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Liu, Wenbin, and Bernard Gumah. "How perceived value of feedback influences its impact on self-efficacy." Social Behavior and Personality: an international journal 48, no. 6 (June 2, 2020): 1–9. http://dx.doi.org/10.2224/sbp.9155.
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We tested the effect of feedback on the self-efficacy of 317 people from other countries who were teaching English in China, to establish the influence of their perceived value of feedback on the relationship between feedback seeking and receiving and self-efficacy. We used hierarchical regression to analyze the data and found that participants' perceived value of feedback seeking had a significant positive moderating effect on their feedback seeking and self-efficacy. In addition, value perceptions played a critical role in determining behavior through feedback. A practical implication of these results is that managers and employees should cultivate a positive feedbackseeking and receiving attitude to enhance self-regulation.
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García Gutiérrez, Carol Andrea, and Norma Constanza Durán Narváez. "Revisiting the Concept of Self-efficacy as a Language Learning Enhancer." GiST Education and Learning Research Journal, no. 15 (January 23, 2018): 68–95. http://dx.doi.org/10.26817/16925777.391.
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Individuals’ self-efficacy beliefs determine the ways they perform in any domain, since they reflect the extent to which people feel capable to achieve certain accomplishments Bandura (1997). This paper describes how a group of intermediate school students’constant failure in the exams, demotivating attitudes, apathy and reluctance to learn English as a foreign language, relate with their perceived capability, self-perception and their prior experiences as language learners. This descriptive and exploratory case study was developed in a private language centre and involved 11 participants. The goal of the study was to understand the causes of the students’ demotivation and reluctance to the language. For this purpose, autobiographies become a springboard to examine students’ language learning experiences. This information was analysed based on the grounded theory approach proposed by Freeman(1998), and findings reveal that the inadequate teachers’ discourse, classroom environment, rapport and feedback strategies influenced students’ perceived capability to perform in the English class. In addition, the data showed that the supportive role of parents and relatives, encouraged learners to adopt a resilient attitude with respect to the difficulties while learning the language.
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Zhu, Lei. "Error Correction in the Intensive Reading Class of English Majors." English Language and Literature Studies 7, no. 4 (November 2, 2017): 66. http://dx.doi.org/10.5539/ells.v7n4p66.
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This study explores similarities and differences of students’ and teachers’ attitudes toward corrective feedback in ESL teaching in terms of feedback efficacy and participant’s perception of the feedback. Taking an empirical case study approach, the researcher followed closely six English teachers and two classes of English juniors. Questionnaires for both teachers and students and interviews with them respectively are the source of data. The research findings indicate that students are more confident about error correction than teachers. Subsequently, the direct corrective feedback seems to be more effective than indirect ones. And their attitudes about strategies seem to be a more decisive factor that influences the effectiveness of these strategies, because the strategy of negotiation of form, on which the students and the teachers hold the same attitude, enjoys the highest degree of students’ perception.
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Park, Sanghyun, and Yina Shin. "The Structural Relationship of Students’ Perception of Feedback, Interest, Self-Efficacy, Class Attitude, and Achievement in the Middle Schools." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 9 (May 15, 2021): 899–910. http://dx.doi.org/10.22251/jlcci.2021.21.9.899.
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Wang, Ling, Chia-Wen Lee, Timothy Mantz, and Huang-Chia Hung. "Effects of Flow and Self-Construal on Player Perception of Brand Personality in Advergames." Social Behavior and Personality: an international journal 43, no. 7 (August 16, 2015): 1181–92. http://dx.doi.org/10.2224/sbp.2015.43.7.1181.
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We explored the effect of racing advergames on player perception of brand personality and investigated the roles of flow and self-construal in this effect. Participants were 202 male students at colleges in the United States and Taiwan, and they completed pretest and posttest scales relating to their feeling and attitude toward brands before and after playing the racing advergame. The results showed that, when playing advergames, flow and self-construal interacted to influence perception of brand personality. Gamers experiencing high flow during the game provided positive feedback on brand personality, whereas gamers experiencing low flow provided negative feedback. Gamers with an interdependent self-construal reported higher scores for evaluation of brand personality after playing advergames than did gamers with an independent self-construal.
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Lewis, Stephen P., Yukari Seko, and Poojan Joshi. "The impact of YouTube peer feedback on attitudes toward recovery from non-suicidal self-injury: An experimental pilot study." DIGITAL HEALTH 4 (January 2018): 205520761878049. http://dx.doi.org/10.1177/2055207618780499.
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Background Non-suicidal self-injury (NSSI) is a serious public health concern facing adolescents and young adults worldwide. Despite growing concern that accessing NSSI content on the internet may negatively influence perceptions toward NSSI recovery, no studies have examined actual impacts. Objectives This experimental pilot study assessed the impact of exposure to hopeless versus hopeful peer messages on perceptions toward NSSI recovery. It was hypothesized that exposure to hopeless messages would lead to more negative perceptions about NSSI recovery whereas the opposite would occur for hopeful messages. Methods We developed fictional peer comments embedded in a screenshot of an NSSI-themed YouTube video and randomly assigned participants to either hopeless or hopeful recovery-oriented comments. Participants’ attitudes toward NSSI recovery, recovery-oriented subjective norms, and recovery self-efficacy were measured pre- and post-exposure using an online questionnaire. Results Sixty-one participants with a self-reported NSSI history (mean age 20.89 years) completed the online survey. There was a statistically significant effect for attitudes toward recovery. Within the hopeful comment condition, there was an increase in positive attitudes toward recovery and in recovery-oriented subjective norms. Participants exposed to hopeless peer messages did not report an increase in hopeless attitudes toward NSSI recovery. Conclusions Our pilot study indicated that exposure to hopeful online messages improved positive attitudes toward recovery and recovery-oriented subjective norms, while exposure to hopeless messages did not increase hopeless attitudes. Future research on the impacts of online peer comments on one’s attitude toward NSSI recovery and support-seeking behavior could further inform practices and policies.
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Burçin Hamutoğlu, Nazire, Emine N Ünveren-Bilgiç, Hurşit Cem Salar, and Yusuf L Şahin. "The Effect of E-Learning Experience on Readiness, Attitude, and Self-Control/Self-Management." Journal of Information Technology Education: Innovations in Practice 20 (2021): 093–120. http://dx.doi.org/10.28945/4822.
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Aim/Purpose: This study aimed to reveal the effect of the previous Internet-based education (IBE) experiences of the students’ readiness, attitude, and self-control / self-management variables towards the e-learning process, and also to determine their opinions. Background: The institutions have made efforts to ensure the continuity of education through their learning management systems and the necessity of addressing the e-learning process from the perspective of students once again showed itself as an undeniable fact. Accordingly, the necessity to consider holistically the variables of readiness, attitude, and self-control/self-management, which affect students’ adaptation to e-learning process, has once again emerged based on the relevant literature. Methodology: This research based on the simultaneous mixed method considering the previous IBE experiences of 75 Computer Education and Instructional Technology (CEIT) students taking part in the study in Turkey. The quantitative results of the study were analyzed based on the single-group pretest-posttest weak experimental design. Qualitative results were obtained through the structured interview form and set an example for the case study. Contribution: The results showed that regardless of students’ previous Internet-based education (IBE) experience, it is seen that increasing and continuous experience has a significant effect on the readiness, attitude and self-control / self-management variables towards the e-learning process. The main contribution of experimental results showed that IBE experience is effective on individuals’ perceptions of internet self-efficacy, and has an impact on the self-learning skills of individuals. In addition to this, the e-learning experience has an impact on individuals’ self-evaluation. It is also seen that the certificate presented to learners in the e-learning environment has a positive effect on students’ attitudes towards e-learning processes. Finally, the experiences of e-learning processes, the methods used to transfer the content in the learning environment, the motivation and feedback provided to the learner also support the significant difference obtained in terms of readiness, attitude and self-control / self-management. Findings: After the findings were analyzed holistically in depth, it has been observed that; if the contents offered to students in e-learning environments support their professional development, in this case, their attitudes, readiness (excluding the sub-dimension of learner control), and self-control/self-management skills for these environments differ significantly in the posttest. It is also among the results that students having previous IBE experience have not higher awareness levels on online communication self-efficacy, technology use self-efficacy, readiness for e-learning, e-learning predisposition, self-reinforcement, self-control management, although significantly found. The findings regarding the effectiveness of the experimental process are as follows: Although it is possible for the students having previous IBE experience to use these experiences within the course for their personal development, it has been seen that the observed differences regarding students’ readiness, attitude, and self-control/self-management towards e-learning processes arise from the experimental operation. Recommendations for Practitioners: It is recommended for the policy-makers and practitioners that while e-learning platforms were designing, using different methods for delivering the content is as important as making the interaction meaningful and sustainable. In addition to this, to develop a positive attitude it is recommended that individuals’ participation of an e-learning platform should be supported with a certificate. Recommendation for Researchers: Researchers should test the obtained results by a well-structured e-learning platform with their recorded activities on the platform (e.g. in which section was used mostly by a learner etc.). Hence, the impact of IBE experiences might be discussed in an up level framework. Impact on Society: Actually, this study is based on a mix design and the results were also meaningful especially considering the implacable global pandemic. It is clearly understood by this process that e-learning is very important. In line with this, to support the e-learning process (e.g. with the method while delivering the content, well-structured feedback, motivation strategies etc.) and make it sustainable, the increasing of individual’s readiness, attitude, and self-control through the IBE would be indispensable. Future Research: Future studies might focus on the longitudinal methods. It is worth to find out how the students experiences affect the sustainability of the course content, and what should the program developer make to improve their course content in line with the findings of longitudinal studies.
