Verbal Persuasion Research Articles

Senior high school students’ self-efficacy and its relation to engagement in online class setting in a private university in the south of Metro Manila

This study explored the self-efficacy of senior high school Science, Technology, Engineering, and Mathematics (STEM) students (N = 134) in an online physics class in terms of gender and its relationship to engagement. The study employed a descriptive correlation research design. Adapted instruments namely ‘Sources of Self-Efficacy in Science Course – Physics’ (SSSCP) and ‘Engagement in Physics Scale’ (EPS) were used to collect the data from the students. SSSCP was correlated with the scores of ‘Self-Efficacy for Academic Milestone-Strength’ scale for its validity. Reliability and validity of EPS was examined through Cronbach alpha and confirmatory factor analysis with acceptable results. Mean and standard deviation were used to answer the research questions while independent samples t-test, Cohen’s d, and Pearson r correlation were used to test the hypotheses. It was revealed that both male and female students have a high level of self-efficacy in the following: overall, vicarious experience, verbal persuasion, and performance accomplishment with an average level for the emotional arousal. Furthermore, a significant difference across gender was found only on the emotional arousal sub-level with a small effect size of 0.32. Moreover, positive correlation was found between overall self-efficacy and overall engagement as well as on cognitive engagement. On the other hand, a negative correlation was revealed between overall self-efficacy and emotional engagement. Focusing on increasing the self-efficacy of students in an online physics class should be practiced by teachers in order to increase engagement.

For Student’s Motivation: The Role of Coping

Motivation is what we think we can do. According to the socio-cognitive approach, self-efficacy is one of the six most essential constituents of reason. This feeling encompasses all of the individual's beliefs about their abilities to implement the behaviors they deem helpful to achieve the desired results. The Sense of Perceived Personal Efficacy influences the choice of activities, performance, the expenditure of effort, persistence in the face of difficulties, positive or negative thoughts, and emotional reactions. These beliefs regulate human behavior according to four processes, primarily the affective process (coping principally). The Sense of Self-Efficacy is based on four factors: lived experience, vicarious experience, verbal persuasion, emotional or physiological states, and sources of information about the Sense of Self-Efficacy. This article summarizes research that revolves around the following questions: is there a link between feelings of Perceived Self-Efficacy and coping strategies; can we act on the student's motivation through his Sense of Perceived Self-Efficacy possibly modifiable by coping strategies?

Development of a long-term care self-efficacy improvement programme for families living with people diagnosed with mild cognitive impairment

Associate Professor Satomi Maruo, Kobe City College of Nursing, Japan, is developing programmes to help families care for their elderly relatives, particularly those with dementia. Her current programme effectively integrates four key sources of self efficacy. A key part of the programme is improving carers' knowledge bases in order to improve their ability to look after their relatives and enhancing self-efficacy, including 'verbal persuasion' and 'emotional arousal'. Another important element of this work is providing a space for carers to discuss their experiences and understand that they are not alone; otherwise known as 'vicarious experience'. In addition, through the programme, Maruo provides carers with examples of hypothetical situations they might encounter with their relatives and works through these with them, instilling new ideas and perspectives and leading to the 'achievement of executive action'. Self-efficacy is a key theme of this work and, in the context of dementia care, it implies mastery of the skills needed by carers to care for their relatives and observe subsequent improvements in cognitive state. This involves anticipating and adapting to changing circumstances, with symptoms of dementia changing regularly over time.

Interventions to Improve Self-Efficacy in Colorectal Cancer Patients and/or Caregivers: A Systematic Review and Meta-Analysis.

