Self-efficacy Of Students Research Articles

Potentials of arts education initiatives for promoting emotional wellbeing of Chinese university students.

The present study explores the intricate dynamics influencing the self-efficacy of Chinese university students through the interplay of participation in artistic activities, positive psychological capital, and emotional intelligence. In the context of technological advancements and various challenges post pandemic, this study delves into the multifaceted aspects of university life, where arts education plays a pivotal role in addressing students' emotional needs. By integrating emotional intelligence with self-efficacy, this study underscores the positive impact of artistic engagement on self-efficacy, while emphasizing on the transformative power of these pursuits. Also, this study establishes that the optimism and resilience contribute to this relationship by considering the mediating role of positive psychological capital. The moderating influence of emotional intelligence in the complex dynamics between arts education and positive psychological capital is another concern, thereby emphasizing the nuanced role of emotional intelligence. With a structured set of questions that were administered to 673 participants with 93.61% recovery rate, this study performs the Cronbach's α-test, validation factor, and several related tests in SPSSStatistics 29.0, bootstrap, and AMOS 25.0 software. Current results shows the importance of a holistic approach in Chinese institutions. With a focus on promoting artistic engagement to enhance students' self-efficacy, this study determines the profound impact of arts education on students' overall wellbeing and educational experience. In conclusion, this research highlights the constructive impact of artistic engagement on the self-efficacy of Chinese university students. Chinese institutions should encourage a varied range of artistic engagements as a response to the contemporary challenges confronted by their students.

Does scratch animation for sustainable development goals (SDGs) with AI-comics impact on student empathy, self-efficacy, scriptwriting, and animation skills?

Does scratch animation for sustainable development goals (SDGs) with AI-comics impact on student empathy, self-efficacy, scriptwriting, and animation skills?

The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination

Academic self-efficacy is an important condition to ensure learning effectiveness and improve the sustainability of online learning quality. The present study intended to examine the relationship among online teacher support, academic procrastination, and academic self-efficacy by employing a questionnaire survey and structural equation modeling in the online learning environment. We report on survey data from N = 827 college students from China. The results showed the following: that online teacher support and its emotional, cognitive, and autonomy support dimensions have significant positive effects on academic self-efficacy, and it can predict the academic self-efficacy of college students through the mediating effect of academic procrastination. Therefore, in order to enhance the academic self-efficacy of online learners, it is crucial to increase online teacher support, provide guidance and motivation to online learners, reduce academic procrastination, and improve the emotional, cognitive, and autonomy support perceived by students in online courses and learning activities. The findings contribute to the exploration of the impact and mechanism of online teacher support regarding the academic self-efficacy of learners, providing theoretical and empirical support for enhancing academic self-efficacy in online learning and the development of a sustainable quality of teaching.

English Self-Efficacy and English Autonomous Learning Ability of Chinese College Students

English self-efficacy and English autonomous learning ability are two important influential factors on college English learning in China. This study aims to explore the English self-efficacy and autonomous learning ability of 386 undergraduate students in an application-oriented university in China and to reveal the relationship between them. It was found that students experienced a medium level of English self-efficacy but they did not sense they had the ability to complete tasks in English learning, that they reported a medium level of English autonomous learning ability but their abilities of using effective learning strategies and monitoring and applying the acquired knowledge have much space to be improved, and that there was a substantial association between the surveyed students’ English self-efficacy and their English autonomous learning ability and students’ English autonomous learning ability increases with improvement of their English self-efficacy. This article is intended to provide some insights on developing Chinese college students’ English self-efficacy and autonomous learning ability so as to promote their English learning.

