Self-efficacy Of Students Research Articles

The reality of the gamification methodology in Primary Education: A systematic review

The vision of a playful approach to teaching and learning, mediated by game elements, has been acquiring vast relevance in recent years in educational research, crystallizing in the gamification methodology. Therefore, the goal of this study is none other than to study the integration of this methodology in the Primary Education stage, determining the existing evidence in relation to its influence on the students’ learning results. In order to achieve it, a systematic review of the literature, centered around articles about gamification experiences in Primary Education (n = 31), published during the last five years and indexed either in Web of Science or Scopus, is conducted. The existing literature has been mainly published over the last biennium, focusing on the European context, therefore being in line with the existing gaming industry's temporary yet not geographical tendencies. Although the majority of analyzed experiences are mediated by technological resources, analogical gamification still holds a relevant position within the field. Areas linked to the STEM framework tend to be the most frequently gamified in Primary Education, in contrast to areas closely associated with Human and Social Sciences. The overall field results show positive effects on student engagement, motivation, and self-efficacy, while having retrieved negative results regarding collaboration, and mixed outcomes when it comes to learning result. Future research lines are discussed, aiming at building a framework of reference in relation to good practices in the use of gamification, as well as its proper implementation in teacher training courses.

The Impact of Artificial General Intelligence-assisted Project-Based Learning on Students' Higher Order Thinking and Self-efficacy

The Impact of Artificial General Intelligence-assisted Project-Based Learning on Students' Higher Order Thinking and Self-efficacy

Impact of Virtual Reality Mental Health Nursing Simulation on Nursing Students' Competence.

This study investigates the impact of a Virtual Reality (VR)-based Mental Health Nursing Practice Simulation (MHNPS) on nursing students' competency in caring for individuals with mental disorders. Nursing students often face fear, anxiety, and helplessness during mental health (MH) rotations, impeding the attainment of learning objectives in the MH nursing practicum. Therefore, innovative strategies offering practice opportunities are crucial for their competence development. Using a one-group pretest-posttest repeated measures experimental design, 50 nursing students, having completed at least one MH theory course but not yet engaged in MH clinical practicum, were enrolled. Data collection occurred from October 30, 2022, to January 6, 2023. The VR simulation included six modules covering delusion, hallucination, mania, geriatric depression, adolescent depression with suicidal ideation, and obsessive-compulsive disorder. Pre-simulation questionnaires and post-simulation surveys were administered through provided links. Data were analyzed using descriptive statistics and paired t-tests to assess changes over time. Immediate and sustained improvements were observed in mental disorder-related nursing knowledge, communication self-efficacy, critical thinking ability, and MH nursing clinical confidence. Attitudes toward mental illness improved significantly post-intervention (t=-2.22, p=0.031), while the problem-solving process exhibited significant enhancement six weeks later (t=3.87, p<0.001). The findings affirm the simulation intervention's effectiveness in enhancing nursing students' knowledge, self-efficacy, critical thinking, and confidence in MH nursing practice, with no compromise to patient safety. Integrating simulation into MH nursing practicum narrows the gap between theory and clinical practice, elevates MH care quality, and instills confidence in nursing students as professionals. Despite potential subject selection bias in this single-group pre-post intervention study, the program's comprehensive impact on knowledge, skills, and attitudes suggests opportunities for expanding psychiatric nursing practice capabilities through subsequent studies. Caution is warranted in interpreting results, but the developed program lays the groundwork for advancing nursing students' capabilities in psychiatric nursing practice.

Intervention on Mathematics Self-Efficacy: Solution-Focused Brief Therapy.

Research has demonstrated a strong correlation between mathematics self-efficacy and math performance. Middle school children are increasingly receiving solution-focused brief therapy (SFBT), which is a type of psychotherapy. The study intends to use SFBT intervention to improve mathematics self-efficacy of students and to determine whether SFBT intervention was effective. To examine whether Rasch model can be used to evaluate students' mathematics self-efficacy. This study intends to use Radar chart, Rasch model, Line chart to measure the variations of mathematics self-efficacy of three 8th graders (n=3) during SFBT intervention. Radar chart and Rasch model demonstrated a general increment in the mathematics self-efficacy of two pupils, while another one decreased. Additionally, three students showed a decline in their mathematics self-efficacy on particular mathematical problems using a line chart. Overall, students with varied degrees of self-efficacy in math benefited from SFBT interventions, which partially supports the usefulness of SFBT as a tool for assessing students' mathematics self-efficacy. It supported that Rasch model can reflected the changes in students' mathematics self-efficacy. This study provides guidance for measuring the improvement of students' academic self-efficacy through SFBT intervention using Rasch model.