Objective High levels of self-efficacy (SE) in colorectal cancer (CRC) patients and/or caregivers enable patients to cope with cancer, reduce caregiver burden, and promote quality of life (QOL) in patients and caregivers alike. This review aims to (a) identify the SE theory sources covered by SE interventions or interventions, including targeting improved SE for CRC patients and/or caregivers, to guide future development of SE interventions; and (b) explore intervention effects based on SE theory through meta-analysis. Methods Using five electronic databases—CINAHL, Cochrane Library, Embase, PsycINFO, and PubMed—a systematic search was performed in April 2021 to identify English or Chinese literature that studied improving SE interventions for CRC patients and/or caregivers. Manual screening of the articles' references list was also performed. Results A total of 18 studies were found to be suitable and included in this review. Of the 18 studies that were included, 10 randomized controlled trials (RCTs) studies with 917 participants were eligible for meta-analysis. Interventions provide support for SE drawing on different sources of information. Performance accomplishment (PA) is the key source, with vicarious experience (VE) and verbal persuasion (VP) assisting in improving PA. Reducing negative emotional arousal (NEA) and improving positive emotional arousal (PEA) are also indispensable factors in improving SE. The meta-analysis results show that interventions based on the SE theory can bring about positive effects for CRC patients and/or caregivers. Conclusions Different sources of information aimed at improving SE, covered by the interventions, including PA, VE, VP, NEA, and PEA, have been explored. Positive intervention outcomes that focused on improving SE for CRC patients and/or caregivers were identified and highlighted. For future SE interventions, we advocate choosing combination sources of SE information to design interventions. It is recommended that future SE improvement interventions should focus on improving PA, supplemented by increasing VE, while reducing NEA and providing useful VP.

“Someday we will all learn anew through hands that love us”: Protecting a key insular population of the Sulawesi Fruit Bat Acerodon celebensis

“Someday we will all learn anew through hands that love us”: Protecting a key insular population of the Sulawesi Fruit Bat <i>Acerodon celebensis</i>

Group Dynamics and Student Self-Efficacy in Online Science Learning during the COVID-19 Pandemic

The complex problems of online learning in synchronous and asynchronous because of a reduction in the social life of students. It is necessary to do collaborative learning to observe the dynamics of the interactions in groups during learning. The purpose of this study was to observe group dynamics and student self-efficacy during online learning. The study uses descriptive qualitative methods with data triangulation through observations, interviews and surveys. Junior high school research subjects used the discussion method with asynchronous learning on WhatsApp group (WAG). The high school subjects used the discussion method with synchronous learning on the WAG. Aspects that are observed in group dynamics are the division of roles in groups, leadership, contributions when presenting ideas or ideas, contribution to task work, and interdependence in groups. Self-efficacy was observed using indicators of mastery experience 78% junior high school and 73.3% high school, vicarious experience 76.5% junior high school and 78.1% high school, verbal persuasion 71.4%, physiological and affective states 75.6%. The average percentage of students' self-efficacy was in the medium category, namely 74.2% for junior high school and 75.6% for senior high school

Academic Performance and Procrastination: The Case of Education Students in MSU-Sulu

This kind of attitude among the university students stems out of laziness and lack of prioritization in their academic endeavor. Research says that 95% of American students purposely delay beginning or completing tasks and 70% engaged in academic procrastination. It is not impossible that Filipinos are actually expert in procrastination. In other words, procrastination largely accounts for the relationship of conscientiousness to performance, and that procrastination is strongly associated with distractibility, poor organization, low achievement motivation, and an intention-action gap. If one is not conscientious in his performance he will likely engage in procrastination. Additionally, agreeableness and sensation seeking traits generated low correlations with procrastination. One possible way to decrease procrastination for tasks is to increase expectancy of success, or self- efficacy by verbal persuasion, emotional arousal, and modeling. Despite of the advances in the education nowadays, and the challenging tasks that students faced day by day to cope up with the requirements of their respective courses, they are still in the realm of seemingly taking their studies for granted that as if it’s easy or simply put, procrastinating! In connection, it sought to answer this question: Is there a relationship between procrastination to the academic performance in GEC 104 (Mathematics in the Modern World) of the 2nd year students of the College of Education at Mindanao State University-Sulu?

