Self-efficacy Of Students Research Articles

Exploring the Nexus of Self-Efficacy, Family Support, and Educational Environment on University Pursuit Motivation

This study aims to investigate the correlation between a student's self-efficacy, family environment, and school environment, and their inclination towards pursuing higher education post high school. The research methodology employed is associative research utilising a quantitative technique. The study included a population of 280 students from all State Senior High Schools in the Menganti Subdistrict. The sampling strategy employed was purposive sampling to select class 12 state senior high schools in the city of Menganti as the sample, consisting of 198 students. Data collecting methods involve the use of questionnaires and are analysed by multiple regression with the assistance of the SPSS software. The results of the F test indicate a significant value of 0.000 0.05 and a calculated F value of 39.128 F table 2.26, suggesting that the independent variable has a significant influence on the dependent variable. The t-test results indicate that the tcount value is 3.317, exceeding the t table value of 1.65259 with a significance level of 0.001 0.05 for the self-efficacy variable. Additionally, the t count value of 4.359 surpasses the t table value of 1.65259 with a significance level of 0.000 0.05 for the family environment variable. The t count value is 0.526, which is less than the t table value of 1.65259, resulting in a significance value of 0.599, which is greater than 0.05 for the school environment variable. The T-test results indicate that each independent variable has a partial impact on the dependent variable.

Coping with math anxiety and lack of confidence through AI-assisted Learning

Artificial intelligence (AI) in education transforms the instructional processes and learning competence of students. AI can adapt to the individual learning needs of students. By analyzing students’ progress, performance, and preferences, AI systems can deliver tailored content, recommend additional resources, and provide feedback. The purpose of this study was to develop initial understanding on how AI models help students cope with math anxiety and lack of confidence in engaging with mathematics learning. This exploratory research established the connections between what students feel when using AI and how it benefits them. College students (n = 20) enrolled in different math-related programs (i.e., engineering, statistics/mathematics, computer science, education) were purposively sampled for a one-on-one interview. Thematic analysis indicated that students are now turning to AI models as a coping mechanism to alleviate math anxiety and boost their self-assurance. These AI models function as “mentors” and “math companions” that offer step-by-step explanations and personalized support. Their adaptability and personalized approach make mathematics more accessible to students, with the potential to reduce anxiety and enhance the overall learning experience. Moreover, the use of AI models encourages a sense of independence, motivating students to actively engage in self-guided learning. The findings open new questions about using AI models in improving the self-efficacy and confidence of students in mathematics learning. There is also an opportunity to build an AI-assisted learning with a focus on psychological interventions and behavioral interconnections mediating students’ academic performance.

Hubungan Efikasi Diri dengan Quarter Life Crisis pada Mahasiswa yang Mengikuti Organisasi di Universitas Negeri Padang

In facing the quarter life crisis period, students have high self-efficacy so that individuals can face the quarter life crisis period smoothly. Individuals who have self-efficacy will resolve it effectively when facing difficult situations and will focus on resolving it smoothly. BEM is a forum for students to channel their aspirations and also develop their potential so that they have the skills needed in the future. The type of research used is quantitative research with a correlational research design. The sample was taken based on the provisions of the Isaac and Michael table with an error rate of 1% with a total of 269 students from a population of 450 students who took BEM at both faculty and university levels at UNP. The sampling technique used in this research was the Accidental Sampling technique. Based on the results of research on the relationship between self-efficacy and quarter life crisis, it can be concluded that self-efficacy for students taking BEM at UNP is in the medium category with a percentage of 90%, Quarter life crisis for students taking BEM at UNP is in the medium category with a percentage of 85 .9% and self-efficacy and quarter life crisis in students taking BEM at UNP have a correlation of -0.379 with a low relationship. Self-efficacy and quarter life crisis are also negatively related, meaning that the higher self-efficacy, the quarter life crisis will decrease. Conversely, if self-efficacy is low then the quarter life crisis will increase.

