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Baker, Tracy N. "The Impact of Undergraduate Research Participation on Research Self-Efficacy." Thesis, Florida Atlantic University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642999.
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Current literature confirms that self-efficacy, academic self-concept, and participation in undergraduate research influence the academic performance and aspirations of students. However, a gap in the literature remains as research has yet to explore whether students who have participated in research have a higher sense of research self-efficacy and academic self-concept than students who have not participated in these activities. In addition, it is unknown whether undergraduate researchers pursuing STEM degrees differ from students pursuing non-STEM degrees, nor if they vary by gender.
The purpose of this study was to investigate the research self-efficacy and academic self-concept of undergraduate researchers, compare these beliefs to non-researchers, and to examine how these measures differ by gender and field of study (i.e. STEM and non-STEM fields) among undergraduate researchers. Additionally, this research identified various factors that predict research self-efficacy and academic self-concept.
This quantitative study was conducted at a public university located in the Southeast region of the United States. Using survey methods participants’ background information, academic self-concept, and research self-efficacy was collected. Participants were students who had participated in undergraduate research as well as students who had not participated in research activities. Both groups completed the same survey. This study gained insight into the research self-efficacy, academic self-concept, field of study, and gender differences among undergraduate researchers and how they compare to non-researchers. Research findings may assist colleges, universities, and offices that promote undergraduate research in recruiting students to participate in research activities. Findings also contribute to literature supporting undergraduate research as an element that contributes to student success in undergraduate education.
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Phillips, Julia Christman. "Research self-efficacy and the research training environment in counseling psychology." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261487088.
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Nowak, Sarah Katherine. "Toward measurement of self-efficacy for cross-cultural research." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Summer2008/s_nowak_061908.pdf.
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Byrd, C. Noel. "Teachers' Perceptions of Educational Research: A Self-Efficacy Perspective." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26523.
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Educational research contains many data-driven implications for inservice educational professionals including those who work closely with students with disabilities, special educators. Although special education professionals are under increasing directives to make use of this body of literature in the form of evidence-based practices, they historically strive for self-improvement and often look to research information for strategies as well as innovative approaches to help improve student achievement. Therefore, developing a comprehensive understanding of the issues related to the use of and perceived barriers to educational research information is critical to cultivating a more synergistic relationship between academia and inservice educational professionals.
The current study queried 130 inservice special education professionals using an online, anonymous survey instrument. Participants were asked to respond to items that related to four main variables that may exert influence over their interaction with educational research information: general perceptions about educational research, perceived barriers to the use of educational research, typical sources of educational research information, and self-efficacy in the context of information literacy. Self-efficacy, as measured by confidence ratings, was investigated through two contexts: (a) finding information (general vs. research information), and (b) specific steps in the information literacy skill set.
The resulting data were analyzed using descriptive and inferential statistics including t-tests and Analysis of Variance (ANOVA). Results indicated that teachers generally hold positive perceptions of educational research, use a wide variety of sources for research information, and believe three main barriers exist to their use of research information: time, access, and the manageability of information. Although self-efficacy ratings were higher for finding general information versus research information, no differences were present between the steps of the information literacy skill set.Ph. D.
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Williams, Eric Garnell. "Academic, Research, and Social Self-Efficacy among African American Pre-McNair Scholar Participants and African American Post-McNair Scholar Participants." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/11286.
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College enrollment and graduation rates for African Americans remain lower than enrollment and graduation rates for middle and upper-class White students. The lower enrollment and graduation rates have an effect on the number of African American students who pursue the Ph.D. and other research doctorate degrees.
In order to increase the number of African Americans and other underrepresented students in the Ph.D. pipeline, the United States Congress passed legislation that created the Ronald E. McNair Postbaccalaureate Achievement Program (McNair Scholars Program) in the mid-1980s. The purpose of the McNair Scholars Program is to prepare college students for doctoral studies and careers in academia through involvement in summer research internships and other scholarly activities. One way in which this program may prepare students is through the development of students' academic, research and social self-efficacy. To date, however little research has been conducted to see if the McNair Scholars Program has an effect on African American students' levels of self-efficacy.