Cross-cultural differences in academic self-efficacy and its sources across socialization contexts

This study investigated how as reported by Bandura (Self-efficacy: The exercise of control Freeman, 1997) sources of self-efficacy differ across socialization contexts for German students with diverse immigrant backgrounds. We measured all four sources of academic self-efficacy in three socialization contexts for students of former Soviet Union and Turkish descent as well as without an immigrant background, assuming that we would find differences between these groups. Participants were 1217 seventh-grade students in Germany. Multigroup structural equation analyses with latent variables revealed the differential importance of socialization contexts for the relation between academic self-efficacy and its sources across groups. For students of former Soviet Union and Turkish descent, verbal or social persuasion is the strongest contributing factor for academic self-efficacy, whereas for students without an immigrant background, it is mastery experience. In the school context, significant relationships between sources of self-efficacy and academic self-efficacy could only be observed for students without an immigrant background. The results both support and refine Bandura’s social cognitive theory by showing that self-related constructs function differently in students with culturally diverse immigrant backgrounds.

The effects of virtual human’s verbal persuasion strategies on user intention and behavior

Prior work has found that computers can effectively use six persuasion strategies characterized by Cialdini to influence people’s intentions and behaviors. However, researchers are yet to examine the effectiveness of Cialdini’s persuasion strategies with virtual humans. Virtual humans provide a human representation to computers, which influences how people respond to persuasion attempts from computers. To evaluate Cialdini’s persuasion strategies with virtual humans, we conducted an online study (N=183), where a virtual human promoted a coping skill for good mental health using Cialdini’s six persuasion strategies. Our results reveal that strategies that persuaded users by increasing the feeling of liking and reciprocity towards the virtual human were most successful in changing user intentions to perform the recommended behavior. Furthermore, the relative effectiveness of strategies that involved persuasion using expertise and normative beliefs varied for different user personality types. We draw conclusions and design implications for using Cialdini’s persuasion strategies with virtual humans.

The mathematical self-efficacy instruments for elementary school students

Mathematical self-efficacy is a person’s belief in his ability to solve mathematical problems received. The output of this study is to produce an instrument that can measure MSE comprehensively and accountability. Research and Development (R&D) was chosen as the research method. The sample selection was done by purposive sampling involving 20 students of the 6th-grade elementary school in Karawang. Based on the development and analysis of aspects and indicators showing aspects of MSE including personal experiences in learning mathematics, the experiences of the others about learning mathematics, verbal persuasion after doing mathematics, and psychological indexes when doing mathematics problems. Each of these four aspects consists of three indicators namely confidence can complete difficult, varied, and challenging tasks. Based on the results of testing, the validity and reliability obtained all items have sufficient validity (rxy = 0.54) and fixed reliability (r11 = 0.70). Based on these findings, 24 items can be further researched on mathematics learning in elementary school concerning 3D geometry.

AN INVESTIGATION OF 10th GRADE STUDENTS’ SELF-EFFICACY BELIEFS IN MATHEMATICS

The core of the survey was to investigate Mathematics self-efficacy of those students who study at 10th grade. Overall, 245 students of grade 10 were engaged as respondents of this survey. To evoke efficacious inclination of students, a translated version (Urdu) of “Sources of Mathematics self-efficacy Scale” originally developed by Lopez and his associates (1991) was administered which presented the items on five levels based on Likert type entailing 40 statements of efficacy indicating its four emerging dimensions as “Performance Accomplishment, Vicarious Information, Verbal Persuasion and Emotional Arousal”. Using SPSS for the analysis of data, both descriptive (mean, standard deviation) and inferential (t-test) statistics were used. It was inferred from the overall analysis that the four self-efficacy sources were positively effecting the self-efficacy beliefs of students in Mathematics. However, boys are more influenced by the knowledge they get on their successful completion of task. They also enjoy comparing themselves with other peers. On the other hand, when girls are verbally encouraged, they feel confident while they also feel more anxiety as compared to boys. Sector was difference was also significant as students of public sector schools feel confident over successful completion of task that they can do well in future because they performed it in past with precision while students of private sector schools were more confident on influential effects by rest of the sources. In short, students found to be efficacious and all factors or sources contributed in making their mind set to be more efficacious to deal with Mathematics although with varying degree. Now it is the responsibility of teachers of Mathematics to come forward to provide them such activities that may involve them more in advanced level learning of Mathematics and help them in coping this subject in a more successful manner. In this way, self-efficacy can be a strong predictor of their academic gains. Efficacy in Mathematics cannot be differentiated on gender basis as it is a myth that boys always have natural inclination and therefore their self-efficacy beliefs are high than girls