THE RELATIONSHIP OF SELF-EFFICIENCY INTEREST AND LEARNING MOTIVATION WITH LEARNING OUTCOMES OF PJOK SMP NEGERI 2 CIMANGGUNG

The background of this research is related to the problem of low student learning outcomes in PJOK subjects. This is due to the lack of self-efficacy, low interest and learning motivation of students so that their learning outcomes become less. This study aims to determine the relationship between self-efficacy, interest and learning motivation with PJOK learning outcomes. The formulation of the problem in this research are: (1) Is there a relationship between self-efficacy and PJOK learning outcomes. (2) Is there a relationship of interest with PJOK learning outcomes. (3) Is there a relationship between learning motivation and PJOK learning outcomes? (4) How big is the relationship between self-efficacy, interest and motivation to learn with PJOK learning outcomes together. Respondents involved in this study were students of SMP Negeri 2 Cimanggung with a total of 82 students who were taken based on probability sampling technique; simple random sampling. Data collection techniques used by using questionnaires and documentation. The data analysis technique used to test the hypothesis is the product moment correlation technique and multiple correlation analysis using self-efficacy variables (X1), interest (X2) motivation (X2) as the independent variable and the dependent variable learning outcomes (Y). The results showed that (1) there was a positive and significant relationship between self-efficacy and PJOK learning outcomes, where rcount was 0.348, while rtable with N=82 at the 5% significance level was 0.176, so rcount was greater than rtable (0.348 > 0.176 ). (2) there is a positive and significant relationship between interest and PJOK learning outcomes, where rcount is 0.348, while rtable with N=82 at the 5% significance level is 0.176, so rcount is greater than rtable (0.348 > 0.176). (3) there is a positive and significant relationship between self-efficacy and CHD learning outcomes, where rcount is 0.348, while rtable with N=82 at the 5% significance level is 0.176, so rcount is greater than rtable (0.348 > 0.176). (4) there is a positive and significant relationship between self-efficacy, interest and motivation to learn with PJOK learning outcomes, where rcount is 0.348, while rtable with N=82 at 5% significance level is 0.176, so rcount is greater than rtable (0.348 > 0.176).

Science, Technology, Engineering, and Mathematics (STEM) Career Interest as Influenced by Mental Rotation Skills and Mathematics Self-Efficacy of Students

Science, Technology, Engineering, and Mathematics (STEM) Career Interest as Influenced by Mental Rotation Skills and Mathematics Self-Efficacy of Students

The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project – Attaining a STEM Mindset Through Improved Technological Ability

Increasing students’ confidence in their technological ability has been found to have a broader impact on their content knowledge in several subject areas, but most strikingly, in STEM (science, technology, engineering, and mathematics). A sample of 513 students in grades 6 through 12 in the New York City public school system were questioned on their perceived technological ability after participating in The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project, hereafter referred to as the CCERS STEM + C Project. Also explored was the students’ access to technology to determine if this would be a factor in student self-efficacy in technology ability. Analysis revealed that science self-efficacy and technology ability were both strengthened through participation in the project. Additionally, the study found that working alongside STEM professionals and exposure to STEM careers were also contributing factors. The study aims to determine if increased access to technology would, in turn, increase students’ self-efficacy in their technology knowledge and skills and have a positive effect on their self-confidence in STEM content. The results of the study contribute to the body of research that suggests greater access to technology may be an important factor in students’ self-agency and academic achievement.

