Self-efficacy Of Students Research Articles

Exploring factors within an introductory course that influence students’ perception of chemistry

A large number of students across the globe each year enroll in general chemistry courses as an academic requirement to obtain their degree. Although many take chemistry courses, it is not a subject sought out by many as a potential career. In some instances, chemistry hinders students from achieving their career goals. A plethora of chemical education research has focused on improving student attitude, self-efficacy, and motivation to enhance academic performance and retention in chemistry. However, only a few reports focus on the factors that affect student perception and self-efficacy towards chemistry. These factors are important as they can help us implement targeted interventions to improve perceptions and self-efficacy as we seek to increase diversity in STEM fields. In this research study, the most influential factors that affect a student's perception of chemistry are uncovered, and whether these factors are related to gender identity, letter grade, or pursuit of chemistry as a career. For our study population, the course instructor and course structure are the two most influential factors in a student's perception of chemistry. In addition, academically low-achieving students (i.e., students who earned Cs or lower in a course) are more likely to list the course structure as an influential factor, and high-achieving students (i.e., students who earned Bs or higher in a course) are more likely to select the course instructor as an influential factor. The majority (66%) of students who selected the course instructor as an influential factor believed that they would perform well in future chemistry courses, while 47% of those who selected the course structure had the same belief in their future chemistry performance. Overall, less than 11% of the study population (51 of 447 students) were interested in pursuing chemistry as a career after completing CHEM 1. However, the answer to increasing the number of chemistry majors could be held within course design and teaching pedagogy. This research study seeks to highlight the relationship between gender and letter grade with factors that influence perception of chemistry, and we hope the results can guide instructors as they consider course structure and teaching pedagogy.

A Cross-Sectional Survey of Eating Self-Efficacy in Nigerian University Students

A student's self-efficacy—defined as their belief in their capacity to succeed in particular circumstances—is a critical factor in their food decisions. Also a university’s overall environment, including the presence of fast-food outlets and the nature of food marketing on campus, can shape undergraduate students' eating habits and self-efficacy. The primary purpose of this cross-sectional correlational study was to investigate eating self-efficacy in Nigerian public university students. A sample of 400 undergraduate students were surveyed at a Nigerian public university using validated instruments to assess their level of eating self-efficacy and identify the relationships between their eating self-efficacy and eating habits. The Eating Self-Efficacy Brief Scale (ESEBS)–8 items was used to assess students' level of difficulty in resisting the desire to eat. The researcher utilized the Eating Attitudes Test (EAT)–16 items to evaluate the students’ eating habits. Statistical analysis was conducted at a significance level of p<.05. The results revealed that mean eating self-efficacy score (ESEBS-8) of 2.21 (SD=0.68). Regression analysis showed that gender, school environment, peer factor, and parental factor significantly predicted eating self-efficacy, F(4,398)=9.17, p<.001. Eating self-efficacy (ESEBS-8) was strongly positively correlated with eating habits (EAT-16), r=.861, p<. 001. Regression analysis showed that ESEBS-8 significantly predicted EAT-16 scores, B=1.399, β=.861, t=33.68, p<.001. The findings highlight significant correlations between various factors and eating self-efficacy through the lenses of gender, school environment, peer influence, and parental factors, as well as the relationship between eating self-efficacy and eating habits.

Teaching Telephone Triage with Chatgpt and its Impact on Student Self-Efficacy

Teaching Telephone Triage with Chatgpt and its Impact on Student Self-Efficacy

Use of an Escape Room to Enhance Nutrition Care Process Skills and Self-efficacy

Application of the Nutrition Care Process (NCP) is a fundamental concept for students preparing to become registered dietitian nutritionists (RDNs). Adequate practice, within pedagogical methods designed to mimic actual dietetics practice scenarios as realistically as possible, is necessary to increase student NCP skill proficiency and confidence. This study assessed the impact of a virtual escape room experience compared with a traditional case study on both NCP skills and confidence in a senior didactic program in dietetics for undergraduate students. Results indicate that the escape room experience improved both NCP documentation (P < .001) and student self-efficacy (P < .001).

Improving Digital Self-Efficacy and Positive Meta-Emotions in Students: The Impact of a Self-Regulation Workshop

Improving Digital Self-Efficacy and Positive Meta-Emotions in Students: The Impact of a Self-Regulation Workshop

The effect of "clinical virtual round" on clinical self-efficacy among midwifery students.