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Al-Zalfawi, Salman Mohammed, Syed Imam Rabbani, Syed Mohammed Basheeruddin Asdaq, Abdulhakeem S. Alamri, Walaa F. Alsanie, Majid Alhomrani, Yahya Mohzari, Ahmed A. Alrashed, Abdulaziz H. AlRifdah, and Thabet Almagrabe. "Public Knowledge, Attitude, and Perception towards COVID-19 Vaccination in Saudi Arabia." International Journal of Environmental Research and Public Health 18, no. 19 (September 25, 2021): 10081. http://dx.doi.org/10.3390/ijerph181910081.
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Coronavirus disease-19 (COVID-19) is a highly contagious infection that mainly affects the respiratory system of patients. To date, more than 10 million people have been affected by this virus, and Saudi Arabia has also reported over 210 million cases. At present, there is no established treatment for COVID-19. Vaccination is one of the ways to defeat the pandemic. Recent reports have indicated rare but serious adverse events after vaccination, causing an anxious response from the general public worldwide. Therefore, this study was aimed at evaluating the knowledge, attitude, and perception of the COVID-19 vaccine among the Saudi population. This study is a cross-sectional, web-based online survey conducted using a snowball sampling technique. A self-administered questionnaire prepared in Arabic and English was used to collect feedback from the general population on their knowledge, attitudes, and perceptions about the COVID-19 vaccine. Participants (n = 2022) from different regions of the country replied to the questions. The responses to the questions were recorded on a spreadsheet and analyzed using the SPSS software. Statistical analysis was performed using one-way ANOVA and non-parametric tests to draw conclusions about the results. Multivariate stepwise regression analysis was performed to determine the association between the knowledge, attitude, and perception scores and the demographic variables. p < 0.05 was used to indicate the significance of the data. The data from the study indicated that most of the participants were males (81%), between 18 and 59 years of age (85.9%), Saudi nationals (98.3%), and possessed graduation or above as a qualification (62.9%). The results suggest that a major portion of respondents have satisfactory knowledge (76%), a positive attitude (72.4%), and perception (71.3%) towards the use of COVID-19 vaccines. Their responses can be categorized as between ‘good’ and ‘fair’. However, 30–40% of respondents lacked information about COVID-19 vaccination availability for under 18-year-olds as well as for pregnant women, in addition to the lack of knowledge about the serious unreported adverse reactions and long-term protection offered by the vaccine against coronavirus. The correlation analysis between the variables (p > 0.05) indicated that the response to the KAP domains has no direct relationship. The survey results suggest that most of the Saudi population has sound knowledge and a positive attitude and perception. Since the COVID-19 vaccines have been approved for use in pregnancy and above 12-year-old children by health authorities, the lack of information shown by a significant percentage of participants requires strategies to update this information. Awareness programs targeting all sections of the population must be continued to provide all the updates, including vaccinations for pregnant women and children.
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Ningsih, Sri Kusuma, and Herri Mulyono. "Digital Assessment Resources in Primary and Secondary School Classrooms: Teachers’ Use and Perceptions." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 08 (August 2, 2019): 167. http://dx.doi.org/10.3991/ijim.v13i08.10730.
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<p>This short article reports on teachers’ use and perception of digital assessment recourses in primary school classroom. A total of eighteen primary school teachers participated in the study where they were asked to experience of using Kahoot and ZipGrade as digital assessment resources. Self-reflection survey was distributed to the teacher participants to capture their attitude and perception about the two applications. Findings revealed that teachers were positive towards the application of two assessment technology in classroom practice. The findings highlighted some factors that encouraged teachers to use Kahoot! and ZipGrade as digital assessment tools including the creation of fun learning environment, practicality, automated scoring and direct feedback. Despite these benefits, two critical challenges were addressed by teachers when incorporating the digital application at school such as the school context as well as teachers.</p>
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Rastorgueva, Elena. "Innovative aspects of feedback delivery in management process by applying emotional intelligence." SHS Web of Conferences 116 (2021): 00031. http://dx.doi.org/10.1051/shsconf/202111600031.
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This article focuses on examining new specific practical recommendations for delivering feedback in the process of staff management in organizations by applying the resources of emotional intelligence. Managers’ I-statement mistakes, imperceptible at first sight, are analyzed and explained from the point of view of their psychological correctness; ways of correcting them are presented. In detail, with real-life examples of the feedback in the organizations, it is explained how a leader can take into account the psychological difficulties of feedback perception and increase its effectiveness. Thus, the following mistakes of the feedback are analyzed: the feeling the one giving feedback is not mentioned at all; his feeling is generalized; it is determined in an unspecified way or expressed to a person in general; the person’s behavior, which evokes a feeling, is not described at all or is described in an unspecified way; it is not specified what exactly has caused a feeling in a communicative situation; a conclusion on the person’s actions and the person in general as a generalization of his actions; exaggerating; identifying a trait of character of someone’s actions as a generalization of his actions; emphasis; describing internal processes of another person; expressing another person’s attitude to something or someone; a subjective evaluation; interpreting a person’s actions; an instruction (lecturing, sermonizing); a tirade; a mockery; an accusation; comparing a person with someone; a condemnation; a threat, an insult, a humiliating statement; condescending phrases; a wish; a request. Correct I-statements are a universal mechanism of self-regulation, self-support.
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Yang, Ying Ying, Chia Chang Huang, Chin Chou Huang, Ling Yu Yang, Hui Chi Hsu, Hao Min Cheng, Chiao Lin Chuang, et al. "Using the computer-based feedback (CBF) system to investigate the juniorphysicians’s and clinical-instructors perceptions for the benefits of general medicine clinical-instructors training program." International Journal for Innovation Education and Research 3, no. 1 (January 31, 2015): 33–50. http://dx.doi.org/10.31686/ijier.vol3.iss1.299.
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Background: The purpose of this study is to examine the clinical-instructors and junior-physicians (residents and interns) perceptions for the general-medicine training program by using bi-directional interactive and self-assessments computer-based feedback (CBF) and paper-based multisource feedback assessment (PBMFA) systems for the efficiency and benefit evaluation.Methods: Between 2011 January to 2013 December, junior-physicians and their clinical-instructors in the same medical team were enrolled consecutively for monitoring the CBF scores gave by each other after each clinical course. A total of 321 residents, 298 interns and 110 clinical-instructors who participated in the core competency general-medicine training program in 6-months period were included in the study. The CBF and PBMFA evaluations are undergone paralleled to gather the suggested information in different levels of Kirkpatrick evolutional theory.Results: The results showed that lecturers, being 5-10 years as attending physicians, internal medicine sub-specialty clinical-instructors are most benefit from the general medicine training program. Accordingly, the CBF scores of junior-physicians was positively correlated with the times (> 3-times) of exposure to the medical teams that leaded by qualified clinical-instructors. Both clinical-instructors and junior-physicians have positive attitude to the value of the general-medicine training program. Interestingly, a good consistency was existed between residents CBF scores and PBMFA grades for their core-competency performance. Comparatively, the overall perception of clinical-instructors and junior-physicians for the general-medicine training was very positive.Conclusions: Clinical-instructors and junior-physicians had positive perception of CBF and PBMFA systems which could give us different information to improve and strength the further core-competency general-medicine training program by appropriate utilization.