Relationship between Academic Self-Efficacy and Test Anxiety in Middle School Students

The period of middle school is not only a stage of academic advancement but also a crucial phase for the overall development of adolescents. In recent years, the academic stress on middle school students has been on the rise, and the increasing levels of test anxiety and academic pressure have led to psychological issues among this group. This paper employs a literature review approach to retrospectively analyze a series of empirical studies exploring the relationship between academic self-efficacy and exam anxiety in middle school students. By comparing the research findings, it delves into the correlation between academic self-efficacy and exam anxiety, providing a foundation and reference for future research on test anxiety. Research conclusions: (1) Academic self-efficacy in middle school students can negatively predict test anxiety; (2) External factors significantly influencing academic self-efficacy in middle school students include teacher expectations and teacher-student relationships. To alleviate test anxiety among middle school students, positive expressions of teacher expectations for student exam performance are recommended. It is also suggested to increase positive evaluations from teachers and peers after completing learning tasks.

The Effect of Group Cooperation on College Students’ Learning Motivation

The author explores the multifaceted benefits of group work in education, focusing on its impact on students' interest, engagement, self-efficacy, creativity, critical thinking, and social skills. Group work is portrayed as a dynamic approach that transforms the learning experience into an interactive and compelling journey. It enhances interest by introducing diverse learning activities and formats, preventing monotony, and actively involving students in discussions, problem-solving, and hands-on projects. The passage emphasizes group work's role in facilitating learning engagement, promoting active participation, social interaction, and critical thinking. Furthermore, it highlights how group work stimulates student creativity through collaboration, diverse perspectives, and activities like brainstorming and problem-solving. The discussion then delves into the positive influence of group work on students' self-efficacy. It shapes self-awareness through peer assessment, fostering a deeper understanding of strengths and weaknesses. Additionally, healthy peer competition within group work is presented as a motivating factor, inspiring students to strive for excellence and view challenges as opportunities for growth. Lastly, the passage explores group work's contribution to critical thinking and social skills. Group discussions are identified as a catalyst for nurturing critical thinking skills, encouraging students to question assumptions, explore alternative perspectives, and analyze information. The social dimension of group work is portrayed as instrumental in enhancing communication, teamwork, and conflict resolution skills, preparing students for success in both academic and professional realms. In summary, group work emerges as a transformative educational tool that goes beyond traditional learning methods, fostering a holistic development of students by igniting interest, promoting engagement, shaping self-efficacy, stimulating creativity, enhancing critical thinking, and cultivating essential social skills.

Fostering Self-Efficacy among Filipino Nursing Students Post-Pandemic: Effectiveness of Dedicated Education Units

The COVID-19 pandemic has posed unprecedented challenges to nursing education in the Philippines, prompting the exploration of innovative strategies to support students' self-efficacy. This study investigates the implementation of the Dedicated Education Unit (DEU) model in Filipino nursing education post-pandemic. Drawing from international research and theoretical frameworks such as Bandura's Social Cognitive Theory, the study explores the potential benefits of DEUs in enhancing students' self-efficacy. A pre-test, post-test experimental design was employed to evaluate the impact of DEU implementation on nursing students' self-efficacy levels. Statistical analyses reveal a significant increase in students' self-efficacy post-intervention (p-value=0.003), indicating the efficacy of the DEU model in fostering students' confidence and belief in their clinical abilities. The average score before the intervention was 2.81, while after the intervention, it increased to 3.67. Discussion highlights the positive outcomes associated with DEUs, including improvements in student self-efficacy, critical thinking, and successful transition to professional practice. The study concludes with implications for future research and practice, emphasizing the importance of continued exploration and adaptation of innovative clinical education models to meet the evolving needs of nursing students and healthcare systems.

The Effectiveness of Teaching Self-regulatory Strategies on Attention Deficit, Social Adjustment, and Self-efficacy in Children With Attention -Deficit/Hyperactivity Disorder