One of the methods of clinical education is clinical rounds which makes students more skilled in the comprehensive care of patients. since midwifery students are faced with low-risk and high-risk cases of mothers during the perinatal period, Therefore, it is necessary to pay attention to their clinical self-efficacy. The aim of this study was to determine. The effect of "clinical virtual round" on clinical self-efficacy among midwifery students. The study was experimental with the control group design. The subjects were randomly divided into the intervention (n = 30) and control (n = 30) groups. two groups received clinical virtual round and report back model (respectively). subjects in both groups responded to the 20-item clinical self-efficacy Questionnaire, before and after the intervention. Data were analyzed with paired t-test and t-student by SPSS v 22. The baseline mean ± SD scores for clinical self-efficacy in interventional and control groups were 10.1 ± 1.32, and 10.1 ± 3.05 respectively (P = 0.233). clinical virtual round increased clinical self-efficacy (65.1 ± 1.42) of midwifery students compared with the control group (11.1 ± 1.72) (P = 0.002). According to this study's results, it is recommended that clinical virtual rounds can be increasing clinical self-efficacy among midwifery students.

The Influence of Parenting Style on the Self-efficacy of Middle School Students

The Influence of Parenting Style on the Self-efficacy of Middle School Students

Examining Factors Predicting Programming Self-Efficacy for Computer Information Systems Students

Examining Factors Predicting Programming Self-Efficacy for Computer Information Systems Students

Italian validation of a short version of the Dutch eating behavior questionnaire: Psychometric properties and relationships with self-esteem, eating self-efficacy, and snacking habits in university students

Background: The Dutch Eating Behavior Questionnaire (DEBQ) is a widely used self-report measure of eating styles, i.e., emotional, restrained, and external. A short and reliable version is useful for screening, routine assessments, and multipurpose surveys. Objective: The short version of the DEBQ by Bailly et al. (2012) was validated in the Italian context in two studies. Concurrent criterion validity was tested by considering gender, body mass index, self-esteem, eating self-efficacy, and snacking habits. Method: Data were collected via online questionnaires administered to two convenience samples of university students ( n = 613, n = 856). Results: The three-factor structure of the short version of the DEBQ was supported and was invariant across genders. Correlations among the three eating styles, gender, body mass index, self-esteem, eating self-efficacy, and snacking habits followed the expected pattern. Conclusion: The short form of the DEBQ is psychometrically sound and can be used to investigate eating styles among Italian university students.

Professional Commitment of 8-Year Medical Doctoral Degree Program Students in China: The Mediating Role of Self-Efficacy, Learning Engagement, and Academic Performance.

Studying the professional commitment of a student in an 8-year medical training program of China, especially its association with academic performance, can enhance the understanding of professional loyalty in future doctors. This study aimed to investigate the self-efficacy, academic performance, professional commitment, and learning engagement of 8-year program medical students, and explore the mediating roles of professional commitment and learning engagement on the associations between self-efficacy and academic performance. We conducted a cross-sectional study in a Chinese medical university and collected the General Self-Efficacy Scale, Professional Commitment of Undergraduates Scales, and the Utrecht Work Engagement Scale-Student from self-reported students. Academic performance was ascertained using course examination scores in the most recent year. We conducted a structural equation model (SEM) analysis to examine the mediating roles of professional commitment and learning engagement on the relationship between self-efficacy and academic performance. A total number of 402 medical students were included in this study. Students in the clinical practice stage had significantly lower professional commitment and learning engagement than students in the pre-medical and medical course stages. The professional commitment of students from low-income families was significantly lower than that of students from high-income families. Professional commitment and learning engagement were mediators in the relationship between self-efficacy and academic performance. This study is the first to investigate professional commitment among students in the China 8-year medical program. Professional commitment plays an intermediary role between self-efficacy and academic performance.

Exploring the Mediating Role of Internship Experience to the Self-Efficacy and Career Aspirations of Undergraduate Students

This research investigated the hypothesized relationships between internship experience, self-efficacy, and career aspirations among undergraduate students in the Philippines. A sample of 100 participants completed an online survey that comprised the Work Experience Questionnaire (WEQ), Generalized Self-Efficacy Scale (GSES), and Career Aspiration Scale (CAS) to measure the research variables. Cross-sectional surveys and purposive sampling were employed to identify the participants. To test the potential mediating role of internship experience, a mediation analysis was conducted using the Hierarchical Multiple Regression Method. The findings revealed a significant positive association between self-efficacy and career aspirations. However, contrary to the initial hypothesis, the analysis did not detect a mediating effect of internship experience. This challenges the prevailing assumption that internships universally enhance the self-efficacy-career aspiration link. The study acknowledges limitations, such as the potential influence of unexplored variables not incorporated into the research design. Despite this, the study explores the interplay between internship experiences, self-efficacy, and career aspirations within the undergraduate population. Future research with a larger sample and a more comprehensive framework incorporating additional potentially mediating factors is warranted for a deeper understanding of this intricate relationship.