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Pengiran Omar, Dk Siti Nabilah, Masitah Shahrill, and Masriatol Zuraifah Sajali. "The Use of Peer Assessment to Improve Students’ Learning of Geometry." European Journal of Social Science Education and Research 5, no. 2 (August 1, 2018): 187–206. http://dx.doi.org/10.2478/ejser-2018-0047.
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Abstract This mixed-method action research study aimed to examine the effect of the use peer of assessment in a Brunei Mathematics classroom in the learning of Geometry. This study offered insights into the use of a student-centred learning approach, which the participants held the role as an assessor of peer’s work, and the use of peer feedback as a potential learning source in changing students’ conception and understanding in the topic of Angle properties. The study revealed that the use of peer assessment had significance in improving students’ performance in the learning of Geometry and there was evidence of knowledge retention as a result from the intervention as seen in the improved post-test performance on similar mathematical problem. In addition, the mathematical works in the post-test still showed evidence of misunderstandings and misconception in the concept of Angle. Despite the unsatisfactory quality of peer feedback given by the participants, the assessing activity and the student’ role as the assessor had increased cognitive, metacognitive awareness and self-regulation in their learning. Overall, the participants showed positive perception and attitude towards the use of peer assessment as a learning tool in Mathematics and considered it as a means for knowledge sharing. There was still concern of emotional sensitivity and anonymity despite the effort to maintain the anonymity of the students’ work and identity as an assessor.
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Majid, Abdul, Muhammad Yasir, and Muhammad Yasir. "Individual and work dynamics affecting the determinants of functional flexibility in SMEs." Journal of Entrepreneurship in Emerging Economies 9, no. 2 (June 5, 2017): 144–60. http://dx.doi.org/10.1108/jeee-03-2016-0008.
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Purpose The purpose of this study is to provide an insight into how individual and work factors are related to the attitudes of functional flexibility by using the willingness and ability to be flexible as dimensions of functional flexibility. Design/methodology/approach This study is conducted through a survey of workers and administrative staff of small- and medium-sized enterprises (SMEs) in Pakistan. Correlation and hierarchical regression techniques were used to find out the association of the dimensions of functional flexibility with the individual and work factors. Individual factors include demographic characteristics, work perception and personality traits, whereas work factors include trust in management, task formalization and autonomy. Findings Individual factors (i.e. general self-efficacy and initiative) and one of the work factors (i.e. trust in management) showed a positive relation, whereas task formalization was negatively related with the willingness to be flexible. General self-efficacy of workers and administrative staff was positively correlated with the ability to be flexible dimension of functional flexibility. It was concluded from the findings that the two dimensions of functional flexibility, willingness to be flexible and ability to be flexible, of employees depend on fair treatment and freedom provided by their organization. Research limitations/implications The current study was conducted on the employees of SMEs in Pakistan. A similar study on employees of multi-national corporations (MNCs) and service sectors may be useful for comparison. Practical implications Management should improve the attitudes of employees toward functional flexibility in SMEs in Pakistan by creating a climate of trust, using lower degree of laid down and prescribed procedures and giving them opportunities for doing new tasks. Furthermore, providing them feedback on the performance and achievement of these new tasks would also help in this regard. Originality/value The SMEs of Pakistan are in the process of transformational change. This study highlights the key factors that would be helpful to enhance the functional flexibility of employees working in the SME sector in Pakistan.
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Törmänen, Juha, Raimo P. Hämäläinen, and Esa Saarinen. "Systems intelligence inventory." Learning Organization 23, no. 4 (May 9, 2016): 218–31. http://dx.doi.org/10.1108/tlo-01-2016-0006.
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Purpose Systems intelligence (SI) (Saarinen and Hämäläinen, 2004) is a construct defined as a person’s ability to act intelligently within complex systems involving interaction and feedback. SI relates to our ability to act in systems and reason about systems to adaptively carry out productive actions within and with respect to systems such as organizations, family and everyday life. This paper aims to develop an inventory to measure the SI construct. Design/methodology/approach A combination of exploratory and confirmatory factor analyses were carried out using data from self-report questionnaires. Findings Eight factors labeled systemic perception, attunement, attitude, spirited discovery, reflection, wise action, positive engagement and effective responsiveness are identified as the main components of SI. SI has associations with emotional intelligence but also captures additional dimensions. People in supervisor positions are found to score higher in a number of the SI factors. Originality/value A new measure is developed to evaluate and develop our ability to succeed in systemic contexts. The new measure is suggested to be particularly applicable in organizational contexts. It is directly related to the original core disciplines of the learning organization as described by Senge (1990), in particular personal mastery and systems thinking.
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Sangwan, Vijayata, Mukesh Sangwan, Sunita Siwach, Shivani Khandelwal, Pinky Lakra, and Rajiv Mahendru. "Introduction of near peer assisted learning approach in teaching proper hand scrub technique among undergraduate students." International Journal of Research in Medical Sciences 6, no. 9 (August 25, 2018): 3004. http://dx.doi.org/10.18203/2320-6012.ijrms20183634.
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Introduction: In near peer assisted learning (NPAL)tutor is of the same level of education as with one to two years senior but within the same broad grade. Literature suggests that it fosters qualities like leadership, self-confidence and mentoring in tutors with simultaneous provision of a cordial learning environment to tutees. With this study we introduced NPAL in our newly established institute and assessed its feasibility, student’s perception, future applicability.Method: After having ethical clearance from institution, the students and faculty of Department of Obstetrics and Gynaecology were sensitized. The interns posted in labor room were designated as tutors and maternity students were included as tutees. The surgical hand scrub was the topic of teaching. The faculty taught interns and assessed, then interns taught maternity students and they were assessed by faculty members. The interns were again assessed by faculty. Afterwards both these interns and maternity students supposed to work together in labor room, the feedback was taken from all with a structured questionnaire using Likert scale.Result: The results were encouraging from all the corners, the tutors, tutees and faculty agreed that NPAL is a better method of teaching strongly enhancing the learning of tutors and their communication skills and develops positive attitude towards teaching as a part of their profession. The tutees found a cordial learning environment with a cognitive congruence with their tutors and felt very comfortable while working with them. Faculty also showed a positive attitude towards NPAL.Conclusion: NPAL is a good adjunct to standard teaching but could not substitute standard teaching.
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Rusu, Marinela. "1. Methods of Individual Creativity Stimulation." Review of Artistic Education 20, no. 1 (April 1, 2020): 243–55. http://dx.doi.org/10.2478/rae-2020-0029.
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AbstractThe concept of communication is a notorious one but at the same time, difficult to define precisely. However, many researchers recognize a number of attributes as easy to define and interpret. In this paper we will carry out a detailed analysis of each of these components of the basic model of communication (Hargie, O., Dickson, D. 2004, Dickson, 2001, Hargie and Tourish, 1999, Dickson et al., 1997). Interpersonal communication is a transactional, intentional, multidimensional, irreversible and (possibly) inevitable process. It is strictly determined by factors such as the situational context of the person, cognitive, affective or temporal elements. The participants in the communication carry and reflect the whole personal “baggage”, of which the accumulated knowledge and experiences, motives, interests, values, emotions, attitudes, expectations and personal dispositions are part. To these are added the self-image, the beliefs about one’s own abilities to succeed (self-efficacy). All these elements will determine the kind of meetings planned, the objectives selected, the persistence in achieving them, as well as the anticipation of possible rewards. Effective interpersonal involvement can be interpreted in terms of concepts such as: person-context, goals, mediation processes, responses, feedback and perception. We can think of spatial, temporal, relational and sometimes organizational frameworks in which the communication process is incorporated. The personal characteristics of the participants, together with the specifics of the situation, act to model the interaction. Also, the objectives pursued are determined by personal and situational factors. The plans and strategies for their realization come from the mediation processes and the strategy adopted accordingly, is reflected in the manifested answers, in behavioral and decision choices.