The purpose of this study was to compare levels of academic, research and social self-efficacy among African American pre- and post-McNair Scholar participants. Levels of self-efficacy were analyzed by McNair participant status (pre-McNair and post-McNair), gender, college and grade point average. The study employed a national sample of African American pre- and post McNair Scholar Program participants. Data were collected using the Graduate Education Self-Efficacy Scale (GESES), a 57-item instrument designed specifically for this study. Items for the survey were developed utilizing existing literature on academic, research and social self-efficacy.
Results revealed significant differences in academic, research and social self-efficacy between African American pre- and post-McNair Scholar Program participants. There were no significant differences by gender on academic, research or social self-efficacy. Neither were significant differences found by college grade level on academic or social self-efficacy. There were, however, significant differences based on college grade level on research self-efficacy. There were also significant interaction effects between gender and college grade level on academic, research and social self-efficacy. The results suggest that participating in the McNair Scholars Program raises levels of academic, research and social self-efficacy among African American college students.Ph. D.
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Jones, Leslie Nicole Duan Changming. "The role of faculty and peer research mentoring in research productivity, self-efficacy, and satisfaction of doctoral students." Diss., UMK access, 2006.
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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006."A dissertation in counseling psychology." Advisor: Changming Duan. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Oct. 31, 2007. Includes bibliographical references (leaves 81-89). Online version of the print edition.
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España, Andrew Christopher. "Self-Disclosure and Self-Efficacy in Online Dating." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/889.
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This study explores online dating by studying the relationship between self-disclosure and self-efficacy in an online dating environment. This research study examines the way self-disclosure, self-efficacy, self-esteem, and gender interrelate in an online dating environment. This study includes, but is not limited to, discussion of the type of correlation between self-efficacy and self-esteem, the relationship between self-disclosure and self-efficacy, and the differences between men's and women's self-disclosure in an online dating environment. From conducting this study, the researcher was able to determine that there is a statistically significant relationship between gender and how it relates to self-disclosure and self-efficacy. With the results from the study, the understanding of how different variables relate to online dating and romantic relationships has been taken one step further as it helps fill the gap in the literature.
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Jones, Amy. "The Research Self-Efficacy of Counselor Education and Supervision Doctoral Students." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333567952.
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Vance, David. "Self-Efficacy and Ministerial Field Education: An Instructional Design Perspective." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/29097.
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This study examined the relationship between mentored ministerial field educationâ s four components and student efficacy beliefs in 11 professional skills for students at several evangelical seminaries in the U.S. It also investigated whether students believed they had become competent practitioners of these skills or had received sufficient mentored field education in order for them to do so. A new self-efficacy survey was developed, and N=102 students from seven seminaries participated. Practice accounted for 7.9% of the variance in self-efficacy. Observation, instruction, and feedback were more weakly correlated with self-efficacy and not significant in the regression. On a scale from 0 (â I cannot do at allâ ) to 10 (â Highly certain I can doâ ), participantsâ self-efficacy in the skills ranged from 6.89 in counseling to 8.98 in â using and interpreting Scripture;â and there were indications that many participants had received a somewhat uneven field education. Only 23% of participants reported receiving sufficient practice and 19% sufficient feedback for them to become competent professionals. Future directions for research are suggested; and implications for both schools and churches are discussed from the perspective of instructional design, including incorporating studentsâ self-assessments into learner analysis and field education program evaluation.Ph. D.
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Vaccaro, Nicole. "THE RELATIONSHIP BETWEEN RESEARCH SELF-EFFICACY, PERCEPTIONS OF THE RESEARCH TRAINING ENVIRONMENT AND INTEREST IN RESEARCH IN CO." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3837.