Background and Aims One of the common childhood disorders is attention-deficit hyperactivity disorder, which can be caused by a lack of self-regulation. This study aimed to evaluate the effectiveness of teaching self-regulatory strategies on elementary students’ attention deficit, social adjustment, and self-efficacy in Tehran City, Iran. Methods This quasi-experimental study employed a pre-test-post-test design with a control group. In this research, 100 students with attention-deficit/hyperactivity disorder were selected by cluster sampling from 9-11 years old male elementary schools of District 16, Tehran City, Iran, in the 2018-2019 academic year. They were studied using the Conners questionnaire, attention-deficit questionnaire, general self-efficacy questionnaire, social adjustment questionnaire, and Russell Barkley’s 8-session educational protocol. Results he study’s results demonstrated the effect of self-regulatory strategic teaching on the reduction of attention deficit, increase in social adjustment, and self-efficacy of students in the experimental group compared to the control group (P<0.05). Conclusion Cognitive skills and instructional programs in early life play an essential role in children’s learning and self-regulation improvement. Furthermore, they can reduce the occurrence rate of long-term behavioral problems.

Fostering critical thinking and self-efficacy in mathematics students

This research addresses the low critical mathematical thinking abilities of students when facing mathematical problem-solving challenges. The study aims to evaluate the impact of implementing various teaching approaches, including Contextual Teaching and Learning (CTL), Problem-Based Learning (PBL), and Direct Instruction (DI) models, on students' critical mathematical thinking abilities. Participants included 276 eighth-grade students from SMP La Tansa Mashiro 1, 2, and 3 in Lebak Banten during the academic year 2022/2023, divided into three classes. Samples were selected using simple random sampling, resulting in 94 students for CTL, 92 students for PBL, and 90 students for DI instructional models. Data collection involved self-efficacy questionnaires and critical mathematical thinking ability tests, analyzed using a two-way ANOVA. The findings suggest that implementing CTL and PBL models positively influences students' critical mathematical thinking abilities. Additionally, students' self-efficacy levels contribute significantly to their critical mathematical thinking abilities. Furthermore, a significant interaction was observed between the implementation of CTL, PBL, and DI models and students' efficacy levels, collectively influencing students' critical mathematical thinking abilities. These results emphasize the importance of employing active approaches, such as contextual, problem-based, and direct instructional methods, while also enhancing students' self-confidence to improve their critical mathematical thinking abilities. It is hoped that implementing these recommendations will enhance the effectiveness of mathematics learning and foster the development of students' critical thinking skills.

Factors Affecting the Self-efficacy, Self Competency, and Willingness of Medical Students in Disasters

Factors Affecting the Self-efficacy, Self Competency, and Willingness of Medical Students in Disasters

Effect of Using Virtual Reality Simulation versus Instructor-Led Demonstration on Nursing Students' Clinical Performance and Self-efficacy

Effect of Using Virtual Reality Simulation versus Instructor-Led Demonstration on Nursing Students' Clinical Performance and Self-efficacy

Study of Classroom Climate, Student Engagement, Self-Efficacy and Learning Experiences An Analyses Employing Social Cognitive Theory

This study investigated the impact of classroom climate on students' engagement, self-efficacy and learning experience. Using a quantitative research design, the data was collected from diverse participants in public sector colleges in Sindh, Pakistan. The study employed path analysis to test the hypotheses developed based on literature to assess the causal relationship between classroom climate and the selected critical variables. The Social Cognitive Theory was employed to assess the causal relationship. The path analysis revealed that all three hypotheses were supported. The statistical results of the research show the positive impact of a supportive classroom climate on students' engagement, self-efficacy and learning experience. The results of this research align with the theoretical framework based on Bnadura's social cognitive theory, which emphasises the reciprocal impact between social factors and personal development. The findings offer practical implications for teacher policymakers to uplift educational practices. This study identified classroom climate's significant and vital role in harnessing students' engagement, self-efficacy and learning experience. The results offer the foundation for future research.