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Leach, Mark, Michael Hennessy, and Martin Fishbein. "Perception of Easy–Difficult: Attitude or Self-Efficacy?" Journal of Applied Social Psychology 31, no. 1 (January 2001): 1–20. http://dx.doi.org/10.1111/j.1559-1816.2001.tb02478.x.
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Korniienko, Alina Yu. "The Use of Debates as an Approach to Deliver the Course Entitled “The Impact of US Policy on Integration Processes in Europe in the Post-Bipolar Era”." International Journal of Higher Education 9, no. 2 (April 9, 2020): 321. http://dx.doi.org/10.5430/ijhe.v9n2p321.
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The purpose of this research was to identify how the use of a debate-based course delivery approach merged with a flipped classroom model influenced the students’ academic outcomes and motivation in relation to their intelligence type and how the sampled students perceived the course delivery approach and certain debate-related activities. Sampled students’ academic performance records, an evaluation survey to obtain students’ feedback on both the course delivery approach and the effectiveness of the activities like ‘Think-Pair-Share’, ‘Write-Pair-Share’, ‘Illogical story-telling’, ‘Treasure Hunt’, case-study, ‘One Minute Paper’, ‘Attitude/motivation test battery’ as intelligence type-based diagnostics of learners’ motivation, and a focus-group semi-structured interview were used as the instruments. SPSS 10.0.5 computer statistical package was used to process data. The use of debates to deliver the instructional content to the tertiary students can be considered a three-vector approach capable to bring a positive change to learning motivation, cognitive (intellectual) activity, self-esteem (self-efficacy) of a student and the overall quality of the vocational training system of the historians and lawyers-to-be. This study boosts the methodology of vocational training of the students majoring in humanities like History/Law in terms of fostering the 21st century-competencies and it adds a different perspective to the theory on relation between the type of intelligence and skills. This approach fosters learner autonomy and positive perception of challenging educational activities. It was found that it was prerequisite for the success of the above approach that there was a well-trained debate moderator, and debate-procedure-aware and trained students. The further research is needed in purposeful introduction of NLP training into the above model and examination its impacts.
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Brandish, Claire, Frances Garraghan, Bee Yean Ng, Kate Russell-Hobbs, Omotayo Olaoye, and Diane Ashiru-Oredope. "Assessing the Impact of a Global Health Fellowship on Pharmacists’ Leadership Skills and Consideration of Benefits to the National Health Service (NHS) in the United Kingdom." Healthcare 9, no. 7 (July 15, 2021): 890. http://dx.doi.org/10.3390/healthcare9070890.
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Antimicrobial resistance (AMR) poses a global, public health concern that affects humans, animals and the environment. The UK Fleming Fund’s Commonwealth Partnerships for Antimicrobial Stewardship (CwPAMS) scheme aimed to support antimicrobial stewardship initiatives to tackle AMR through a health partnership model that utilises volunteers. There is evidence to indicate that NHS staff participating in international health projects develop leadership skills. Running in parallel with the CwPAMS scheme was the first Chief Pharmaceutical Officer’s Global Health (CPhOGH) Fellowship for pharmacists in the UK. In this manuscript, we evaluate the impact, if any, of participation in the CwPAMS scheme and the CPhOGH Fellowship, particularly in relation to leadership skills, and consider if there are demonstrable benefits for the NHS. The 16 CPhOGH Fellows were invited to complete anonymised baseline and post-Fellowship self-assessment. This considered the impact of the Fellowship on personal, professional and leadership development. Senior colleagues were invited to provide insights into how the Fellows had performed over the course of the Fellowship. All Fellows responded to both the pre- and post-Fellowship questionnaires with a return of 100% (16/16) response rate. There was a significant improvement in Fellows’ perception of their confidence, teaching abilities, understanding of behaviour change, management and communication skills. However, there was no change in the Fellows’ attitude to work. Feedback was received from 26 senior colleagues for 14 of the CPhOGH Fellows. Overall, senior colleagues considered CPhOGH Fellows to progress from proficient/established competencies to strong/excellent when using the national pharmacy Peer Assessment Tool and NHS Healthcare Leadership Model. The majority (88%) of senior colleagues would recommend the Fellowship to other pharmacists. The analysis of the data provided suggests that this CPhOGH Fellowship led to the upskilling of more confident, motivated pharmacist leaders with a passion for global health. This supports the NHS’s long-term plan “to strengthen and support good compassionate and diverse leadership at all levels”. Constructive feedback was received for improvements to the Fellowship. Job satisfaction and motivation improved, with seven CPhOGH Fellows reporting a change in job role and five receiving a promotion.
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Waterson, Aimee Peta, Lebogang Mototo, and Tinashe Chuchu. "Does online ideal self-matter? Consumer perceptions of online brand advertisement." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 5 (August 8, 2021): 11–21. http://dx.doi.org/10.20525/ijrbs.v10i5.1258.
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The internet and online space have created numerous platforms for users to communicate and interact, where each platform provides access to different sources of information. The purpose of the study was to investigate the online ideal self and its influence on brand attitude and attachment towards consumer purchase intention. A unique conceptual model was developed to test the proposed hypotheses of the study. Social media is one of the leading communication platforms that have emerged in the online space. Social media allows consumers and brands to interact in an informal manner from anywhere in the world. The study adopted a quantitative approach utilizing the survey method. Data was collected from 300 consumers. The data was then processed in SPSS 24 for descriptive statistics and AMOS 24 for hypotheses testing. A key finding suggests that social media consumers’ attachment is considerably dependent on their attitudes towards those brands. Brands can use social media to receive real-time feedback from customers as well as track this feedback. Implications emerged from the findings and further research direction is proposed.
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Coban, Omur, and Ramazan Atasoy. "An examination of relationship between teachers’ self-efficacy perception on ICT and their attitude towards ICT usage in the classroom." Cypriot Journal of Educational Sciences 14, no. 1 (March 28, 2019): 136–45. http://dx.doi.org/10.18844/cjes.v14i1.3636.
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The aim of this study is to examine the relationship between teachers' self-efficacy perception on ICT and their attitude to ICT usage in their classes. For this purpose, two scales were used: one is "Teachers' Self-efficacy Perception on ICT Scale" and the other is “Teachers’ Attitude towards ICT Usage Scale". 42.307 teachers joined to this study. To analyse the collected data, mean, standard deviation, Pearson correlation and linear regression analysis were used. It is found out that there is a significant relationship between teachers' self-efficacy perception on ICT and their attitude towards ICT usage in their classrooms. According to the findings, it can be said that if teachers’ self-efficacy level is high, teachers can use ICT in learning process effectively and they can develop themselves in ICT use. Moreover, they can make class management perfect while using ICT.
Keywords: Self-efficacy; teachers' attitude towards ICT usage; self-efficacy in ICT; teacher.
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Sagita, Rina Wijayanti. "FACTORS AFFECTING NURSES’ COMPLIANCE IN IMPLEMENTING STANDARD PRECAUTIONS IN GOVERNMENT HOSPITAL IN YOGYAKARTA." Indonesian Contemporary Nursing Journal (ICON Journal) 3, no. 2 (March 13, 2019): 1. http://dx.doi.org/10.20956/icon.v3i2.4972.
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Background:Nosocomial infection is infections that occur in patients when they are hospitalized. Data in several countries found that hundreds of millions patients worldwide are exposed to nosocomial infection each year. Standard precautions are applied to prevent infections in the hospital. The results of observations and interviews on nurses at Wates Regional Public Hospital found non-compliance of nurses in implementing standard precautions.Objective:The aim of this study is to determine factors affecting nurses’ compliance in Wates Regional Public Hospital, Yogyakarta.Method: This was cross sectional study, using questionnaire and standard precautions compliance check list. Observation was conducted twice on june 26th to July 7th, 2018. The subjects were 103 nurses in 10 inpatients room, taken by total sampling. Data was analyzed by pearson, spearman and mann whitney u test as bivariate, and also linier regression as multivariate.Result:The result of this study indicate that there were significant relationship between gender, standard precautions knowledge, motivation and work experience with nurses’ (p < 0,05), while there were insignificant relationship between age, education level, attitude, risk perception, preventive efficacy, risk taking personality, needle punctured experience, workload, infection knowledge, work stress, obstacles in standard precautions, the availability of personal protective equipment, safety climate and safety performance feedback with nurses’ compliance (p > 0.05). Multivariate test indicate that motivation has a dominant influence on nurses’ compliance.Conclusion and Suggestion: Factors influencing nurse compliance with standard precautions include motivation, work experience and risk taking personality. The dominant factor influencing nurse compliance with standard precautions is motivation. Suggestions from this study are to improve the completeness of facilities and tools related to standard precautions, monitoring and evaluation of nurses’ compliance. Further study needs to be held related to standard precautions each component include hand washing, personal protective equipment usage, care equipment decontamination, safe injecting practices, sharp objects and waste management.Key words:nosocomial infection, compliance to standard precaution, Wates Regional Public Hospital 1: Wates Regional Public Hospital2: Master in Nursing, Faculty of Medicine, Public Health and Nursing UGM
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Yang, Tao. "The Survey of the Effectiveness of Feedback from Minicourse Video on English Writing in Senior School." Region - Educational Research and Reviews 2, no. 3 (August 10, 2020): 40. http://dx.doi.org/10.32629/rerr.v2i3.144.