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The purpose of this study was to investigate the relationship between research self-efficacy (as measured by the Research Self-Efficacy Scale [Greeley et al., 1989]), perceptions of the research training environment (as measured by the Research Training Environment Scale --Revised [Gelso et al., 1996]), and interest in research (as measured by the Interest in Research Questionnaire [Bieschke & Bishop, 1994]) within a national sample of doctoral counselor education students (N = 89). Additionally, the study investigated whether there were differences between levels of research self-efficacy, perceptions of the research training environment, and interest in research in relation to the demographic characteristics (i.e., age, gender, race/ethnicity, scholarly productivity, reported professional aspirations, and number of doctoral-level research courses completed) of counselor education doctoral students. An ex-post facto, cross-sectional design was implemented which included the following statistical analyses: Pearson’s correlation coefficients (two-tailed), simultaneous multiple regression, and analysis of variance (ANOVA). Findings identified that the demographic variables of age and doctoral-level research courses completed had a statistically significant effect upon perceptions of the research training environment. In addition, results suggested that scholarly activity had a statistically significant effect on research self-efficacy scores. Finally, interest in research was positively correlated with research self-efficacy scores. In summary, the study addressed the present void in the counselor education literature with regard to counselor education doctoral students’ development in the areas of research self-efficacy, perceptions of the research training environment, and interest in research.
In order to contribute to the counselor education literature and support doctoral student development, it is crucial that counselor education doctoral training programs provide an effective research training environment to foster and encourage student research. Recognizing and appreciating the influence of counselor education doctoral students’ research self-efficacy, perceptions of the research training environment, and interest in research may not only be important for students, but is also necessary for counselor education doctoral preparation programs to continue to develop and prepare students for academic positions and success. Study findings may provide beneficial information to assist colleges and universities to develop and tailor polices to encourage and foster research amongst their doctoral counselor education students.Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD
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McBryde, Fiona. "Teacher self-efficacy and teacher practice : an exploration of existing research and dynamics of teacher self-efficacy in the 'Philosophy for Children' classroom." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2237.
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Teacher self-efficacy (TSE) is an often cited factor in teachers’ practice and student outcomes. However, a relatively small evidence base supporting a positive relationship between higher TSE and better practice is often cited. A systematic literature review (chapter 1) was carried out examining existing studies on TSE and teachers’ practice. A meta-analysis suggested a highly significant and moderate positive correlation between TSE and teachers’ examined practice. The correlation accounted for a limited level of variance in the data, and a narrative exploration of the studies highlighted a breadth of other factors that were reported to contribute to the relationship of practice and TSE. Methodological issues within the studies were examined, highlighting that both the TSE measures and the practice investigated were heterogeneous. These issues meant that findings could only account for a static conceptualisation of TSE with relative consistency across different types of practice and time. As such, the studies examined precluded consideration of a dynamic perspective on TSE and of the construction of TSE in the social context of the classroom. The bridging document (chapter 2) explains the development of an appropriate epistemological stance for exploratory research on the dynamics and co-construction of TSE in the classroom along with implications of this stance for research methodology. Chapter 3 summarises articles and research relevant to considering TSE as dynamic and socially situated in classroom systems. It then presents the rational for a piece of empirical research investigating this in the Philosophy for Children (P4C) classroom. The research reported took a constructed grounded theory approach to investigating the experiences of three primary teachers delivering P4C in the classroom. Observation of their lessons and interviews about TSE and P4C were undertaken. The analysis suggested support for the idea that TSE should be investigated in a classroom self-efficacy system and for dynamic processes which support the co-construction of TSE in the classroom. In particular, change, role identity and collective efficacy in the classroom were explored as important factors in creating TSE and practice in the P4C classroom. Tentative evidence for student self -efficacy also being constructed in a classroom system was suggested. In conclusion, chapter 3 considers implications for further research and professional practice. Ethical issues and researcher reflexivity relevant to the research are considered in Chapter 2.
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Runnells, Mary Mau. "Literacy self-efficacy and achievement of secondary students with disabilities." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618620.