Predicting Psychological Well-Being Based on Digital Self-Efficacy and Emotional Intelligence in Students

Objective: This study aimed to investigate the prediction of psychological well-being based on digital self-efficacy and emotional intelligence among students at the Islamic Azad University, South Tehran Branch. Methods and Materials: The study type is correlational-descriptive and cross-sectional. The statistical population includes all students of the Islamic Azad University, South Tehran Branch, in the academic year 2023-2024. Sampling was conducted using the convenience method, and 200 individuals were selected based on the Morgan table, considering the possibility of statistical attrition. Data collection tools included standardized questionnaires on psychological well-being, digital self-efficacy, and emotional intelligence. Data were analyzed using Pearson correlation and multiple regression methods. Findings: Results showed that all components of digital self-efficacy and emotional intelligence have a significant relationship with psychological well-being. The highest correlation coefficient was related to the security component in digital self-efficacy (p<0.05, 0.64) and the emotional awareness component in emotional intelligence (p<0.05, 0.69). Multiple regression analysis showed that both independent variables significantly predict psychological well-being. The coefficient of determination (R²) was 0.30 for digital self-efficacy and 0.48 for emotional intelligence, indicating significant variance explained in psychological well-being by these variables. Conclusion: Based on the results of this study, increasing digital self-efficacy and emotional intelligence skills can help improve students' psychological well-being. Universities and educational institutions can help students enhance their abilities and, consequently, achieve better quality of life and mental health by designing and implementing special educational programs in this area.

Rethinking Entrepreneurial Education: The Role of Digital Technologies to Assess Entrepreneurial Self-Efficacy and Intention of STEM Students

The COVID-19 pandemic imposed restrictions and social distancing requirements that limited face-to-face education. However, the challenge of continuing studies, albeit in an online environment, promoted the redesign of teaching models, thanks to the availability of digital technologies such as MOOCs, gamification, and digital platforms. The aim of this study is to analyze if students' entrepreneurial self-efficacy and intention can be achieved through an online designed and delivered entrepreneurial course, as in face-to-face entrepreneurial education, and whether digital technologies are helpful in pursuing this goal. Data from a sample of 210 engineering students enrolled in an online entrepreneurship course having a duration of 16 weeks revealed a positive impact of digital technologies adoption on students' self-efficacy and intention in launching a novel entrepreneurial venture. Practical implications concern insights about entrepreneurship education programs’ learning strategies that need to be redesigned, with the adoption of ad hoc digital tools to support projects and business plan development. Finally, the study proposes managerial and policy implications for improving the inclusion of digital tools for enhancing University students' entrepreneurship education in the digital era.

Assessment of Social Problem-Solving Self-Efficacy of Freshmen Engineering Students

Abstract—This paper presents an instrument designed to assess the Social Problem-Solving Self-Efficacy of freshmen engineering students. This instrument included 34 items and comprised of 5-dimensions: rational problem solving (RPO), positive problem orientation (PPO), avoidance style (AS), negative problem orientation (NPO) and impulsivity or carelessness style (ICS). This instrument was administered in the fall 2019 to freshmen engineering students at a large private southern Indian university. Exploratory factor analysis revealed 4-factors: positive approach towards problems (PAP), AS, NPO and ICS. For these 4-factors, Cronbach’s alpha ranged between 0.63 to 0.87. t-test was conducted on the 4-factors to find the differences related to gender, background, and prior experience. For PAP, participants with prior experience reported higher self-efficacy than the participants without experience. For AS and NPO, participants without prior experience reported higher self-efficacy than the participants with experience. However, there were no significant difference on the four factors with respect to gender and background. Keywords—exploratory factor analysis; freshmen engineering; self-efficacy; social problem-solving; survey instrument

Relationship between psychological well-being and professional self-efficacy of senior pupils and students in war conditions

The article, based on the analysis of scientific publications, states that psychological well-being and professional self-efficacy are personal and value formations, as they integrate accumulated experience, actual ways of self-realization, goals, and directions of self-development in the future. It was also established that psychological well-being and self-efficacy have pronounced connections, which allows them to be considered as mutually determined and mutually reinforcing phenomena. The data of the empirical study show that in the conditions of military operations, high school students and students demonstrate rather low indicators of psychological well-being and professional self-efficacy, the connections between which are rather weak. Correlational and factor analyzes have identified a number of constructs on the basis of which it is possible to begin the formation of that can be used to initiate a relationship and mutual reinforcement of psychological between well-being and professional self-efficacy. These are indicators of psychological well-being such as «personal growth» and «purpose in life» as well as professional self-efficacy – including «resistance to failure, overcoming adversity and will». Since in the conditions of war it is hardly possible to directly influence the improvement of psychological well-being, professional self-efficacy training can be considered as a method of indirectly promoting the psychological well-being of students. It should include exercises aimed at personal and professional development, in particular at reflecting on life goals and specifying plans for their implementation in the near (current plans), medium and long term. As a result, the educational space of the university should become an environment in which each educational and professional achievement of students will contribute to the growth of their psychological well-being, and the latter will encourage them to new achievements in personal and professional development.