Evaluation of Preventive Behaviors of Corona Virus (Covid 2019) Among Family Health Ambassadors of Ahvaz Jundishapur University of Medical Sciences in 2020 Using the Health Belief Model

Background and Objectives: A new generation of corona virus in the areas of China, Wuhan City has been expanded and has caused many deaths. The virus is highly contagious and spreads rapidly. So far, thousands of people have been infected with the virus. The aim of this study was to investigate the status of preventive behaviors of corona virus among household health ambassadors of Ahvaz Jundishapur University of Medical Sciences using the health belief model. Subjects and Methods This study is a cross-sectional study of analytical type that was conducted on 1020 household health ambassadors of the cities covered by Ahvaz Jundishapur University of Medical Sciences in the fall of 1399. Samples were taken using available sampling and by sending an online questionnaire link to the participants. The questionnaire was completed online. A researcher-made questionnaire was used to collect data, whose validity and reliability were determined. For data analysis, Spss software, descriptive and analytical statistics were used. Results The mean age of study participants was 31.12±7.66 years. The scores of perceived benefit were 18.81±1.80 and self-efficacy 31.76±3.71, which was higher than other structures. Correlation coefficient test showed a significant correlation between corona virus preventive behaviors and all model constructs. In regression analysis, it was found that model constructs predicted 23.7% (R2=0.237) of behavior changes. Conclusion The results confirm the predictive role of perceived benefits, barriers and perceived self-efficacy concepts in corona virus disease prevention behaviors based on the Health Belief Model. Therefore, methods of promoting these constructs, such as verbal persuasion, raising awareness of the benefits, barriers and abilities of individuals through virtual media and providing appropriate models for them, can be used as factors to improve preventive behaviors of corona virus.

Speaking Self-Efficacy of EFL Students of Pre-Service Teaching Program in EFL Classroom Setting

The standing grown of academic self-efficacy as a theoretical framework of independent contributor to task performance of language skills such as speaking has been widely recognized. Considerable amount of researches has also found self-efficacy in EFL context is still roughly challenging. The present research attempts to explain speaking self-efficacy of 35 EFL students of pre-service teaching program who enrolled in speaking advanced class in EFL classroom setting. The result showed the average percentage of student’s self-efficacy in the mastery of speaking skill was 79% which was high. The highest point of those questionnaires was students believed on their personal ability in the mastery of speaking skill (82%). while the lowest point of questionnaires was factors’ influencing students’ in public speaking in EFL classroom setting (77%). The average percentage of students’ self-efficacy in the mastery of speaking skill can grow with effort was categorized as high scale (79%). This research also revealed that students’ sources of self-efficacy based on their positive experiences of task accomplishments, observing role model performances, verbal persuasions, their effort, persistence/resilience that they exerted when obstacles arise, and emotional states. Self-efficacy level of one student with another’s was different despite having the same score and it has nothing to do with gender. Individuals with high levels of self-efficacy approach difficult tasks as challenges to master rather than as threats to be avoided

Investigating the Key Persuasive Features for Fitness App Design and Extending the Persuasive System Design Model: A Qualitative Approach

Physical inactivity has been recognized as one of the leading risk factors that account for many non-communicable diseases, with the World Health Organization labeling it as the fourth leading risk factor for global mortality. This has led researchers and developers to create fitness apps to support and motivate people to engage in physical activity more regularly. However, there is limited research on how collectivist and individualist users from different social and cultural backgrounds differ in terms of the persuasive features they care about in fitness apps. Having knowledge of the cultural differences will help designers and developers create better fitness apps tailored to the two main types of culture. Hence, we conducted an empirical study to uncover how both cultures differ and the possibility of extending the Persuasive System Design (PSD) model. We found that Primary Task Support (Self-Monitoring and Goal-Setting) is requested more by the individualist group than the collectivist group. On the other hand, Dialog Support (Reminder and Suggestion) is requested more by the collectivist group than the individualist group. Finally, we found that the PSD model can be extended with Goal-Setting and Verbal Persuasion for fitness app design.