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Adolescent literacy, or adolescents' ability to read, write, and communicate about the variety of texts they encounter in and out of school, has remained inordinately, and consistently, low for the past 20 years (NCES, 2010). Self-efficacy is a widely-used construct for measuring and predicting student achievement (Pajares, Johnson, & Usher, 2007; Phan, 2011; Schunk& Zimmerman, 2007). A differential level of literacy achievement is noted between certain student subgroups including students with and without disabilities (NCES, 2010).Students with disabilities are also included within other student subgroups that persistently underperform on literacy assessments (NCES, 2010) compounding school districts efforts to achieve Adequate Yearly Progress benchmarks set by the federal government (NCLB, 2001). Presently, a large portion of high school graduates do not meet entry-level literacy requirements for post-graduate employment nor are they prepared for the literacy demands of college (Mikulecky, Smith-Burke, Beatty, 2009; NGA, 2010). Participants in this study include a diverse group of adolescents in seventh, eighth, and ninth grade attending one middle school and one high school in an urban, public school in one mid-Atlantic state. Results of this study support the emergent research area of developmental processes and instructional methods; in particular, this research supports educators' explicit instruction of strategic learning, self-regulation, and application of metacognitive strategies. Implications for practitioners, instructional leaders, and future research are suggested.
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Stotland, Stephen Charles. "Dieting self-efficacy : its relation to situational and long-term dieting success." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75893.
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Questionnaires were constructed to measure dieter's beliefs in their abilities to (1) adhere to a diet in eating situations, (2) perform various dieting behaviors, and (3) reach their dieting goals. The three questionnaires were called the Situation-, Behavior-, and Goal-Based Dieting Self-Efficacy Scales.Preliminary work examined the reliability of the three scales. The Situtation-Based scale demonstrated a high level of test-retest reliability over a two to four week period in the two college samples. Examination of scale intercorrelations in the clinical sample indicated that the scales were correlated at only a low level, suggesting that the scales measure different aspects of the construct of dieting self-efficacy.
Results of the laboratory studies demonstrated that the Situation-Based scale was a significant predictor of how much dieters ate in response to two different types of challenges to their diets, high calorie preloads and a depressed mood induction.
The ability of the three scales to predict weight changes was examined in the clinical sample. Only the Goal-Based scale was found to predict weight change.
In summary, the present study adds to the body of literature supporting goal-based dieting self-efficacy as a significant predictor of weight change during dieting attempts. Suggestions were offered about ways to apply this finding to clinical practice, in the areas of patient selection and treatment prescription.
The present research was limited in the following ways. The laboratory studies were limited by the narrow range of subjects, and the artificiality of the eating situation. Future research should extend this finding with other populations, as well as methodologies for examining the relation between dieting self-efficacy and eating in real-life situations. The clinical study was limited by the absence of a follow-up assessment. Future research must examine the ability of dieting self-efficacy to predict weight change over longer periods of time. Finally, suggestions were made concerning the importance of future research attempting to clarify the construct of dieting self-efficacy, particularly research aimed at determining the relation between responses to these questionnaires and the actual cognitive processes engaged in by dieters in eating situations, and over the course of their weight control efforts. (Abstract shortened with permission of author.)
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Locklear, Tonja Motley. "A DESCRIPTIVE, SURVEY RESEARCH STUDY OF THE STUDENT CHARACTERISTICS INFLUENCING THE FOUR THEORETICAL SOURCES OF MATHEMATICAL SELF-EFFICACY OF COLLEGE FRESHMEN." UKnowledge, 2012. http://uknowledge.uky.edu/stem_etds/1.
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The Sources of Middle School Mathematics Self-Efficacy Scale (Usher & Pajares, 2009) was adapted for use in this study investigating the impact that gender, race, sexual orientation, hometown location (rural, suburban, or urban), high school GPA, college GPA and letter grade of a mathematics course in the previous semester had on the four sources of mathematical self-efficacy of 102 college freshmen attending three small, private, liberal arts institutions. Even though this study found no interaction effects between the student characteristics, the four sources of mathematical self-efficacy, or the three subcategories of the vicarious experience construct, this study did find statistically significant results for several independent variables: gender, hometown environment, and the letter grade received in the mathematics course the preceding semester at the Bonferroni correction rate of .025. Additionally, small p-values for race and hometown environments warrant further investigation with a larger sample size.
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Petko, John. "Counselor education doctoral students' levels of Research Self-Efficacy, Interest in Research, and Research Mentoring: A cross-sectional investigation." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5371.