فاعلية استراتيجية جيجسو (Jigsaw) في تحسين الكفاءة الذاتية لدى طالبات الصف العاشر الأساسي

The study aimed to reveal the effectiveness of the Jigsaw strategy in improving the self-efficacy of tenth-grade female students. To achieve the aim of the study, the study used the quasi-experimental approach, and the researchers prepared a self-efficacy scale, in addition to ensuring its validity and reliability. The quasi-experimental approach was used with a pre-post measurement. (40) female students from Hawara Secondary School for Girls in the city of Irbid participated in the study. The sample was selected using the available method and was distributed equally into the experimental and control study groups. The study concluded that there are statistically significant differences at the significance level (α = 0.05) between the performance averages of female students in the experimental and control groups on the self-efficacy scale in favor of the experimental group. Based on the results of the study, the study recommended the necessity of directing mathematics teachers towards employing the Jigsaw strategy in teaching mathematics, and training them on how to apply it in teaching instead of traditional methods.

자율전공학부 학생의 진로성숙도, 전공선택 프로그램 만족도, 자율전공학부 만족도 간의 관계

Objectives The purpose of this study is to examine the relationship between career maturity, satisfaction with programs for selecting a major, and satisfaction with the major among students of the school of the liberal studies and to explore ways to increase satisfaction with the school of the liberal studies.
 Methods For this study, a questionnaire on career maturity, satisfaction with major selection programs, and satisfaction with the school of the liberal studies was conducted for 132 students at K University in Jeonbuk, and 114 collected data were t-test, correlation analysis, and regression analysis were conducted using Stata IC 14.
 Results The research results derived through this study are as follows. First, among the major selection programs, there was a significant difference between students who chose their major in counseling with the responsible adviser and those who did not. This implies the need for professional counseling support that provides meaningful career and academic guidance to students. Second, it was found that career maturity was not correlated with satisfaction with the school of the liberal studies. This means that the quality of students who choose the school of the liberal studies deciding their career path and preparing for their career path is low. Accordingly, it is necessary to develop and provide educational programs and counseling programs that can lead to career maturity. Third, special lectures and psychological counseling were found to have programs that influence the satisfaction of the school of the liberal studies. There is a need for a responsible supervisor in charge of self-efficacy and motivation for students.
 Conclusions Based on these research results, discussions and implications for improving the satisfaction of the school of the liberal studies were presented, and follow-up studies for generalization of research were proposed.

“Here we go again”: unfolding HE students’ hybrid experience and resilience during post-covid times

ABSTRACT The COVID-19 pandemic has greatly impacted higher education (HE) globally, causing students to feel disconnected and burdened with online learning. In response, many institutions have adopted a hybrid approach to teaching and learning (T-L) to mitigate future outbreaks. However, the impact of hybrid T-L on students’ experiences remains underexplored. This study aims to investigate the impact of hybrid T-L on students’ experiences post-pandemic, including satisfaction, engagement, and self-efficacy, and to identify areas for pedagogical improvement. This mixed-methods study of 246 students from six HEs in Malaysia found that hybrid learning (HL) was associated with positive student experiences, high satisfaction, self-efficacy, and engagement, which was attributed to students’ efficacy with online learning during the pandemic and the flexibility afforded by HL, highlighting the need for pedagogy that supports engagement and builds resilience in the post-pandemic setting in HE. Overall, the study contributes to the literature on HL in the post-COVID era by shedding light on how students navigated the rapid educational shifts caused by the pandemic. It provides insights into how HL can be optimized for effective and engaging learning and highlights the importance of continuous professional development to ensure teachers are equipped with the necessary skills for HL.

OBE 理念下计算机网络课程教学改革研究

Computer network is the core course of network engineering and related majors, which provides support for subsequent professional learning. In response to the pain points of traditional computer network teaching, such as the complexity of course theory and poor applicability, lack of incentive mechanisms for active learning, low self-efficacy of students in learning, and lack of process evaluation, this paper proposes a hybrid teaching approach based on the OBE education concept and a teaching model of “F-BOPPPS+M+N/”. The results of data comparison before and after the reform show that, The achievement level of this course has significantly improved in theoretical testing and experimental evaluation. This article introduces the reform path from the aspects of teaching objectives, teaching content, teaching resources, teaching methods, teaching modes, etc. Finally, the reform effect is introduced.