Exploring the Relationship between Self-Efficacy and Academic Procrastination: A Study among Psychology Students

This research aims to determine the relationship between self-efficacy and academic procrastination in psychology students. The method used is quantitative with a correlational design. 165 students aged 18 to 25 years studying for a bachelor's degree at the Faculty of Psychology at Satya Wacana Christian University were research participants using the Accidental Sampling technique. Research measurements used the General Self-Efficacy Scale (GSES) developed by Schwarzer and Jerusalem and the Academic Procrastination Scale (APS) developed by McCloskey, with data analysis using product moment correlation from Karl Pearson. The research found a negative relationship between self-efficacy and academic procrastination in Satya Wacana Christian University psychology students. This is indicated by a correlation coefficient of -0.147 with a significance value of 0.030 (p&lt;0.05). This means that the higher the level of self-efficacy in students, the lower the level of procrastination in students, and conversely, the lower the level of self-efficacy in students, the higher the academic procrastination behaviour in students. The results of this research can be used as material to make efforts to increase self-efficacy to prevent procrastination behaviour in students.

Hubungan Kesabaran dengan Tingkat Efikasi Diri pada Mahasiswa Fakultas Kedokteran Tahap Sarjana Universitas Malahayati

Self-efficacy according to Bandura is an individual's belief in the ability of an individual to organize and take the necessary actions to achieve certain results. Mukti and Tentama suggest that there are two factors that influence self-efficacy, namely internal factors and external factors. One component of the internal factor is patience. To determine the relationship between patience and the level of self-efficacy in undergraduate students of the Faculty of Medicine, Malahayati University. This type of research is an observational quantitative analytic study with a cross-sectional research design, the measuring instrument used is a questionnaire on the patience scale and self-efficacy level scale and uses a stratified random sampling technique. Spearman test statistical data using the SPSS program. Based on the research results, there were 228 students with the highest level of patience in the high category, totaling 129 students (56.6%), then for the highest level of self-efficacy in the high category, amounting to 140 students (61.4%). Statistical analysis using the Spearman test showed a p = value of 0.000 with a correlation test of 0.357. There is a significant relationship between patience and the level of self-efficacy in undergraduate students of the Faculty of Medicine, Malahayati University. Patience affects the level of self-efficacy by 15.4%.

국내 작업치료 전공 대학생의 학과만족도와 전공몰입도, 학업적 자기효능감

Objective : This study aims to find out the satisfaction on the department, commitment of major, and academic self-efficacy of college students majoring in occupational therapy in Korea, analyze satisfaction on the department, commitment of major, and academic self-efficacy according to the general characteristics of college students majoring in occupational therapy in Korea, and analyze the correlation between satisfaction on the department, commitment of major, and academic self-efficacy.&#x0D; Methods : From September 1st to September 30th, 2023, an online survey using Google was conducted on college students majoring in occupational therapy in Korea. A total of 136 copies of data were collected, and frequency analysis, descriptive statistics, t-test and one-way ANOVA, and Pearson correlation analysis were conducted using the SPSS 25.0 program. Results : College students majoring in occupational therapy in Korea showed the highest satisfaction on the department, showing average “above normal” scores in satisfaction on department(3.63±0.91), commitment of major(3.57±0.86), and academic self-efficacy(3.42±0.81). Among the general characteristics, there was a significant difference in satisfaction on the department and commitment of major according to age, there was a significant difference in satisfaction on the department according to distance(residence to university)(p&lt;.05). In addition, there was a significant positive correlation between satisfaction on the department and commitment of major, satisfaction on the department and academic self-efficacy, commitment of major and academic self-efficacy(p&lt;.01). Conclusion : Based on this study, we should discuss effective educational methods considering the various characteristics of students so that college students majoring in occupational therapy in Korea can be produced as excellent occupational therapists.