Developing a Nonviolent Communication Training Program and Evaluating its Effectiveness on the Social Adaptation and Academic Self-Efficacy of Aggressive Male Students

Developing a Nonviolent Communication Training Program and Evaluating its Effectiveness on the Social Adaptation and Academic Self-Efficacy of Aggressive Male Students

Literature Review on Self-efficacy and Chinese Learning Motivation of Deaf Students

Literature Review on Self-efficacy and Chinese Learning Motivation of Deaf Students

Preparedness of Postgraduate Students to Conduct Educational Research: Insights from a Ghanaian Public University

This study investigated the perceived knowledge and self-efficacy of postgraduate students regarding educational research. Employing a quantitative approach, a survey was conducted using all 61 postgraduate students from two departments in a public university in Ghana. The data collected was analyzed using mean and standard deviation, simple frequency counts and percentages. The results of the study revealed that generally postgraduate students in the two department were satisfied with the research course taken (M=2.5, SD=0.82). Again, it was found that postgraduate students’ level of perceived research knowledge was moderate (M=2.5, SD=0.82). However, their overall level of self-efficacy concerning the conduct of research was found to be generally low (M=2.4, SD=0.78). Suggestions were offered by the students, including the need to make research teaching more practical. Based on these findings, it is recommended for the Departments and University’s branch of GRASAG to tailor their weekly and monthly seminars to address the research needs of its postgraduate students.

A Study on the Self-efficacy of Physical Education Students in Normal Universities for Online Courses and Cross-field Learning

A Study on the Self-efficacy of Physical Education Students in Normal Universities for Online Courses and Cross-field Learning

Academic success, engagement and self-efficacy of first-year university students: personal variables and first-semester performance

Higher education can be hugely transformative for students and has an important role in empowering human capital, innovation, and society’s social, cultural, and environmental development. The expansion of higher education has promoted access for a more heterogeneous mix of students, but ensuring access does not guarantee academic success. This paper aims to analyse predictors of academic achievement in 447 first-year students in their 1st and 2nd semesters, considering variables including sex, age, parents’ educational level and grades on entering higher education, along with levels of students’ academic engagement and self-efficacy after some weeks at university. Results show statistically significant paths for sex, age, and GPA to 1st-semester achievement, for parent’s educational levels to perceived self-efficacy, for students’ academic engagement to 1st-semester achievement, and 1st-semester achievement to 2nd-semester achievement. Students’ academic engagement also had an indirect effect on the 2nd-semester achievement. The correlation between academic engagement and self-efficacy was positive, strong, and statistically significant. The model explained 35.2% of the variance in 2nd-semester achievement and 15.0% of the variance in 1st-semester achievement. Knowledge about predictors of academic achievement and the importance of engagement and self-efficacy will support timely interventions, promoting success and preventing failure and dropout. La educación superior puede ser extremadamente transformadora para los estudiantes y tiene un papel importante en la formación del capital humano, en la innovación y en el desarrollo social, cultural y ambiental de la sociedad. La expansión de la educación superior promovió el acceso de una mezcla de estudiantes más heterogénea, pero garantizar el acceso no garantiza el éxito académico. Este artículo tiene como objetivo analizar los predictores de desempeño académico en 447 estudiantes de primer año en el 1er y 2do semestre, considerando variables como sexo, edad, nivel educativo de los padres y calificaciones al ingresar a la educación superior, junto con los niveles de compromiso académico e autoeficacia de los estudiantes tras algunas semanas en la universidad. Los resultados muestran trayectorias estadísticamente significativas para sexo, edad y GPA hasta el desempeño del primer semestre, para los niveles educativos de los padres hasta la autoeficacia percibida, para la implicación académica de los estudiantes hasta el desempeño del primer semestre y el desempeño del primer semestre hasta el desempeño del segundo semestre La participación académica de los estudiantes también tuvo un efecto indirecto en el desempeño del segundo semestre. La correlación entre compromiso académica y autoeficacia fue positiva, fuerte y estadísticamente significativa. El modelo explicó el 35.2% de la varianza del rendimiento académico en el segundo semestre y el 15.0% de la varianza del rendimiento académico en el primer semestre. El conocimiento sobre los predictores del rendimiento académico y la importancia del compromiso y la autoeficacia respaldará las intervenciones oportunas, promoviendo el éxito y previniendo el fracaso y el abandono.