emotional regulation ability on the relationship between self-efficacy and school life adjustment of high school students. For the research 300 high school students in Busan were surveyed and 261 students’ data were finally analyzed using SPSS. Correlation analysis was conducted to ascertain the relationship between each variable, and hierarchical multiple regression analysis was conducted to verify the mediating effects of the cognitive flexibility and emotional regulation ability. Bootstrapping was used on the final to prove whether there was an indirect effect of mediation variable was meaningful. The results of this study showed that there was a significant correlation between self-efficacy, cognitive flexibility, emotional regulation and school life adjustment of high school students. Cognitive flexibility partially mediated the relationship between self-efficacy and school life adjustment of high school students. Emotional regulation ability partially mediated the relationship between self-efficacy and school life adjustment of high school students. Therefore it is very important for high school students to improve their cognitive flexibility and emotional regulation ability in order to increase school life adjustment. The results of this study is significant in that it provides basic information for improvement in school life adjustment of high school students.

DIFFERENCES AND RELATIONSHIPS ON SELF-EFFICIENCY AND DISCIPLINE CHARACTER OF HIGH SCHOOL STUDENTS

This research aims to determine the results of student descriptive statistics on the variables of self-efficacy and disciplinary character of high school students in physics subjects. Then, this research also aims to determine the differences and relationships between self-efficacy and the disciplinary character of high school students in physics subjects at the two schools that were the research locations. The method used in this research is a mixed method. The results of the research show that Junior High School 6 Batanghari obtained superior self-efficacy and discipline character scores compared to Junior High School 11 Batanghari. Based on the t-test which states the data comparison is smaller than 0.05 and the correlation test states the data results are smaller than 0.05. This research shows that there are differences and relationships between self-efficacy and the disciplinary character of high school students in physics subjects at the two schools that were the research locations. The novelty in this research is to examine students' self-efficacy and character in learning physics. The results of this research provide implications for physics subject teachers to provide appropriate interventions to develop students' disciplined character with adequate self-efficacy.

Self Efficacy on Mathematics Learning Outcomes of Elementary School Students The Impact of Online Learning

Since the COVID-19 pandemic spread in Indonesia, all educational units have implemented distance learning programs. Students are required to understand the material and submit assignments online. This results in the need for us to know students' difficulty levels and self-efficacy during online learning. Besides that, online learning makes measuring students' affective abilities difficult. One of the affective abilities that students need to have is self-efficacy. This study aims to analyze the influence of self-efficacy on the mathematics learning outcomes of fifth-grade elementary school students. This type of research is quantitative research. The sample for this research was 60 elementary school students in Ayah District using expo facto research. This research uses a quantitative approach with data collection techniques using a psychological scale. The analysis technique uses simple linear regression, and prerequisite tests have been previously carried out in the form of normality tests, linearity tests, and heteroscedasticity tests. Based on the research results, it can be seen that self-efficacy has a significant influence of 63.7% on mathematics learning outcomes. However, it is known that when face-to-face learning is limited, students have not fully mastered the material and subject matter studied previously.

Metacognition and epistemic cognition in physics are related to physics identity through the mediation of physics self-efficacy

This study aimed (i) to investigate how epistemic cognition in physics and metacognition, together with three dimensions of physics identity framework—recognition, physics self-efficacy, and interest—predicted the overall physics identity of Turkish high school students and also (ii) to investigate gender differences in study constructs. A sample of 1197 high school students participated in the study. The collected data were analyzed using structural equation modeling. The analysis results indicated that the model fitted the data well, further motivating intervention studies to test the causal relations proposed in the model. The results showed that recognition and interest directly predicted physics identity and mediated the relation of physics self-efficacy to it. Metacognition and epistemic cognition predicted physics identity through physics self-efficacy. The study also observed significant direct and indirect relations among metacognition, epistemic cognition, self-efficacy, recognition, and interest. Furthermore, gender differences were found in the current study. While no gender difference was observed in metacognition and epistemic cognition in physics, male students scored higher than female students in physics identity, self-efficacy, recognition, and interest. However, the mediation analysis further indicated that gender differences in physics self-efficacy might explain gender differences in physics identity, recognition, and interest. The results of this study could motivate future interventions testing the effect of metacognitive and epistemic activities on both physics self-efficacy and identity, and also, the interventions testing whether practices that reduce the gender gap in physics self-efficacy will help eliminate the gender gap in physics identity, recognition, and interest. Published by the American Physical Society 2024