PENGARUH EDUKASI TENTANG MENSTRUASI TERHADAP SELF EFFICACY SISWI DALAM MENGHADAPI MENARCHE DI SD NEGERI 1 SELOMUKTI

Menarche is a phase of physiological changes experienced by all young women involving changes in the hormonal system which are characterized by physical, biological, psychological, cognitive and emotional changes in the body where this phase is a transitional phase from childhood to adulthood. (Permatasari, 2021). The purpose of this study was to analyze the effect of education about menstruation on the self-efficacy of female students in dealing with menarche at SDN 1 Selomukti Situbondo. The research method used Quasi Experiment using a pretest-posttest design and the sampling technique used in this research was a total sampling of 35 respondents. Data analysis in this study used the paired T-test. The result Showed that there is an effect of education about menstruation on the self-efficacy of female students in dealing with menarche at SDN 1 Selomukti Situbondo with Asymp.Sig 0.000 < α = 0.05 Ha is accepted. Thus it can be concluded that there is a significant difference between before and after being given menarche education. There is an influence of education about menstruation on the self-efficacy of female students in dealing with menarche at SDN 1 Selomukti Situbondo.

Between the clicks

Adaptive learning technology has the potential to tailor learning to suit individual students’ needs, desires and competence level. However, qualitative close up studies of students’ interaction with adaptive technology are rare. This study explores 4th grade mathematics students’ use of adaptive learning technology through screen recordings supplemented with analysis of data generated and tagged by the adaptive engine. The study explores how different types of students, i.e. students with varying mathematical competence levels, motivation and self-efficacy towards mathematics, interact with an adaptive learning material, what learning paths emerge for different types of students in their interaction with the adaptive learning resource and how student self-efficacy is affected by the interaction. Implications for both future design and teacher use of adaptive learning materials are discussed.

Using profile analysis and ROC curves to examine the relationship between perfectionism and academic self-efficacy in secondary school students

This study attempts to clarify the relationship between multidimensional perfectionism and academic self-efficacy in adolescents using a dual approach: variable-oriented and person-oriented. The study sample consisted of 1375 students aged 15 to 18 (M = 16.36, SD = 1.04). The Child and Adolescent Perfectionism Scale and the Perceived Self-Efficacy in Academic Situations Scale were used. Four perfectionist profiles were obtained from a combination of socially prescribed perfectionism (SPP) and self-oriented perfectionism (SOP) based on the Latent Profile Analysis: very low perfectionism, low perfectionism, high perfectionism, and moderate perfectionism. The high perfectionism group scored significantly higher on academic self-efficacy than the other groups. Furthermore, post-hoc comparisons revealed statistically significant differences in academic self-efficacy between all profiles, with moderate to large effect sizes, with the exception of the very low and low perfectionism groups. Logistic regressions demonstrated that SOP and SPP positively and significantly predicted high scores on academic self-efficacy. Upon analysis of the ROC curves, it was found that both SOP and SPP display good and similar discriminative ability, correctly classifying 79% and 76% of the participants with and without high academic self-efficacy levels, respectively. Possible explanations and implications for Educational Psychology are discussed.

The Relationship Between Self Efficacy, Learning Styles to the Learning Activeness of Prospective Teachers

Active learning is a basic element that must be fulfilled to support the success of the learning process. However, student learning activeness has not emerged and the level of student self-efficacy is low and learning styles are varied. This study aims to analyze the relationship between self-efficacy and learning styles on student learning activeness. The research method used is descriptive quantitative with a survey approach. The subjects in this study were social studies students in grades 4A and 4B, totaling 105 students. The data collection technique used is a questionnaire. While the data analysis technique uses the reliability test for normality test, T test, F test and hypothesis test. The results showed that there was a positive relationship between variables seen from the output on the T test and F test with a significance value of (2-tailed) 0.00 <0.05, so it can be concluded that there is a positive relationship between self-efficacy and learning style in student learning activity. Therefore, it is recommended that lecturers or teachers pay attention to each characteristic of each student, not only focusing on the material, but also on the active learning of each student, so that students can actively participate in learning and build enthusiasm and confidence in learning. In addition, it is necessary to have a learning support room that supports the learning style of each student, especially when studying in class.