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This paper centers on invistigating the efficacy of minicourse given to 131 senior one students over one assignment in an intermediate EFL Writing context. Applying an array of 122 survey. It scrutinizes students perceptions, attitudes and use of Minicourse feedback. Results indicate that compared traditional written feedback or other forms, students show positive feedback to the introduction of Minicourse feedback.
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Brown, Christia Spears. "Sexualized gender stereotypes predict girls’ academic self-efficacy and motivation across middle school." International Journal of Behavioral Development 43, no. 6 (July 15, 2019): 523–29. http://dx.doi.org/10.1177/0165025419862361.
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Sexualized gender stereotypes (SGS) include the belief that girls should singularly prioritize their sexualized attractiveness for the attention and approval of boys. By elementary school, boys and girls perceive girls’ sexualized attractiveness to be incompatible with intelligence and competence. In the current 2-year study, we examined whether girls’ higher SGS endorsement in seventh grade predicted a diminished mastery goal orientation and lower perceptions of academic ability in eighth grade and whether this was moderated by gender typicality and self-monitoring. Cross-lagged panel analyses tested whether earlier academic attitudes better predicted later SGS endorsement than the inverse. The study included 77 girls in the final sample from four public middle schools ( MageT1 = 12.4, SD = .57). The sample was ethnically diverse (45% identified as White, 21% as Latinx, 19% as Black/African American, and 14% as multiracial). Girls’ greater endorsement of SGS in the seventh grade predicted lower academic self-efficacy later, controlling for age, academic ability, and earlier levels of academic attitudes. Highlighting a likely feedback loop, earlier academic self-efficacy equally predicted later SGS endorsement. For highly gender-typical girls, greater SGS endorsement also predicted lower mastery goal orientation over time.
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Park, Sanghyun, and Yina Shin. "A Longitudinal Relationship among Students’ Perception of Feedback, Self-Efficacy, and Achievement." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 11 (June 15, 2021): 517–29. http://dx.doi.org/10.22251/jlcci.2021.21.11.517.
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Agricola, Bas T., Frans J. Prins, and Dominique M. A. Sluijsmans. "Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation." Assessment in Education: Principles, Policy & Practice 27, no. 1 (November 11, 2019): 6–25. http://dx.doi.org/10.1080/0969594x.2019.1688764.
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Paldán, Katrin, Martin Steinmetz, Jan Simanovski, Christos Rammos, Greta Ullrich, Rolf Alexander Jánosi, Susanne Moebus, Tienush Rassaf, and Julia Lortz. "Supervised Exercise Therapy Using Mobile Health Technology in Patients With Peripheral Arterial Disease: Pilot Randomized Controlled Trial." JMIR mHealth and uHealth 9, no. 8 (August 16, 2021): e24214. http://dx.doi.org/10.2196/24214.
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Background Mobile health interventions are intended to support complex health care needs in chronic diseases digitally, but they are mainly targeted at general health improvement and neglect disease-specific requirements. Therefore, we designed TrackPAD, a smartphone app to support supervised exercise training in patients with peripheral arterial disease. Objective This pilot study aimed to evaluate changes in the 6-minute walking distance (meters) as a primary outcome measure. The secondary outcome measures included changes in physical activity and assessing the patients’ peripheral arterial disease–related quality of life. Methods This was a pilot two-arm, single-blinded, randomized controlled trial. Patients with symptomatic PAD (Fontaine stage IIa/b) and access to smartphones were eligible. Eligible participants were randomly assigned to the study, with the control group stratified by the distance covered in the 6-minute walking test using the TENALEA software. Participants randomized to the intervention group received usual care and the mobile intervention (TrackPAD) for the follow-up period of 3 months, whereas participants randomized to the control group received routine care only. TrackPAD records the frequency and duration of training sessions and pain levels using manual user input. Clinical outcome data were collected at the baseline and after 3 months via validated tools (the 6-minute walk test and self-reported quality of life). The usability and quality of the app were determined using the Mobile Application Rating Scale user version. Results The intervention group (n=19) increased their mean 6-minute walking distance (83 meters, SD 72.2), while the control group (n=20) decreased their mean distance after 3 months of follow-up (–38.8 meters, SD 53.7; P=.01). The peripheral arterial disease–related quality of life increased significantly in terms of “symptom perception” and “limitations in physical functioning.” Users’ feedback showed increased motivation and a changed attitude toward performing supervised exercise training. Conclusions Besides the rating providing a valuable support tool for the user group, the mobile intervention TrackPAD was linked to a change in prognosis-relevant outcome measures combined with enhanced coping with the disease. The influence of mobile interventions on long-term prognosis must be evaluated in the future. Trial Registration ClinicalTrials.gov NCT04947228; https://clinicaltrials.gov/ct2/show/NCT04947228
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Çiftçi, Şükrü Fırat, and Beykan Çizel. "Predictors of e-trust for Web-based travel intermediaries: a survey on Istanbul visitors." Journal of Hospitality and Tourism Technology 11, no. 4 (October 30, 2020): 667–80. http://dx.doi.org/10.1108/jhtt-02-2019-0037.
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Purpose The main purpose of this study is to investigate the factors affecting e-trust perception of tourists using Web-based travel intermediaries (WBTIs). Cognitive and affective attitude components are believed to be important in assessing the e-trust perception of tourists. However, this paper aims to investigate if self-efficacy would be an important predictor for e-trust in the context of WBTIs. Design/methodology/approach The quantitative research method is used in this study. Data were collected by the survey method from the tourists who visited Istanbul/Turkey and made their bookings via Web-based travel intermediaries. Hierarchical linear regression analysis is used to investigate to which extent age/gender/years of usage, self-efficacy, cognitive and affective components are affecting tourists’ e-trust perception. Findings According to the study results, self-efficacy, the attitude components, in addition to the demographic variables, predict a significant amount of variance (45%) in e-trust for Web-based travel intermediaries. Besides attitude components, self-efficacy is put forward as significantly important in the perception of e-trust. Originality/value The novelty of the current study is that it uses hierarchical regression to test if self-efficacy would be an important predictor for e-trust while examining the effect of various predictive variables in sequential order. Therefore, the relative importance of this e-trust predictor can be evaluated based on how much it contributes to the prediction over and above other important antecedents of e-trust according to the literature. This study provides evidence that the social cognitive theory may be useful in understanding e-trust in online tourist behavior.
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Stock, Jennifer, Angela Clifford, and Eef Hogervorst. "Exercise Interventions to Improve Cognitive Performance in Older Adults - Potential Psychological Mediators to Explain Variation in Findings." European Neurological Review 7, no. 2 (2012): 107. http://dx.doi.org/10.17925/enr.2012.07.02.107.
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Evidence suggests that exercise interventions can improve cognitive performance in older adults and prevent dementia. However, there are inconsistent results across studies. Exercise interventions vary greatly in terms of their environment and specific features. As a consequence, the different types of social interaction, mental engagement and feedback alter the psychological impact of the exercise. In this article, mediating relationships are discussed in terms of the impact that psychological factors related to exercise can have on cognitive performance. The probable psychological mediators discussed here include self-efficacy, attitudes and self-perceptions of ageing, perceived control manifesting in a self-fulfilling prophecy, causal attributions of memory problems and mood. The mechanisms of these mediating relationships are unclear and further research is needed to investigate them. In addition, the magnitude of the effect of psychological mediators and their relative contribution compared with physiological mechanisms in this context should be further investigated.