Effect of using gamification of “Kahoot!” as a learning method on stress symptoms, anxiety symptoms, self-efficacy, and academic achievement among university students

While gamification in education has gained popularity in recent years, there remains a scarcity of studies investigating its effects on students' stress levels, anxiety, self-efficacy, and academic achievements, particularly within Arab countries. Therefore, this study investigated the effect of using the gamification of “Kahoot!” as a learning method on stress and anxiety symptoms, self-efficacy, and academic achievements among university students in Jordan. A pre-posttest control group design was adopted and a sample of 176 students was recruited, 89 were in the experimental group and 87 in the control group. The experimental group was exposed to the gamification of Kahoot! and traditional learning, while the control group was exposed to traditional learning during the period from March to June 2023. Findings clarified significant differences existed in stress and anxiety symptoms, self-efficacy, and academic achievements between experimental and control groups after intervention. The experimental group revealed reduced stress and anxiety symptoms and improved self-efficacy and academic achievements after the intervention. This study suggested that the gamification of “Kahoot!” could be an effective learning method, thus university instructors should integrate such gamification into the educational process to enhance psychological health and academic achievements among students.

Changes in Undergraduate Students’ Self-Efficacy and Outcome Expectancy in an Introductory Statistics Course

The exploration of psychological variables that potentially impact college student performance in challenging academic courses can be useful for understanding success in introductory statistics. Although previous research has examined specific beliefs that students hold about their abilities and future outcomes, the current study is novel in its examination of changes in both self-efficacy (SE) and outcome expectancy (OE) in relation to performance over the course of an undergraduate introductory psychology statistics course. These psychological variables—relating to one’s belief about one’s ability to accomplish a task and the anticipated outcomes—may impact student motivation and performance. Students’ SE, OE, and other variables related to statistics performance were measured through a survey administered at the beginning and end of the course. Multivariate logistic regression and McNemar tests were conducted to examine factors that affected changes in SE and OE as the semester progressed. Students with lower scores on the final exam demonstrated a decrease in both high SE and positive OE. However, higher scores on exams earlier in the course were associated with increased odds for high SE but not for positive OE, suggesting that SE is less resilient to course performance. Based on these findings, the authors recommend that statistics instructors identify students at risk for decreasing SE. Instructors can help foster high SE in students struggling academically by connecting the course content to their everyday lives and suggesting strategies to enhance their confidence in their content knowledge and increase their comfort in navigating such a challenging course.

Communication self-efficacy and communication apprehension in a national sample of undergraduate nursing students: A cross-sectional study

AimThe aim of this study was to explore communication apprehension and communication self-efficacy in undergraduate nursing students and identify factors that contribute to communication apprehension and communication self-efficacy. BackgroundCommunication education and skills training is often incorporated into undergraduate nursing curricula; however, communication competence continues to be a problem for novice nurses. Communication apprehension is a concept that has been only minimally researched in nursing education and can have a negative impact on student communication readiness. DesignThis study employed a cross-sectional design and surveyed a national sample of undergraduate nursing students between October 2022 and March 2023. MethodsAn online survey was sent out to undergraduate nursing student members of the National Student Nurses Association as well as nursing education programs in 8 states and the District of Columbia. The survey was comprised of demographic questions, the Personal Report of Communication Apprehension, and the communication subscale of the Nursing Student Self-Efficacy Survey. ResultsApproximately 22.1 % of the students had high communication apprehension, with the highest communication apprehension in public speaking and classroom communication. Communication self-efficacy scores ranged from 12 to 40, with a mean of 31.65 (SD = 6.28). Communication apprehension and communication self-efficacy were significantly negatively correlated. Positive and negative affect were significant predictors of communication apprehension. Affect, as well as current healthcare employment were significant predictors of communication self-efficacy. When controlling for all demographic, educational, and psychological variables, communication apprehension was a significant predictor of communication self-efficacy. ConclusionsThis study is one of the few to explore communication apprehension in undergraduate nursing students. Data demonstrated that communication apprehension is a prevalent problem for many nursing students. Communication apprehension was also found to be a significant predictor of communication self-efficacy after controlling for all other variables. Progression through nursing education did not show a correlation with a decrease in the students’ communication apprehension or increase in communication self-efficacy. Given these findings, educational efforts aimed at reducing communication apprehension and enhancing students' school-related affect could contribute to an improvement in communication self-efficacy.