Examining the Mind Mapping Model in Mathematics Learning for Elementary School Students: Self-Efficacy and Motivation

The challenges of student learning in the 4.0 era must be balanced with mastery of 21st century skills. Mastery of skills must be balanced with students' mental maturity. The mental maturity of student learning can be developed by applying an effective learning model. The mind mapping learning model has various advantages for shaping the maturity of students' thinking patterns. This research was conducted with the aim of examining the application of the mind mapping model for self-efficacy and student motivation. The research subjects were 10 grade IV elementary school students. This research method is a quasi-experimental study that compares pretest and posttest values. The data collection techniques used were observation and interview techniques, which were converted into a value of 1–100. Data analysis was carried out, both quantitatively and qualitatively. The results of the study showed that there was an increase in pretest self-efficacy to posttest 1 of 12.4 points, and an increase in posttest 1 to posttest 2 of 9.4 points. The results of observing student motivation at the pretest to posttest stage were 10.8 points, and a significant increase from the results of posttest 1 to posttest 2 was 23.6 points. The research findings are that the mind mapping model increases student self-efficacy, increases student motivation, and has significant advantages for elementary school students. An interesting finding is that students' mentality can be more stable with the application of mind mapping, with indications of independence, initiative, courage, and a change in perception of mathematics.

Born this way or formed this way? Distal personality traits and proximal self-efficacy of Malaysian students and their academic performance

It has been acknowledged that academic performance has important consequences in one’s career, thus, a better understanding of both distal and proximal predictors deserves consideration. Based on social cognitive theory, this study contributes to the limited research investigating the academic performance of university students in Malaysia using the trait model which considers the mediation of self-efficacy (proximal characteristic) in the relationship between student personality (distal trait) and academic performance (outcomes). In a sample of 264 participants, self-efficacy positively relates to academic performance and positively mediated effects of all traits (except neuroticism) on academic performance. Contrary to past research, conscientiousness, extraversion, and agreeableness do not exert direct effects on academic achievement but instead through self-efficacy. Openness to experience turned out to be the strongest predictor pointing to a need for in-depth investigations into this dimension and for more complex model incorporating other proximal attributes in predicting academic performance in future research.

Providing opportunities and experiences to support student teacher self-efficacy: the case for teaching as inquiry

ABSTRACT Using the context of Teaching as Inquiry (TAI), this study responds to calls for in-depth qualitative research documenting opportunities that have the potential to build Teacher Self Efficacy. Drawing on 4 data sets generated by 28 student teachers as they undertook a TAI project during their final practicum, we illustrate how TAI experiences fostered competence and confidence through knowledge and skill development. We also highlight the impact outcome expectancies had on student teachers’ behaviour including their expectations of students from diverse backgrounds. As well as building persistence and resilience we show how the cyclic nature of the TAI process developed student teachers’ understanding of task magnitude with reference to their inquiry goals and teaching in general. Finally, we argue that self-efficacy needs to be promoted as a core rationale for TAI if its full potential in developing self-efficacious student teachers is to be realised.

Competence, preparation, and relaxation: Contributing factors to EFL student teachers' self-efficacy and teaching performance in microteaching training

Microteaching is called “micro” teaching because it involves teaching a short lesson to a small group of people in a simulated classroom setting, with the goal of improving specific teaching skills or behaviors. Microteaching training represents a significant approach for enhancing the teaching competencies of student teachers. However, there is a scarcity of studies that examine the factors contributing to the self-efficacy and teaching performance of student teachers, both of which are central concerns in microteaching training programs. This study addresses this gap by synthesizing five contributing factors from existing literature, collecting survey responses from 272 English-as-a-foreign-language (EFL) student teachers, and employing structural equation modeling (SEM) to analyze the relationships between these factors. The four hypotheses that were rejected yielded unexpected results, indicating negative relationships between participants' teaching experience and EFL speaking competence with their lesson-delivery competence, as well as a negative relationship between lesson-delivery competence and self-efficacy. Interestingly, public speaking anxiety was found to have no statistically significant impact on EFL student teachers' self-efficacy. This study establishes a theoretical framework that can assist decision-makers in enhancing facilitators and overcoming barriers in microteaching training programs. This framework can also be adapted for use in other academic studies.