University Students’ Perceptions of Peer Assessment in Oral Presentations

Peer assessment has been shown to be useful in a variety of educational contexts, but there is a scarcity of research on how prior experience affects university students’ perceptions of this form of assessment. This study evaluates whether experience with peer assessment of oral presentations influences the perceptions and self-efficacy of university students as assessors. In the study, 58 university students completed a comprehensive questionnaire before and after assessing the oral presentations of their peers. The results indicate that prior to the assessment the students reported having limited experience, but they considered this practice beneficial to their learning. Afterwards, they showed a higher degree of agreement regarding their confidence in the ability of their peers to assess both superficial aspects and the content of the presentations. In addition, the experience helped them to feel that their ability to assess their peers was not inferior to that of their classmates. It may therefore be concluded that practice and training in peer assessment improve the students’ perception of this form of assessment, although a single session is insufficient. Consistent and extended training is crucial to achieve a substantial impact.

Factors Influencing University Student Satisfaction with Online Learning in Vietnam

Student satisfaction with online learning is critical for universities in developing countries. However, little is known on the impact of contextual and personal factors on the engagement and satisfaction of university students in developing countries with online learning. This study conducted a survey research to explore the factors determining on university student satisfaction with online leanring in Vietnam. It examines a sample of 427 undergraduate students at a leading multidisciplinary university who have experienced online learning for their university courses since early 2020. The structural equation modelling analyses using Smart PLS indicated that online learning service quality and student self-efficacy had significant relationships with student engagement which led to student satisfaction. In the online education context of Vietnam, although online learning service quality and student self-efficacy had effects on both behavioural, cognitive and emotional engagement, only behavioural and cognitive engagement had significant relationships with student satisfaction. The findings provides implications for educators in Vietnam to enhance the effectiveness of online learning.

Student Self-Efficacy is Viewed Through Parental Involvement, Teacher Support, and Peer Support

Self-efficacy influences students' beliefs to achieve the desired results. The social environment was vulnerable to the development of student self-efficacy because it functioned as a source of information that students perceived. This study aimed to analyze student self-efficacy in terms of parental involvement and teacher and peer support. These participants involved 400 SMK students in Pasuruan Regency, who were selected using a multi-stage random sampling technique. The research instrument used a self-efficacy scale with the test results producing a reliability coefficient of .780, parental involvement .785, teacher support .572, and peer support .834. Data analysis used PLS-SEM. Based on the probability value of F-statistics, the p-value was .000 < α (α = .05), meaning that there was an influence from the three predictor variables simultaneously on student self-efficacy. Partially, the t-statistical value of the three variables was also proven to be greater than the t-table (1.96), with parental involvement of 2.868, teacher support of 8,970, and peer support of 4,101. Thus, simultaneously, predictor variables had an effect on self-efficacy, and partially, teacher support had the most significant effect, followed by peer support, and parental involvement had the slightest effect.

Thinking Actively in Social and Context Flipped Classroom Learning in Physics of Work and Energy to Improve Students' Critical Thinking, Self-Efficacy and Character Compassion

This study aims to understand, describe, analyze, and measure the increase of critical thinking skills, self-efficacy and the character compassion due to the application of the flipped classroom online learning model equipped by thinking actively in social and context (TASC). This work is quasi-experimental research using the quantitative analysis. Data was collected from several techniques, consist of observation, tests, non-test and documentation. The validity of the data in this study used normality and homogeneity tests, and hypothesis testing using t-test. The results show that the critical thinking ability obtained t-count value 1.988 with a significance 0.052, that means the average critical thinking ability of the experimental group is higher than that of control group. Then, the self-efficacy component, a t-count value of 1.843 was obtained with a significance of 0.068, which means that the average self-efficacy ability of the experimental group is higher than that of the control group. The t-count value of the character compassion component is 1.910 with a significance of 0.058, which means that the average of character compassion ability of the experimental group is higher than to that of the control group. The results of the study showed that the TASC flipped classroom online learning model in physics of work and energy matter can improve critical thinking skills, self-efficacy and character compassion of the students on senior high school.