Anxiety, Self-Efficacy, And Self-Regulation in High School Students: The Mediating Role of Attentional Control

Anxiety, Self-Efficacy, And Self-Regulation in High School Students: The Mediating Role of Attentional Control

Mental Well-being and Self-efficacy Among Students in a Vocational & Technical College in Shaanxi Province, China

This study investigates the interconnected dynamics of mental well-being and self-efficacy among students enrolled at Shaanxi Vocational & Technical College in Shaanxi Province, China. Recognizing the unique challenges faced by students in vocational and technical education, the research adopts a qualitative approach, employing interviews with both students and teachers to gain comprehensive insights. The findings reveal that academic pressures significantly impact students' mental well-being, contributing to heightened stress and anxiety. Social support systems, particularly peer relationships, emerge as crucial in mitigating these challenges, emphasizing the importance of fostering a supportive community. Moreover, self-efficacy is closely tied to practical experiences and skills development within the vocational education system. The study highlights the pivotal role of teachers in shaping students' self-confidence through encouragement and constructive feedback. Career aspirations are identified as influential in shaping self-efficacy, with students having clear goals expressing higher levels of confidence. Based on the findings, the study proposes recommendations to strengthen support systems, promote social support networks, provide teacher training, offer comprehensive career guidance, and enhance the curriculum to incorporate more practical experiences. The recommendations aim to create an environment conducive to the holistic development of students, preparing them for academic success and future careers. The study concludes by emphasizing the importance of ongoing research and evaluation to ensure continuous improvement in support systems and educational practices. Implementing these recommendations can significantly contribute to the positive mental health and self-efficacy of students at Shaanxi Vocational & Technical College, ultimately enhancing their overall educational experience and future

Comparing the Impact of TBL Versus Lecture Method on Pharmacy Students' Academic Self-efficacy in a Pharmaceutical Biotechnology Course: A Quasi-Experimental Study.

Students with higher academic self-efficacy usually show higher levels of academic adaptation and are agile in using variant learning strategies. In this regard, training-based learning (TBL), a relatively new educational method, can be considered a complementary method in the education of pharmacy students. This research aims to compare the effect of TBL with the lecture method on the academic self-efficacy of pharmacy students in pharmaceutical biotechnology courses. This was a quasi-experimental study of pretest and posttest types with random assignment to 2 control and experimental groups, in which the effects of team-based training and lecture methods were studied in the pharmaceutical biotechnology course. In the experimental group, the students were divided into 8 groups of 6 people, and they spent 5 sessions of the pharmaceutical biotechnology course with the TBL method, and the control group also received the same content by the lecture method. Both groups answered the self-efficacy tool before the intervention, and at the end of the intervention, both groups answered the tool again. After the approval of the university ethics committee and obtaining informed consent, the self-efficacy questionnaire was distributed in person and online among the participants. The quantitative data were collected and analyzed using SPSS software Version 19 (mean and standard deviation, homogeneity of the 2 groups, tests, and Kolmogorov-Smirnov). The data analysis showed that most of the participants were 22 years old. The independent samples t test results showed that the 2 groups did not have a statistically significant difference in the mean age (P = 0.058). Also, there was no statistically significant difference between the 2 groups in the pretest (P = 0.391), and the 2 groups had almost the same mean. Still, there was a statistically significant difference between the 2 groups in the academic self-efficacy variable in the posttest (P < 0.001). Team-based teaching methods can increase students' participation and enthusiasm in learning and applying self-efficacy and self-management skills, introducing more diverse career and educational opportunities for pharmacy students.