The Value of Attribution to Strengthen Self-Efficacy and Self-Regulation of Islamic Boarding School Students

Today, the education system in Islamic boarding schools has been transformed compared to when it was first established. Previously, students only studied religious sciences and did not study general sciences. These changes encourage management in the Islamic boarding school environment to be somewhat different so that it impacts the comfort of students which in turn will determine the students' academic achievement. The success of an educational process is characterized by the achievement of students in the academic field and the ability of students to regulate themselves well. Moreover, Islamic boarding schools' education and parenting systems have this achievement target. The problem is what needs to be investigated better. This study aims to test Attribution variables that strengthen Self-Efficacy and Self-Regulation. These three variables will affect academic achievement and other factors behind it. The study sample comprised 108 Class IX junior high school (SMP) students. The results showed that the attribution variable had an effect on increasing self-efficacy, and the variable on self-efficacy had an impact on improving self-regulation.

Effects of a first-year undergraduate engineering design course: survey study of implications for student self-efficacy and professional skills, with focus on gender/sex and race/ethnicity

BackgroundStudents’ academic self-efficacy maximizes likelihood for success and retention, yet prior research suggests that historically underrepresented (minoritized) undergraduate students in higher education and in college-level engineering show lower self-efficacy, which has been linked to histories of systemic exclusion. To address such gaps in student success, this work examines the effect of a new first-year undergraduate engineering design course on students’ self-efficacy, as measured by students’ assessment of their ability to achieve engineering design goals, and their confidence in their professional skills such as teamwork, communication, and leadership. It draws upon two aligned survey studies that examine this development (a) among the students participating in the course during the academic semester and (b) among both course participants and non-participants in the year following the course. Survey results for all students were considered, with attention to specific demographic subgroups traditionally underrepresented in engineering.ResultsAnalyses indicate effect of the course on self-efficacy and other examined constructs, such as communication and teamwork, during the course semester and continued effects in engineering design self-efficacy and tinkering self-efficacy in the year following course participation. Results also reveal differences for specific racial/ethnic and gender/sex subgroups in numerous constructs, including suggestion of specific effect for female students.ConclusionsThis study’s focus on the implication of engineering design education on self-efficacy and other critical professional outcomes, as well as its attention to specific demographic subgroups, adds to research on engineering education and the effect of design-focused coursework using project-based learning. The study indicates an increased potential role for such coursework, as early as the first year of a university trajectory, in fostering student growth and increased representation in the field. Findings on differences by gender/sex and by racial/ethnic groups, including clearer positive effect for female students but more complexity in effect for underrepresented racial/ethnic groups, support added research probing experience and outcomes within and across these groups.

대학 신입생의 학습참여, 자기효능감이 디지털 시민성에 미치는 영향

The purpose of this study is to investigate the effects of student engagement and selfefficacy on digital citizenship among college freshmen. To this end, correlation and multiple regression analyses were conducted on 219 freshman basic compulsory courses students at a four-year I university located in Incheon Metropolitan City from 8 May 2023 to 10 May 2023. The results are as follows. First, student engagement and self-efficacy of college freshmen were significantly correlated with cognitive, justice, and behavioural dimensions of digital citizenship. Second, when examining the impact of student engagement and self-efficacy on digital citizenship of college freshmen, it was found that academic challenge, peers and learning, effective teaching, and self-regulatory efficacy and confidence of self-efficacy explained 46% of the cognitive dimension and 41% of the justice dimension. In addition, academic challenge, peers and learning, effective teaching, and self-regulatory efficacy of self-efficacy explained 46% of the behavioural component of student engagement. The findings of this study can be applied to the design of educational programs at the undergraduate level to foster digital citizenship.