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Doctoral counselor education programs are charged to develop effective researchers; however, limited investigations have examined research constructs in counselor educators-in-training. Therefore, this study will investigate a national sample of doctoral counselor education students' levels of research self-efficacy (Research Self-Efficacy Scale; Greeley, et. al 1989), interest in research (Interest in Research Questionnaire; Bishop & Bieschke, 1994), and research mentoring (Research Mentoring Experiences Scale; Hollingsworth & Fassinger, 2002). A cross-sectional, correlational research design will be used to test if doctoral counselor education students' year of preparation (1st, 2nd, or 3rd year) predicts their research self-efficacy, interest in research, and research mentoring scores. In addition, the study will investigate if doctoral students' research practices, (e.g., publishing refereed journal articles, presenting papers at national conferences) correlates with their levels of the three research constructs. Limitations and implications for the study will be discussed.Ph.D.
Doctorate
Education and Human Performance
Education Counselor Education
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Spisak, Jen. "Secondary Student Information Literacy Self-efficacy vs. Performance." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5643.
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The amount of information in the world has grown exponentially in the last generation. Students often believe that growing up as digital natives means they have advanced information literacy skills. However, school librarians are not seeing evidence of this in their schools. The purpose of this study was to determine if secondary students overestimate their information literacy (IL) abilities, if relationships exist between IL self-efficacy and performance, and if grade level or self-efficacy level changes those relationships. To accomplish this, data were collected from two middle schools and three high schools from a total of 397 students in grades 6, 9, and 12. Students completed the Information Literacy Self-efficacy Scale (ILSES) and the Tool for Real-time Assessment of Information Literacy Skills (TRAILS) to measure their IL self-efficacy and performance. The data were examined as a whole, by grade level, by self-efficacy level, and by a breakdown of combined self-efficacy level and grade level. Analyses involved t-tests, bivariate correlations, and hierarchical linear regression. Results showed that all groups overestimated their IL abilities and that the overestimation increased as self-efficacy level increased. In addition, correlations provided evidence of a relationship between IL self-efficacy and performance for each grade level and for each self-efficacy level. Another finding was that in all grade levels, higher self-efficacy equated to higher performance, however, for a large percent of students, high self-efficacy equated with lower scores. Grade level did have an effect on the relationship between IL self-efficacy and performance. This effect showed statistical and practical significance when grade level was used as a covariate but only practical significance when used as a moderating variable. Overall, ninth graders showed a dip in performance when compared to sixth and twelfth grades.
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Blumenthal, Laura F. "Self-Efficacy in Low-Level English Language Learners." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1622.
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Accounting for differences in second language proficiency attainment is an important area of inquiry in the study of Second Language Acquisition (SLA). Accounts of the language acquisition process have generally come from cognitive or psychological perspectives, which view language learning as primarily an internal mental/emotional process, or from sociocultural or critical perspectives that emphasize the influence of the learner's social environment. Research on variability in language learning has also failed to take into account the learning experiences of low-level learners.
This study adopted a social-psychological perspective on language acquisition that focused on the role of self-efficacy in learning, and applied this perspective to understudied learners.
This study interviewed four low- to intermediate-proficiency English language learners (ELLs) from Mexico about their experiences and their self-efficacy beliefs about their ability to use their English. Their accounts of their experiences learning and using English were analyzed qualitatively and four major themes were found: the role of English language interlocutors, the participants' self-assessment of their abilities, structural obstacles to learning, and the participants' experiences of and responses to challenges. The results also explored students' expressions of self-efficacy, and the ways in which their levels of efficacy helped or hindered their ability to successfully engage in interactions with English speakers.
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Mark, Atia D. "After-School Mentorship Program and Self-Efficacy Beliefs in Middle-School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5571.