Hubungan Antara Efikasi Diri Dengan Kesulitan Belajar Pada Siswa Kelas XII IPS SMA Negeri 1 Juwana

Self-efficacy and learning difficulties are the basis of this study. The purpose of this study is to look for the relationship between self-efficacy and learning difficulties of Shiva Class XII Social Studies SMA Negeri 1 Juwana. In this study the method used is quantitative with a correlational type of research, the population in this study is as much as 150. The sample of this study was 124 students who were determined by saturated sampling techniques. The data collection technique used the Self-efficacy scale and the Learning difficulties scale.Based on the correlation test, a sig value is obtained. (2-tailed) of 0.000 &lt; 0.05, then the hypothesis (Ha) is accepted and it can be concluded that there is a significant relationship between self-efficacy and learning difficulties in students Kels XII IPS SMA Negeri 1 Juwana. With a correlation level if viewed from the Pearson Correlation value of 0.657 which means the correlation level is moderate. Based on the F count of 92,879 with a significance level of 0.000, where the result can be interpreted as less than 0.5, it can be concluded that there is an influence between variable X (self-efficacy) and variable Y (learning difficulties) with a percentage of 43.2%.The relationship between self-efficacy and learning difficulties possessed by students is caused by the lack of self-confidence of students in subjects. The acquisition in this study can be said that if the self-efficacy of students is low, the level of difficulty experienced is higher, then vice versa if the self-efficacy of students is high, the lower the learning difficulties experienced by students.

Academic Self-Efficacy and Academic Performance of Secondary School Students in Delta North Senatorial District

This study examined the relationship between academic self-efficacy and academic performance of secondary school students in Delta North Senatorial District. Three research questions and three hypotheses guided the study. This study adopted a correlational research design. The population of the study comprised 16,473 Senior Secondary School Three (SSS 3) in government-owned secondary schools in Delta North Senatorial District. The sample of the study comprised 1,647 secondary school students in Delta North Senatorial District, which represents 10% of the total population. A multistage sampling procedure was used in the sampling. A questionnaire and students’ past result were used for data collection in this study. The face validity of the questionnaire was examined through experts’ judgment while factor analysis was used to estimate its content and construct validities. The reliability was tested by using Cronbach alpha for estimating the internal consistency of the instrument. It yielded a coefficient of 0.69 for Academic self-efficacy Rating Scale. The data obtained were analysed with Pearson’s product moment correlation and coefficient of determination for the research questions and Regression statistics was used to test for the hypotheses at a 0.05 level of significance. The findings of the study revealed that there was a significant relationship between academic self-efficacy and academic performance of secondary school students; that there was a significant relationship between sex and academic performance of secondary school students; and that there is was significant relationship between school location and academic performance of secondary school students. The study recommended amongst others, that schools should implement programmes that enhance students' academic self-efficacy through mentorship, goal-setting workshops, and positive reinforcement strategies.

학사경고를 받은 전문대학생을 위한 Adler와 긍정심리학에 근거한 집단상담 프로그램 개발

Objectives The purpose of this study is to develop a group counseling program based on Adler's individual psychology and positive psychology to strengthen the academic achievement of junior college students who have received academic probation, and to verify its effectiveness.&#x0D; Methods For this purpose, 24 college students attending S College in City D were divided into an experimental group and a control group, and the experimental group was given a total of 8 programs of 120 minutes per session, twice a week. Pre-, post-, and follow-up tests were conducted for the experimental and control groups using the Academic Self-Efficacy Scale, Self-Esteem Scale and Achievement Motivation Scale and the results were analyzed using two-way repeated analysis of variance. In addition, impressions for each session and satisfaction after the program were completed were analyzed.&#x0D; Results As a result of the analysis, it was found that the group counseling program significantly increased academic self-efficacy, self-esteem, and achievement motivation of junior college students. This proved to be an effective program to improve academic achievement of junior college students who received academic warnings later by proving that this program is effective in improving academic self-efficacy, self-esteem, and achievement motivation, which are psychological factors closely related to academic warnings.&#x0D; Conclusions This study is significant in that it developed a program for junior college students who received academic warnings and verified its effectiveness, as well as providing empirical evidence for two theories, personal psychology and positive psychology.&#x0D;