The Comparison of Students’ Perceived Levels of Self-Efficacy in Live, Online and Live Online Courses

Education during COVID-19 pandemic has been greatly disrupted. While live courses where students meet face-to-face in classrooms are physically limited, online courses become more popular where students learn from pre-recorded videos at their own pace. In contrast, live online courses are learning modes where students and teachers meet via webinar tools such as zoom, skype, google meet, webex, teams, to name a few. This study compared students’ perceived levels of self-efficacy in these three different settings. Self-efficacy is defined as belief in one’s own ability to accomplish a task, which can be influenced by mastery experiences, verbal persuasion, vicarious experiences, and physiological states. An online questionnaire with 12 closed-ended statements based on a 5-Likert scale was developed, representing the four factors in the three modes of learning. A total of 105 voluntary responses were received. Statistical differences in the mean scores were determined by a paired sample t-test. The results at the significance level of 95% showed that the mean score of mastery experiences was the greatest in live courses (4.5), followed by live online (4.4) and online courses (3.3). The same was observed in vicarious experiences where live courses gained the greatest mean (4.5), followed by live online (4.3) and online courses (1.7). The means of verbal persuasion between live (4.5) and live online courses (4.3) did not differ significantly, but the lowest was in online courses (1.6). Interestingly, the reverse trend was found in psychological states in which the greatest was found in online (4.7), followed by live online (4.5) and live courses (3.6). The analysis above was based upon students who had no technical difficulties to access live online courses. However, this may not be applicable to contexts where internet connect is problematic. For educational implications, the findings revealed that live online courses are proven to be the most appropriate mode of learning during the pandemic. In contrast, online courses are associated with lower levels of mastery experiences, vicarious experiences, and verbal persuasion perceived by learners; whereas live courses lowered psychological states.

The Impact of Music Pedagogy Education on Early Childhood Teachers’ Self-Efficacy in Teaching Music: The Study of a Music Teacher Education Program in Hong Kong

Previous studies have suggested that teacher education plays a crucial role in developing pedagogical knowledge and enthusiasm in teaching music. Based on Bandura’s (1977) self-efficacy framework, this study sought to investigate the impact of music teacher education program on self-perceived confidence and competence of 32 in-service early childhood teachers. Adopting a mixed methods approach, the Music Teaching Self-Efficacy Survey (MTSES) was the main source of quantitative data, whereas focus group interviews elicited the qualitative data. The results showed a significant increase in the participants’ self-efficacy after completing a music pedagogy program which had strong emphasis on applied music. Aligning with Bandura’s social cognitive theory, each of the four sources of self-efficacy contributed to changes in self-efficacy perception. Mastery experience was the most significant source, as exemplified by prior relevant experiences, peer teaching, and practice in music classrooms. Vicarious experiences included observations of music specialists and peers. Verbal persuasion included feedback and encouragement from the course instructor and peers. Lastly, physiological and affective states included anxiety in musical performance as well as stress and fatigue. The findings of this study may inspire the policymakers and universities for the future development of music teacher education programs in Hong Kong and beyond.