The Relation between Self-efficacy and Quarter-Life Crisis in Final Year Students

Final-year students will enter a new phase, that is looking for work, getting married, and building a household. This mak es the students experience emotional tension such as stress, fear, anxiety, feeling doubtful about their own abilities in facing the future related to career, finances, and interpersonal relationships. This is usually known as the quarter-life crisis phase. Feeling doubt about abilities is an indication of self-efficacy. Self-efficacy is an individual's assessment of one's ability to solve problems, deal with tasks, and achieve goals. This study aims to determine the relationship between self-efficacy and quarter-life crisis in final-year students. This research uses quantitative methods. The number of respondents in this study was 307 final-year students from public and private universities. This research uses nonparametric statistical analysis to test Spearman’s rho. The results of the study show that there is a negative relationship between self-efficacy and quarter-life crisis in final-year students (r = -0.728 and p = 0.000). The higher the self-efficacy of final-year students, the lower quarter-life crisis experienced by final-year students, and vice versa. This research is expected to be a source of information for final year students in knowing the importance of increasing self-efficacy in dealing quarter life crisis phase.

Challenges Toward Learning Mathematics

Mathematics is the science of all sciences and the art of all arts. Mathematicians had been concerned with everyday problems. However, today’s students are uninterested in learning mathematics. My research is based on narrative inquiry and the interpritivism philosophy paradigm. The main objective of this research is to identify students’ challenges to learning mathematics. I gathered information from eight participants from two schools, one public and one private. To achieve the research objective, in-depth interviews were conducted with research participants. I had narrated views about perception and challenges towards learning mathematics from my participants. After analysis and interpretation of data, challenges towards learning mathematics were mathematic anxiety, lack of interest, negative perceptions, lack of students labor, present practice of teaching and unqualified and nonprofessional teachers, traditional teaching methods with rote learning, lack of parents awareness, low socio-economic status of parents, low self-efficacy, lack of motivation and counseling, low self-efficacy of students, unpractical curriculum and courses, poor school administration and physical facilities, math myth. Public school students and non-optional mathematics students had faced more challenges than private school students and optional mathematic students.

Effectiveness of Prior Knowledge-based Flipped Learning strategy to increase students’ self-efficacy

This study aims to describe the effectiveness of the Prior Knowledge-based Flipped Learning strategy to increase students' self-efficacy in the learning process on Electrolyte and Non Electrolyte Solutions. This research was carried out in the even semester of 2022/2023 at SMA Negeri 1 Gandapura. The type of research conducted was experimental research using a nonequivalent control group design. The population of this study were all students of class X Science at SMA Negeri 1 Gandapura for the academic year 2022/2023 which consisted of 4 classes, namely classes X IPA 1, X IPA 2, X IPA 3, X IPA 4, with a total of 144 students. The sampling technique in this study was purposive sampling. The sample in this study was class X IPA 1 as the experimental class and X IPA 4 as the control class. The experimental class was treated using the flipped learning strategy while the control class was treated using the Student Teams Achievement Division (STAD) strategy. And the results of the expert validation test for the student's self-efficacy questionnaire obtained 24 questionnaire items with the conclusion that they were feasible to use. Testing students' self-efficacy questionnaires from the results of the Independent Sample T Test found that the Sig (2-tailed) value of students' self-efficacy was 0.091 0.05 for the experimental class and 0.094 0.05 for the control class. Based on the test results, it can be concluded that the Prior Knowledge-based Flipped Learning strategy and the STAD (Student Team Achievement Division) strategy are effective in increasing students' self-efficacy levels.