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Rosdiana, Rosdiana, Bhisma Murti, Mahendra Wijaya, and Suwarto Suwarto. "The Support to Improve Self Efficacy and Healing of Drugs Addict." International Journal of Public Health Science (IJPHS) 5, no. 4 (December 1, 2016): 359. http://dx.doi.org/10.11591/ijphs.v5i4.4830.
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Appropriate counseling and education can be adopted to achieve a change in attitude, knowledge and perception. Still there is a wrong perception of a given intervention. Peer support through a process of social learning, the process of growing understanding of how to process information from experience, observational include: attention (attention), given (retention), reproduction of motion (reproduction), motivation (motivation), and communication. The purpose of this study was to analyze resident self-efficacy to regardless of drug addiction through family support. This study employed qualitative approach with case study design. Subjects in this study were residents, ex drugs user, peer support, and resident family. The results showed that peer support from fellow residents and the support of the major on duty (MOD) very meaningful and helpful for resident in the healing process.
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Rosdiana, Rosdiana, Bhisma Murti, Mahendra Wijaya, and Suwarto Suwarto. "The Support to Improve Self Efficacy and Healing of Drugs Addict." International Journal of Public Health Science (IJPHS) 5, no. 4 (December 1, 2016): 359. http://dx.doi.org/10.11591/.v5i4.4830.
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Appropriate counseling and education can be adopted to achieve a change in attitude, knowledge and perception. Still there is a wrong perception of a given intervention. Peer support through a process of social learning, the process of growing understanding of how to process information from experience, observational include: attention (attention), given (retention), reproduction of motion (reproduction), motivation (motivation), and communication. The purpose of this study was to analyze resident self-efficacy to regardless of drug addiction through family support. This study employed qualitative approach with case study design. Subjects in this study were residents, ex drugs user, peer support, and resident family. The results showed that peer support from fellow residents and the support of the major on duty (MOD) very meaningful and helpful for resident in the healing process.
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Lee, Yi Chih, and Wei-Li Wu. "Factors in cyber bullying: the attitude-social influence-efficacy model." Anales de Psicología 34, no. 2 (April 10, 2018): 324. http://dx.doi.org/10.6018/analesps.34.2.295411.
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<p>This study examines the correlation between risk perception, knowledge, social influence, self-efficacy, and cyber bullying behavior from the perspective of the attitude-social influence-efficacy model. The samples in this survey are adolescents who have had cyber bullying behavior or have witnessed their peers’ cyber bullying behavior. The results showed that attitude towards cyber bullying affected cyber bullying intention, and that intention also influenced cyber bullying behavior. Social influence also had an impact on cyber bullying intention and cyber bullying behavior. In fact, intention was a mediator between attitude and behavior, as well as between social influence and behavior. </p>
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Kravtsova, Yana Viktorovna, Tatyana Dmitrievna Dubovitskaya, and Asat Giniatovich Abdullin. "PSYCHOLOGICAL TIME AND SELF-EFFICACY OF THE INDIVIDUAL." Психология. Психофизиология 13, no. 3 (October 21, 2020): 17–23. http://dx.doi.org/10.14529/jpps200302.
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Background: The article presents the features of psychological time as one of the factors of self-efficacy of the individual. The belief in the efficacy of one’s own actions is an indicator of the potential success of a person. Attention is paid to various aspects of psychological time, which provide a high subject and interpersonal self-efficacy of the individual. Aim. This paper aims to determine the relationship between the self-efficacy of the individual and the components of psychological time, including the features of time perspective, personal competence in time and exposure to time disruptors. Materials and methods. The following questionnaires were used: the subject and interpersonal self-efficacy test, the time perspective questionnaire, the diagnostics of personal disorganizers and personal competence in time. The data obtained were subjected to correlation analysis with the Spearman coefficient. Results. The self-efficacy of a person is higher in the following conditions: goals and plans for the future are more expressed; perception of ones own past as filled with negativity and disappointments is less pronounced; the attitude to the present as independent of the subject's will is less pronounced. Interpersonal self-efficacy of a person is promoted by: orientation to setting life goals and future prospects; ability to getting one’s affairs in order, problem concentrating, showing interest in life and work. Conclusion. Subjects with high indicators of self-efficacy in both the subject and interpersonal spheres are characterized by: a high level of personal competence in time; low indicators of time disruptors. Subjects with high self-efficacy only in subject activities are characterized by: a high level of focus on the future; acceptance of their past without pain and frustration; perception of their present as dependent on their will and aspirations. Subjects with primary self-efficacy in interpersonal relationships are characterized by: the formation of life goals and intentions, the ability to see personal perspectives, an indifferent attitude to work, and the desire for activity. The results of the study can be used for correctional, developmental, and advisory psychological support for improving self-efficacy in individuals.
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Thapa, Dhana Kumari, and Tara Paudel. "Secondary School Students’ Attitude towards Mathematics." Mathematics Education Forum Chitwan 5, no. 5 (December 31, 2020): 34–39. http://dx.doi.org/10.3126/mefc.v5i5.34761.
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The major objective of this article is to describe the perception of self-efficacy and attitude towards mathematics of students studying science and mathematics in grade 12 in Kathmandu valley. Cross-sectional descriptive design and quantitative method were used to collect and analyze data. Data were collected from 318 randomly selected students studying science in grade 12, from nine different schools of Kathmandu valley through self-administered questionnaire. The survey showed that majority of girls and boys were encouraged by their parents to get enrolled in the science stream. Most of them chose mathematics courses to enter into the fields of engineering and technical sciences. From the observation we found that perceived self-efficacy is good i.e. both girls and boys have positive and good attitude towards mathematics courses. There is no gender variation in attitude of students learning mathematics between girls and boys. Therefore, attitude towards mathematics are less likely to be influenced by gender of students, castes and educational status of parents. Many students can be attracted towards mathematics field of study by providing information and counseling about academic opportunity for mathematics in higher education.
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Fitzgerald, Kylie, and Brett Vaughan. "Learning through multiple lenses: analysis of self, peer, nearpeer, and faculty assessments of a clinical history-taking task in Australia." Journal of Educational Evaluation for Health Professions 15 (September 18, 2018): 22. http://dx.doi.org/10.3352/jeehp.2018.15.22.
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Purpose: Peer assessment provides a framework for developing expected skills and receiving feedback appropriate to the learner’s level. Near-peer (NP) assessment may elevate expectations and motivate learning. Feedback from peers and NPs may be a sustainable way to enhance student assessment feedback. This study analysed relationships among self, peer, NP, and faculty marking of an assessment and students’ attitudes towards marking by those various groups.Methods: A cross-sectional study design was used. Year 2 osteopathy students (n= 86) were invited to perform self and peer assessments of a clinical history-taking and communication skills assessment. NPs and faculty also marked the assessment. Year 2 students also completed a questionnaire on their attitudes to peer/NP marking. Descriptive statistics and the Spearman rho coefficient were used to evaluate relationships across marker groups.Results: Year 2 students (n= 9), NPs (n= 3), and faculty (n= 5) were recruited. Correlations between self and peer (r= 0.38) and self and faculty (r= 0.43) marks were moderate. A weak correlation was observed between self and NP marks (r= 0.25). Perceptions of peer and NP marking varied, with over half of the cohort suggesting that peer or NP assessments should not contribute to their grade.Conclusion: Framing peer and NP assessment as another feedback source may offer a sustainable method for enhancing feedback without overloading faculty resources. Multiple sources of feedback may assist in developing assessment literacy and calibrating students’ self-assessment capability. The small number of students recruited suggests some acceptability of peer and NP assessment; however, further work is required to increase its acceptability.
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Görgün, Sena, and Canses Tican. "Investigation of Middle School Students’ Math Self-Efficacy Perceptions and Math Problem Posing Attitudes." International Education Studies 13, no. 11 (October 25, 2020): 86. http://dx.doi.org/10.5539/ies.v13n11p86.