Problem Based-Learning Performance in Improving Students' Critical Thinking, Motivation, Self-Efficacy, And Students' Learning Interest

Peningkatan mutu pendidikan harus senantiasa dilakukan melalui proses pembelajaran di kelas. Pembelajaran yang baik sangat bergantung pada interaksi siswa dengan proses pembelajaran. Penelitian ini bertujuan untuk mengetahui efektivitas PBL (problem-based learning) melalui media pembelajaran in-shot digital untuk meningkatkan kemampuan berpikir kritis, motivasi, efikasi diri, dan minat belajar siswa. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian Quasi Eksperimen. Populasi dalam penelitian ini adalah seluruh siswa sekolah menengah di Pekanbaru, Provinsi Riau. Sampel dalam penelitian ini dipilih secara purposive. Teknik pengumpulan data dalam penelitian ini adalah tes dan non tes. Tes berupa soal yang dirancang untuk level berpikir C4 dan C5, sedangkan non tes berupa lembar observasi untuk melihat motivasi belajar, efikasi diri, dan minat belajar siswa setelah mengikuti kegiatan pembelajaran PBL dengan media digital. Teknik analisis data yang digunakan dalam penelitian ini adalah deskriptif kuantitatif, yaitu tes untuk membandingkan kelas eksperimen dan kontrol. Penerapan media pembelajaran digital dalam pembelajaran kelompok dapat meningkatkan kemampuan berpikir kritis, motivasi belajar, self-efficacy, dan minat belajar matematika siswa. Improving the quality of education must always be carried out through the learning process in the classroom. Good learning relies heavily on student interaction with the learning process. This research aims to determine the effectiveness of PBL (problem-based learning) through digital in-shot learning media to improve students' critical thinking skills, motivation, self-efficacy, and interest in learning. The research method used in this research is a Quasi-Experimental research method. The population in this study were all secondary school students in Pekanbaru, Riau Province. The sample in this study was chosen purposively. Data collection techniques in this research are test and non-test. The test is in the form of questions designed for C4 and C5 levels of thinking, while the non-test is in the form of an observation sheet to see students' learning motivation, self-efficacy, and interest in learning after participating in PBL learning activities with digital media. The data analysis technique used in this research is descriptive quantitative, a test to compare the experimental and control classes. Applying digital learning media in group learning can improve students' critical thinking skills, learning motivation, self-efficacy, and interest in mathematics.

Analisis Kebutuhan Modul Ajar Pemanasan Global Berbasis PBL untuk Meningkatkan Keterampilan Pemecahan Masalah dan Self-Efficacy Siswa

Global warming is a global challenge that requires deep understanding and active involvement of students in developing sustainable solutions. In an effort to support students' active involvement in the learning process, the government provides textbooks for teachers and students to use. However, the book still has shortcomings so it has not been maximized properly. This research aims to obtain information regarding the need for a global warming teaching module based on problem based learning to improve students' problem solving abilities and self-efficacy. The research method used was exploratory descriptive with research subjects namely 15 Tangerang City physics teachers and 30 students at Yuppentek 1 Tangerang High School. Data collection was carried out through distributing teacher and student needs questionnaires, problem solving skills tests, and student self-efficacy questionnaires via Google Form. The analysis technique used is quantitative. The results show that more than 50% of students have low problem solving abilities and self-efficacy. In addition, 50% of teachers and students need teaching modules to present material more clearly in the implementation of learning, providing a more systematic competency. So, it can be concluded that it is necessary to develop a problem-based learning-based global warming teaching module that can improve students' problem-solving abilities and self-efficacy.

Implementation of intelligent painting systems in art education as a way of developing student self-efficacy and involvement: Post Lingnan Painting Spirit

Implementation of intelligent painting systems in art education as a way of developing student self-efficacy and involvement: Post Lingnan Painting Spirit