Interest of Public Health Science Students of State University of Malang to Work in Remote Areas, Borders, and Islands

The health workforce distribution in Indonesia still needs to be balanced, especially in border areas and islands (DTPK), with no exception for public healthcare workers. This study aimed to determine the interest of public health science students in working in remote areas and the factors associated with the interest of public health science students to work in remote areas. This study design was cross-sectional, and a total sampling method was used. The subjects were final-year students majoring in Public Health Science at the State University of Malang. The dependent variable was the interest of public health science students to work in remote areas. Independent variables included personal input, background environment, and student self-efficacy. Data were analyzed univariate and bivariate using Goodman and Kruskal Tau tests. The result showed that from 79 respondents, 44.3 percent of students were interested in working in remote areas, and 5.1 percent had high self-efficacy to work in remote areas. The factor related to student interest in working in remote areas is the self-efficacy variable (p is 0.000). Most students are not interested in working in rural areas, and self-efficacy is associated with student interest in working in rural areas.

Self-efficacy assessment in chemistry learning: Development and validation using confirmatory factor analysis

Learner self-efficacy is the confidence of a learner to determine how he feels, thinks, motivates and behaves. The purpose of this study was to analyze the instrument of self-efficacy assessment of students in the Aliyah madrasah in Musi Rawas Prov. South Sumatra. The total of respondents to testing this instrument was 234 students. This study uses Second Order Confirmatory Factor Analysis (CFA) to determine the validity and reliability of Likert scale instruments regarding students' self-efficacy in chemistry learning. The sampling technique used is proportionate Stratified Random Sampling. The research results show that the instrument developed has good construct validity as seen from the loading factor value &gt; 0.50. The construct reliability test using CR and AVE values also showed acceptable results so it was declared suitable for use in data collection to measure self-efficacy in learning chemistry. It is hoped that teachers can measure student self-efficacy using this instrument. It is expected that teachers can measure students' self-efficacy using this instrument.

Gambaran Motivasi Berprestasi, Efikasi Diri, dan Kemampuan Adaptasi pada Mahasiswa Semester 1 D3 Keperawatan Politeknik Negeri Indramayu

First year university students would experience a transition period from high school to college. This transition period was a challenge experienced by new students. Several aspects that were influential in overcoming these challenges include achievement motivation, adaptability, and self-efficacy. The aim of this research was to determine the description of achievement motivation, self-efficacy and adaptability in First Semester Students of D3 Keperawatan Politeknik Negeri Indramayu. This research was a descriptive observational study, with the research subjects was 1st semester of D3 Keperawatan Politeknik Negeri Indramayu, totaling 94 students. Data collection techniques in the research used the Achievement Motivation Scale, Self-Efficacy Scale, and Adaptation Ability Scale. The research results showed that the level of achievement motivation, adaptability, and self-efficacy of 1st semester of D3 Keperawatan Politeknik Negeri Indramayu is quite adequate.

Effect of Chemistry Laboratory Alternative Work (CLAW) on Students Cognitive Skills and Self-efficacy in Chemistry

The educational shift in instructional delivery from conventional settings to flexible learning systems such as online learning and blended learning affected the conduct of laboratory investigation in science classrooms. This study utilized Chemistry Laboratory Alternatives Work (CLAW) as a home-based laboratory to provide alternative learning method of conducting laboratory activities in chemistry. Furthermore, this study investigated the impact of using (CLAW) in enhancing the cognitive skills (remembering, applying, comprehension, applying and analysis) and Chemistry self-efficacy (affective, psychomotor, and everyday application) of the students. The study employed a one group pretest-posttest design to collect and interpret the data. The participants were 30 senior high school students in a public school in Laguna, Philippines. The expert-validated instruments, Acid and Base Achievements Test (ABAT) and Chemistry Self-efficacy Scale (CSS), were administered before and after 8 sessions of performing the CLAW. Findings revealed that students’ cognitive skills and self-efficacy in chemistry significantly improved based on p-value (p&lt;0.05) at 95% confidence interval. This supports CLAW as an effective tool for fostering students’ cognitive skills and self-efficacy in Chemistry. It shows that CLAW provides and active learning environment that fosters multi-sensory experience and self-regulated learning towards enhancing cognitive and self-efficacy skills. This study suggests adapting home-based learning activities to create more learning opportunities for the students in a hybrid learning set-up and to encourage students to engage in independent learning.