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The main purpose of the current study is to investigate middle school students’ math self-efficacy perceptions and math problem posing attitudes. The sample of the study is comprised of 990 fifth, sixth, seventh and eighth grade students attending middle school in the Fethiye district of the city of Muğla. As the data collection tool, the “Math Self-efficacy Perception Scale” and the “Math Problem Posing Attitude Scale” were used. In the analysis of the data collected through the qualitative research method, frequencies, percentages, independent-samples t-test, one-way variance analysis, post-hoc tests (Scheffe and Dunnett’s C) and correlation analysis were used. As a result, it was found that the middle school students’ math self-efficacy perceptions and math problem posing attitudes are over the medium level. The middle school students’ self-efficacy perceptions were found to be varying significantly depending on gender. The middle school students’ problem posing attitudes were found to be varying significantly depending on gender. The math self-efficacy perceptions and math problem posing attitudes of the 5th and 6th grade students were found to be significantly higher than those of the 7th and 8th grade students. A medium, positive and significant correlation was found between the middle school students’ mean math self-efficacy perception score and their mean math problem posing attitude score.
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Çimen Çoşğun, Ümit, and Mediha Sarı. "An investigation of feedback styles of classroom teachers who have low and high professional self-efficacy perceptions." Pegem Eğitim ve Öğretim Dergisi 5, no. 5 (December 1, 2015): 533–48. http://dx.doi.org/10.14527/pegegog.2015.029.
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This study aims to make a comparative analysis of the feedback styles of classroom teachers who have low and high professional self-efficacy perceptions. The participants of the study are eight classroom teachers who work in state primary schools located in the city centre of Hatay. Descriptive analysis method was used to analyze the data collected through unstructured observations and semi-structured interviews. Schimmel's (1988) feedback classification was utilized in these analyses. Analysis of the data indicates very parallel findings in the observations and interviews. Both observations and interviews revealed that teachers in both groups generally used all feedback types; the type they used least frequently was exploratory feedback and then corrective and confirmation feedback stand in line respectively; confirmation feedback was found to be the most preferred feedback type by the teachers. On the other hand, the teachers whose professional self-efficacy perceptions were high used all the feedback types much more frequently than the teachers with low professional self-efficacy perceptions. An analysis of the observations showed that exploratory feedback, which has more positive effects on students' learning than the other feedback types, is the least frequently used feedback type among teachers with high professional competence perception as well.
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Diotaiuti, Pierluigi, Stefano Corrado, Stefania Mancone, Lavinia Falese, Angelo Rodio, Thaìs Cristina Siqueira, and Alexandro Andrade. "Influence of Cognitive Orientation and Attentional Focus on Pain Perception." International Journal of Environmental Research and Public Health 18, no. 13 (July 5, 2021): 7176. http://dx.doi.org/10.3390/ijerph18137176.
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Background. Recently, a growing interest has emerged in the role of attention and hypervigilance in the experience of pain. Shifting attention away from pain seems likely to reduce the perception of pain itself. Objectives. The present study has been designed to test the following overall hypotheses: (1) disposition to catastrophize, self-efficacy perceived in pain resistance (task self-efficacy), previous experiences concerning the tolerance of physical pain, and degree of impulsiveness are significant predictors of the decision to abandon a painful test such as the cold pressor test (CPT); (2) the manipulation of the attentive focus (internal or external) can influence the level of perceived pain. Methods. Effects of the manipulation of attentional focus (internal and external) on pain perception and response of trial abandonment were evaluated in a sample of university students (n = 246) subjected to the cold pressor test. Results. A significant effect (p < 0.05) was found through a test–retest comparison on the final level of perceived pain among subjects who had received instruction to externalize the focus of their attention (mixed factorial analysis of variance), but no significance was observed with respect to the decision to abandon the experiment. A general explanatory model of the abandonment behavior demonstrating overall good fit measurements was tested too. Conclusion. The abandonment of tests has been shown to be predicted mainly by catastrophic attitude. Attentive impulsiveness showed a further positive effect on catastrophic attitude. Perceived self-efficacy in the tolerance of pain limited learned helplessness, which in turn positively influenced catastrophizing.
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YAU, Shamsudeen, Pramote Wongsawat, and Archin Songthap. "Knowledge, Attitude and Perception of Risk and Preventive Behaviors toward Premarital Sexual Practice among In-School Adolescents." European Journal of Investigation in Health, Psychology and Education 10, no. 1 (March 1, 2020): 497–510. http://dx.doi.org/10.3390/ejihpe10010036.
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Premarital Sexual Practice (PSP) among adolescents usually involves sexually risky behaviors, such as multiple sexual partners and inconsistent or non-condom use. These behaviors, in combination with other underlining factors, undermine the overall outcomes of Adolescent Sexual and Reproductive Health (ASRH). To assess the adolescents’ knowledge, attitudes and perception of risk and preventive behaviors towards PSP, a school-based analytical cross-sectional study was conducted among a sample of 423 students aged 15 through 19 years. A well-validated anonymous self-administered questionnaire was used for collecting the data, which were analyzed using mean (SD), frequency (%), t-test, ANOVA and multiple regression methods. Participants’ knowledge of risk and preventive behaviors was average, as only 53% of knowledge items were correctly answered. Being a female, of high-income status, in the second study year, perceived susceptibility and perceived severity were significant determinants of knowledge. All measures of perception except perceived self-efficacy were positive determinants of attitude. Being female, in the third study year and of high-income status were determinants of perception as measured by perceived self-efficacy. Therefore, our results suggest that tailored educational programs, with special emphasis on financially disadvantaged male adolescents, are needed to effectively increase adolescents’ knowledge, attitude and perception of risk and protective behaviors towards PSP.
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Balint, Bryon. "The Impact of Similarity and Self-Esteem on Facebook Behaviors, Perceptions, and Attitudes." International Journal of Information Systems and Social Change 10, no. 1 (January 2019): 37–53. http://dx.doi.org/10.4018/ijissc.2019010103.
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From their inception, electronic social networks (ESNs) have held the potential to either (1) expose individuals to a greater diversity of beliefs and interests by removing geographical barriers to communication; or (2) act as “feedback loops” by facilitating relationships and communication among like-minded individuals. In this survey study, the author will examine changes in communication behaviors and perceptions on Facebook from 2013 to 2017. The findings conclude that individuals with lower self-esteem have become less willing to share their views on Facebook, perceive a higher number of negative experiences, and spend less time communicating and more time passively consuming content. The same behavioral changes are found when individuals believe that fewer of their online “friends” have similar beliefs, and when individuals are more prone to “unfriending” others. General comfort in sharing views online is associated with a higher willingness to share views and communicate on Facebook, but also more negative experiences.
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Strobl, Carola. "Attitudes towards online feedback on writing: Why students mistrust the learning potential of models." ReCALL 27, no. 3 (June 22, 2015): 340–57. http://dx.doi.org/10.1017/s0958344015000099.
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AbstractThis exploratory study sheds new light on students’ perceptions of online feedback types for a complex writing task, summary writing from spoken input in a foreign language (L2), and investigates how these correlate with their actual learning to write. Students tend to favour clear-cut, instructivist rather than constructivist feedback, and guided self-evaluation through model solutions in online learning environments. However, the former type is too limited to tackle all dimensions of advanced writing. Constructivist feedback, in the form of guided modelling, allows addressing the higher-order concerns involved in summary writing. In addition, it is widely acknowledged that activating the zone of proximal development (ZPD) through cognitive involvement is beneficial to learning. To investigate students’ learning from both types of feedback, a one-group pre-post-test intervention study was set up. Students attending a course on summary writing in L2 within a bachelor programme in Applied Languages (n=38) followed an individual online learning module containing both instructivist fill-the-gap exercises and model solutions with constructivist guiding questions for self-assessment. The students’ actual learning gain was measured through pre- and post-tests, and compared with their perceived learning gain, as expressed in self-evaluation. The comparison reveals a dichotomy between the students’ observed learning curve and an underestimation of their own progress. This dichotomy was found to originate in a mismatch between their expectations towards the online learning module and the characteristics of the constructivist feedback conveyed. This mismatch can be attributed to three key factors: (1) evaluation, (2) linguistic focus, and (3) learner motivation.
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Altunkaya, Hatice, and Ersoy Topuzkanamış. "The Effect of Using Facebook in Writing Education on Writing Achievement, Attitude, Anxiety and Self-efficacy Perception." Universal Journal of Educational Research 6, no. 10 (October 2018): 2133–42. http://dx.doi.org/10.13189/ujer.2018.061010.