Examining the Pre-service Teachers’ Components of Self-Efficacy Beliefs in Science Teaching (SEBST)

This study was designed as a qualitative–quantitative triangulation research, one of the mixed method designs in which the data are collected concurrently, with the purpose of examining the pre-service teachers’ components of self-efficacy beliefs in science teaching. The study was carried out with the participation of 189 pre-service science teachers. Data of the study was collected using a “Personal Information Form”, the “Self-Efficacy Scale for Science Teaching”, and an “Unstructured Questionnaire” consisting of four open-ended questions. Since the quantitative data obtained from the research fulfilled the assumptions of parametric test, the descriptive statistics were analyzed using independent samples t-Test and one-way analysis of variance (ANOVA). The qualitative data was analyzed using content analysis. Based on the analysis results obtained from the quantitative data, it was found that whereas the pre-service teachers’ mean scores for the Self Efficacy Scale for Science Teaching did not differ significantly in terms of gender, they differed significantly in terms of level of grade, whether selected the department willfully and career plan. The results obtained from the qualitative data was evaluated under four themes: Verbal persuasion, direct experiences, indirect experiences and emotional state.

Educational Intervention on Self Efficacy among Postoperative Fracture: A Literature Review

Fracture is a disruption of the normal discontinuity of bone and causes the surrounding tissue to be disrupted. Management of fractures is generally divided into recognition, reduction, retention, and rehabilitation. Exercises in the postoperative fracture patient rehabilitation program require patience and take a long time to achieve maximum cure. Nurses' therapeutic action in helping patients do rehabilitation exercises is by increasing the patient's self-efficacy to be independent in carrying out activities. Efforts to increase self-efficacy can be made through nursing interventions. This literature review aimed to explore the appropriate interventions on improving self-efficacy among postoperative fracture patients. Methods: This study was obtained from 4 databases, namely EBSCO, Key clinical, Willey, and Proquest, using inclusion and exclusion criteria. Results obtained. Decreased self-efficacy can occur in cases that require long action both for the healing process and chronic disease and when taking actions to maintain health, including post-surgery fractures. In conclusion, educational media will make it easier to provide interventions in increasing self-efficacy by paying attention to the factors that affect self-efficacy, namely master experience, vicarious experience, verbal persuasion, and emotional Arousal. The recommendation is that patients need support for adjusting the use of tools in providing education, providing logistics from samples in the application of education through technology media and to parents

ÖZ YETERLİK İNANCI KAYNAKLARINI BELİRLEME ÖLÇEĞİNİN ORTAOKUL ÖĞRENCİLERİ İÇİN YENİDEN DÜZENLENMESİ

Bandura argued that self-efficacy belief is nourished by four sources. These are masyery performance (performance accomplishments), vicarious experiences, verbal (social) persuasion, physiological and emotional states. The aim of this study is to rearrange the "Determining the Sources of Self-Efficacy Beliefs of Primary School Students" scale and to examine the revision of the new form for middle school students. In the new form of the scale prepared for secondary school students, the items were expressed in the form of question and the options were formed in the 5-point Likert; highly increase (5), quite increase (4), moderate increase (3), slightly increase (2), never increase (1). The scale items are based on mathematics. Confirmatory factor analysis (CFA) was conducted to demonstrate suitability of this new form of the scale for the middle school students. At the end of the study, it was found that the structure of scale with 4-factor and 12-item was protected, in other words, the new form of the scale gave valid and reliable results on middle school students. Keywords: Self-efficacy belief, sources of self-efficacy belief, confirmatory factor analysis, middle school students.

Exploring the sources of self-efficacy by Flemish school principals in primary education

Self-efficacy is a perceived judgment that one has the ability to execute a course of action that brings about a desired result. While a growing body of research demonstrates the importance of self-efficacy by school leaders, little is known about the different sources of principals’ self-efficacy. This qualitative study investigates the relevance of Bandura’s sources of self-efficacy and on potential additional sources. The analysis is based on semi-structured interviews with 23 primary school principals in Flanders (Belgium). The results reveal that mastery experiences prove to be the most powerful source of principal self-efficacy although they are mainly small successes and do not refer to extraordinary achievements or excellent results. This study also emphasizes the importance of verbal or social persuasion and gaining knowledge. Suggestions for further research, limitations and implications of this study are discussed.