Improving Students' Mathematical Reasoning Ability and Self-Efficacy Based on DNR-Based Instruction

Kemampuan Penalaran Matematis (KPM) dan efikasi-diri sangat penting bagi mahasiswa calon guru matematika. Namun, fakta menjunjukkan bahwa dua hal tersebut belum sesuai dengan harapan. Tujuan penelitian ini adalah untuk menganalisis dampak dari model DNR-based Instructions terhadap KPM dan efikasi-diri mahasiswa. Metode eksperimen semu digunakan pada penelitian ini dengan nonequivalent control group design. Sampel penelitian ini terdiri dari 39 mahasiswa kelompok model DNR-based Instructions dan 39 mahasiswa kelompok model konvensional. Penelitian ini menggunakan instrumen tes-KPM dengan validitas tinggi dan angket efikasi-diri. Hasil penelitian menunjukkan bahwa: KPM mahasiswa kelompok model DNR-based Instructions lebih baik dari pada KPM mahasiswa kelompok model konvensional, ditinjau secara keseluruhan maupun berdasarkan Pengetahuan Awal Matematis (PAM); Efikasi-diri mahasiswa kelompok model DNR-based Instructions berada pada kategori baik. Implikasi dari hasil penelitian ini adalah KPM dan efikasi-diri dapat ditingkatkan melalui aktivitas pembelajaran yang didasarkan pada cara memahami dan cara berpikir, kebutuhan intelektual dan penalaran berulang. Mathematical Reasoning Ability (MRA) and self-efficacy are very important for prospective mathematics teacher students. However, the facts show that these two things have not met expectations. The aim of this research is to analyze the impact of the DNR-based Instructions model on MRA and student self-efficacy. The quasi-experimental method was used in this research with a nonequivalent control group design. The sample for this study consisted of 39 students from the DNR-based Instructions model group and 39 students from the conventional model group. This research has used MRA-test instruments with high validity and self-efficacy questionnaires. The research results show that: MRA for students in the DNR-based Instructions model group is better than MRA for students in the conventional model group, both overall and based on Prior Mathematics Knowledge (PMK); The self-efficacy of students in the DNR-based Instructions model group is in the good category. The implication of the results of this research is that MRA and self-efficacy can be improved through learning activities that are based on ways of understanding and ways of thinking, intellectual needs and repetitive reasoning.

Self-Efficacy of Students Taking the English Writing 3 Course in an Online Learning Setting

The aim of this study was to examine the self-efficacy of students taking the English Writing 3 online tutorials at Universitas Terbuka. This study applied a quantitative approach and survey method was used to collect data. A single-stage sampling procedure was adopted to collect information about student self-efficacy. Using a questionnaire to collect data, a thorough understanding of student self-efficacy was developed. Student self-efficacy was scored on a five-point scale. The research participants were students taking the English Writing 3 online tutorials. Of 650 students, 233 students completed and returned the questionnaires. Descriptive analytics were used to describe and summarize the data in order to provide the ground for finding new facts. The findings indicated that the majority of students had high self-efficacy. The students demonstrated sufficient ability, confidence, and resilience to accomplish certain tasks that were necessary for their learning This study confirmed that male and female students did not significantly differ in self-efficacy. It was found that there may be a link between age (maturity) and self-efficacy. In addition, self-efficacy could be attributed to previous learning experience. It was apparent from this study that self-efficacy was dynamic; self-efficacy development and growth were likely influenced by student learning progressions. The present study has provided a deeper insight into the nature of students learning English writings in an online distance learning environment.

Variation in the Perceived Motor Self-Efficacy of Spanish Students throughout the Different Educational Stages.

Motor self-efficacy is the ability to cope with obstacles, to control them and to solve them in the best possible way. It is closely related to performance in physical education and student health. The aim of this study is to measure the performance of motor self-efficacy in Physical Education in students aged 10 to 18 years, analyzing the differences between students according to their educational level and age. A total of 946 students responded to five socio-demographic questions, in addition to the Motor Self-Efficacy Scale validated in Spanish. The Kolmogorov-Smirnov test was used to determine the assumption of normality, but since this assumption was not met, non-parametric tests were used. In this sense, the Motor Self-Efficacy Scale score and the differences between the different instructional cycles were analyzed using the Kruskal-Wallis test. In addition, a pairwise comparison was performed as part of a post hoc study to examine the differences between the different groups. The relationship between the mean scale score and the variable age was investigated using Spearman's Rho test. Subsequently, the relationship between motor self-efficacy and participants' height, weight and BMI was examined using the direct stepwise regression test. Finally, Cronbach's alpha was used to assess the reliability of the instrument. Significant statistical differences were observed between educational levels and their relationship with BMI, height and weight, highlighting the importance of motor self-efficacy at different stages. Therefore, it would be interesting to introduce educational methodologies that promote active models and improve students' motor self-efficacy.