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Lee, Lina. "Learners' Perceptions of the Effectiveness of Blogging for L2 Writing in Fully Online Language Courses." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 1 (January 2017): 19–33. http://dx.doi.org/10.4018/ijcallt.2017010102.
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The study explores how the application of blog assignments facilitated the L2 writing process and how blogging affects the way students view blog-based L2 writing instruction and peer feedback. The results showed that beginning students had a positive attitude toward the use of blogs because it gave them agency over their learning, and engaged them in co-construction of knowledge with their peers. While scaffolding through peer feedback affected students' self-regulated efforts to make improvement on written content and increase language accuracy, strategies for effective use of feedback from the instructor was important. This study concludes that blogging not only empowers students to be creative with the content, but also promotes attention to language forms. L2 educators are strongly encouraged to take full advantage of the widely available blog technology by incorporating it into their teaching methods to further promote critical reflection and collaborative interaction within socially bounded online learning environments.
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Wu, Xiaoming Molly, Helen R. Dixon, and Lawrence Jun Zhang. "Sustainable Development of Students’ Learning Capabilities: The Case of University Students’ Attitudes towards Teachers, Peers, and Themselves as Oral Feedback Sources in Learning English." Sustainability 13, no. 9 (May 7, 2021): 5211. http://dx.doi.org/10.3390/su13095211.
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In order to promote the sustainable development of students’ learning capabilities, students are expected to take an active role in the feedback process. Ideally, students should not only actively interpret and act on the feedback received from their teachers, but they should also serve as feedback generators for their peers and themselves. Our study aimed to explore Chinese university English-as-a-Foreign-Language (EFL) students’ perceptions of the feedback practices in their classrooms and their feelings about teacher feedback, peer review and self-review as credible feedback sources. Adopting a qualitative research design, we recruited three teachers together with seven to eight of their students (in total 23 students) from two universities in Northwest China. Data were collected by using focus group interviews and classroom observations. Findings indicated that students relied on teachers to provide informative feedback to help them progress. They also attached limited value to either peer or self-review. Our interview data revealed three possible reasons for students’ devaluation of peers and themselves as feedback sources: insufficient understanding of students’ roles and responsibilities in the feedback process, perceived limited capability and capacity to generate quality feedback; and affective and relational concerns if engaging in the feedback process. These findings highlight the need for teachers to foster student feedback literacy, and hence help them utilize different feedback sources to enhance their learning and sustainable development.
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Kim, Kyung Sook. "The Effect of Gender Role Attitude, Self-Esteem, Career Decision-Making Self-Efficacy on Marital Perception of Unmarried Men and Women." Journal of the Korean society for Wellness 13, no. 2 (May 31, 2018): 289–99. http://dx.doi.org/10.21097/ksw.2018.05.13.2.289.
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Geithner, Christina A., and Alexandria N. Pollastro. "Doing peer review and receiving feedback: impact on scientific literacy and writing skills." Advances in Physiology Education 40, no. 1 (March 2016): 38–46. http://dx.doi.org/10.1152/advan.00071.2015.
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Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills. Students enrolled in the Scientific Writing course completed multiple writing assignments, including three revisions after receiving peer and instructor feedback. Students self-assessed their knowledge, skills, and attitudes related to science and writing in pre- and postcourse surveys ( n = 26 with complete data). Seven survey items related to scientific literacy and writing skills impacted by peer review were selected for analysis. Scores on these survey items were summed to form a composite self-rating score. Responses to two questions regarding the most useful learning activities were submitted to frequency analysis. Mean postcourse scores for individual survey items and composite self-rating scores were significantly higher than precourse means ( P < 0.05). Peer review was the most frequently noted among 21 learning activities for increasing scientific literacy and in the top 5 for improving writing skills. In conclusion, peer review is an effective teaching/learning approach for improving undergraduate Human Physiology majors' knowledge, skills, and attitudes regarding science and scientific writing.
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Mansouri, Parvin, Haidar Nadrian, Hamid Allahverdipour, and Shahrzad Hejazi Bazargan. "Condom use attitude and self-efficacy, and STIs risk perception among Iranian female sex workers: A psychometric study." Health Care for Women International 40, no. 5 (November 9, 2018): 527–38. http://dx.doi.org/10.1080/07399332.2018.1526288.
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Huang, Kuo-Ting, Christopher Ball, Shelia R. Cotten, and LaToya O’Neal. "Effective Experiences: A Social Cognitive Analysis of Young Students’ Technology Self-Efficacy and STEM Attitudes." Social Inclusion 8, no. 2 (May 14, 2020): 213–21. http://dx.doi.org/10.17645/si.v8i2.2612.
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The development of computer skills, as well as computer self-efficacy, has increased in importance along with the role of technology in everyday life. Childhood is a critical time for the development of these skills since early inequalities may substantially impact future life outcomes. In a context of a computing intervention designed to improve digital inclusion, we hypothesize that students’ enactive learning experience (conceptualized as their computer usage) and their vicarious learning experience (conceptualized as their perception of their teacher’s computer usage) are associated with the development of perceived technology efficacy and STEM (Science, Technology, Education, and Math) attitudes. Data are from a sample of elementary school students from an urban school district in the Southeastern United States. The results show that both their direct experiences and their perception of their teacher’s computer usage have strong impacts on students’ technology efficacy and STEM attitudes, and the former is the stronger predictor of the outcomes examined. The findings suggest that programs aiming to improve digital inclusion should emphasize students’ direct learning experience, which would later improve their attitude toward STEM fields.
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Vakilian, Katayon, and Afsaneh Keramat. "The Correlation between Perceived Peer Norms in Attitude and Self-Efficacy Premarital Sexual Behavior." Open Public Health Journal 13, no. 1 (October 26, 2020): 555–58. http://dx.doi.org/10.2174/1874944502013010555.
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Background and Aims: Adolescence is a period of life in which high-risk behaviors, including sexual behaviors, put the adolescents at risk for sexually transmitted diseases, including AIDS. This research aimed at studying the relationship between peers' perception of sexual behavior and adolescents' attitudes and self-efficacy. Materials and Methods: This cross-sectional study used a multi-stage method to examine 1500 subjects in the universities of Shahroud, Iran. The questionnaires were consisted of sexual abstinence attitude, abstinence self-efficacy and peer subjective norms. To ensure the confidentiality of information, the questionnaire was distributed among 1500 students in six universities anonymously, and students҆ field of study was not mentioned. The collected data was analyzed with descriptive (Mean, Percent) and inferential tests (independent t-test, chi2, and Spearman test) using SPSS 18 software. Results: The mean age of the females was 20.26±1.49, and that of males was 20.32±1.575. 59.3% of male students and 86.8% of female students had poor sexual abstinence to sex before marriage. Moreover, the sexual abstinence self-efficacy of 29% of male students and 13.1% of female students, regarding the sexual abstinence before marriage, was strong. Findings showed that the more one believes in his/her abilities in sexual abstinence, the more they believe that their friends will not be involved in sex Conclusion: It is required to provide the opportunities to learn and correct the socio-emotional skills required for physical and sexual health in relationships through social interactions with peers. In this context, the reproductive health programs need to be prioritized in the youth health programs and schools
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Al-wossabi, Sami Ali Nasr. "Corrective Feedback in the Saudi EFL Writing Context: A New Perspective." Theory and Practice in Language Studies 9, no. 3 (March 1, 2019): 325. http://dx.doi.org/10.17507/tpls.0903.11.
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Corrective feedback (CF) in writing classes has been a central issue in the field of SLA. Various SLA studies recommended that raising the awareness towards EFL students' perceptions and attitudes of CF practices might lead to more effective learning of writing skills and more successful teaching methods in the L2 classroom (Ellis, 2009; Ferris, 2007; Lee, 1997; Pawlak, 2014). The present paper proposes a new perspective towards the use of CF practices in writing classes at the Saudi EFL context. The study, therefore, aims at collecting necessary data on students' attitudes towards the proposed practices of CF and finding out whether such practices would be positively or negatively perceived by students. It also aims at finding out whether or not such practices are beneficial for students. The results showed approval on the use of the proposed practices of CF among the majority of participants. Participants were motivated and exhibited patent ability for self-correction.