The Effect of Positive Coping Style on College Students􀆳General Self-Efficacy:the Mediating Effect of Cognitive Reappraisal

Individuals’ experiences of success or failure stored in their mind will affect their decision-making about stimulus events, and improving the general sense of self-efficacy can help the individual better complete the unexpected challenges in life. This study will explore whether cognitive reappraisal plays a mediating role between positive coping style. and general self-efficacy, hoping to find a way to improve the level of self-efficacy of college students after further understanding the mechanism of self-efficacy. The study mainly adopts the questionnaire survey method, including the simple coping style. questionnaire, the general selfefficacy questionnaire and the emotion regulation scale questionnaire. The subjects are 731 college students in Guangdong Province. After analyzing the results, it is found that the general self-efficacy of college students differed significantly by gender. Positive coping style, general self-efficacy and cognitive reappraisal were correlated. The positive coping style. can positively predict the general self-efficacy of college students. Cognitive reappraisal mediates the relationship between positive coping style. and general self-efficacy. Conclusion: Positive coping style. can predict college students􀆳general self-efficacy, and indirectly affect college students􀆳general self-efficacy through the mediating effect of cognitive reappraisal. Therefore, college students should master proactive coping strategies and choose appropriate emotion regulation strategies, which will contribute to enhancing their overall self-efficacy and subsequently coping with challenges in life.

Relationships between medical student wellness, self-efficacy, and academic performance during the "post-COVID" period.

This study was a part of a longitudinal study investigating the relationships between medical student wellness, self-efficacy, and performance. Eighty-two eligible students were asked to complete online surveys during their second (M2) and third (M3) years. Performance outcomes included scores on various summative assessments during the M.D. program. Wellness survey results indicated that the sample of 38 M2 and 28 M3 students were overall well and self-efficacious, and they broadly maintained similar wellness characteristics across their medical education despite COVID-19 disruptions. Twenty-three students completed both surveys, and a paired analysis for this subgroup showed modest increases in stress and burnout in the M3 year. Notable correlations were observed between self-efficacy for academic work and a whole range of wellness variables for M2 students. M2 academic performance was modestly correlated to self-efficacy (rs = 0.38, P = 0.02, n = 38) and student burnout (rs = -0.34, P = 0.04, n = 38). In contrast, for the M3 students there was little correlation between wellness, clinical self-efficacy, and clinical performance, with the only significant relationships observed to be between overall clinical self-efficacy and the strength of social networks (rs = 0.41, P = 0.03, n = 28) and between scores for postencounter notes during Objective Structure Clinical Examinations (OSCEs) and self-efficacy in evidence-based medicine (rs = 0.44, P = 0.02, n = 28). In conclusion, 1) students remained generally well throughout the post-COVID period, and 2) self-efficacy for academic work is a good predictor of student wellness and performance during the preclerkship period but not during clinical training.NEW & NOTEWORTHY This study followed a group of medical students through the "post-COVID" period to assess their wellness as they transitioned from basic sciences to clinical training. We found that their wellness and belief in their ability to succeed (self-efficacy) remained strong, showing their resiliency. We observed correlations between self-efficacy and their level of wellness and academic performance during basic science classes but not during clinical training.

Research self-efficacy and research productivity of doctoral students in counselling programmes: research training environment as a moderator

ABSTRACT The current study investigated the relationship between research self-efficacy, perceived research training environment and research productivity among 174 doctoral students enrolled in counselling programmes in universities across the United States. Results indicated that students’ research self-efficacy was positively correlated with their research productivity, and research training environment was also positively related to their research productivity. Moreover, students’ perceived research training environment was found to moderate the relationship between research self-efficacy and research productivity. Implications for programme faculty and doctoral research training are discussed.