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Middle-school students in Nova Scotia are perceived to have low self-efficacy for achieving learning outcomes. Strong self-efficacy beliefs developed through effective curricula have been linked to improved academic performance. However, there is a need for the formal evaluation of effective curricula that aim to improve self-efficacy. The purpose of this project study was to investigate a 10-week, after-school mentorship (ASM) curriculum that has never been evaluated. The outcomes of the curriculum design are to strengthen self-efficacy beliefs via relationship building exercises, public speaking training, and character education. Bandura's theory on self-efficacy, which states that treatment influences can alter the strength of self-efficacy, informed the conceptual framework. Evaluation questions explored apparent changes in the self-efficacy of the students from the perspective of 7 adult-caregivers and the program's instructor. Interview data were triangulated with quantitative descriptive statistics on the self-efficacy scores of 10 middle-grade students before and after program participation using the Children's Hope Scale. Comparison of the mean, median, and mode pre- and posttest scores did not show statistically significant differences in self-efficacy beliefs of the students. However, analysis of interview data revealed that children's self-efficacy beliefs grew, the largest increase being in those described as reserved at the beginning of the program. This study promotes positive social change through an increased understanding that can inform efforts to increase self-efficacy in middle-school students
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Arevalo, Mariana. "Assessing the Psychometric Properties Of A Self-Efficacy Measure Within A Patient Navigation Research Program." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3954.
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There is a dearth of validated self-efficacy (SE) measures in the field of preventive oncology. The objective of this study is to describe the development and validation of a measure to assess patients' perceived ability to obtain the recommended care following an abnormality suspicious for breast cancer. Guided by a social cognitive theory framework, a 51-item measure was developed to explore perceived capability to obtain follow up care under a number of barriers. A multi-step process was utilized to assess the instrument's psychometric properties. First, cognitive validity assessments with experts were conducted, and these aided in the wording refinement of several items. An exploratory factor analysis was performed, and a 4-factor solution emerged containing factors related to barriers to care such as costs, transportation, structural and communication barriers. Reliability analyses were conducted for the total scale and subscales. Then, relationships between theoretically-related constructs were explored to assess convergent validity (self-efficacy and outcome expectations, perceived control), and divergent validity (self-efficacy and depression). Findings provide evidence of both convergent and discriminant validity. This multi-step process aided in the reduction of the scale to 12 validated and reliable items.
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Kuo, Yu-Chun. "Interaction, Internet Self-Efficacy, and Self-Regulated Learning as Predictors of Student Satisfaction in Distance Education Courses." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/741.
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Online learning research is largely devoted to comparisons of the learning gains between face-to-face and distance students. While student learning is important, comparatively little is known about student satisfaction when engaged in online learning and what contributes to or promotes student satisfaction. Emerging research suggests there are a few strong predictors of student satisfaction, and other predictors that may or may not predict student satisfaction. None of the existing research examines predictors together, or statistically controls for course differences. This study examines the influence of various factors on student satisfaction including three types of interaction, Internet self-efficacy, and self-regulated learning.
Participants (N = 180) include both undergraduate and graduate students attending exclusively online classes in education. Students responded to an online survey adapted from several different scales. A pilot test of the survey and procedures showed strong validity and reliability for the sample. To control for course differences, data analysis focused on a hierarchical linear model (HLM) with student and class level variables. Results indicate learner-instructor interaction and learner-content interaction are significant predictors of student satisfaction when class-level variables are excluded. Of the class-level predictors, only the program from which the course was offered moderates the effect of learner-content interaction on student satisfaction. There is no direct impact of class-level predictors on student satisfaction. Learner-content interaction is the sole significant predictor when class-level predictors are added to the model. Supporting analyses for the HLM, results, limitations, and significance of the findings are reported and discussed.
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Ketterer, Jessica. "Assessing Clinical Competency: The Simulated Patient Assessment and Research Collaboration." NSUWorks, 2014. http://nsuworks.nova.edu/cps_stuetd/96.
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The efficacy of using simulated patients (SPs) to train clinical interviewing skills in pre-practicum- and practicum-level mental health clinicians was evaluated compared to the use of traditional role-play with peers. Participants, regardless of group, engaged in a 15-minute videotaped simulated clinical session with an SP as a pre- and post-test measurement and completed five laboratory sessions, either utilizing role-play with peers or with an SP. Participants' counseling self-efficacy (CSE), measured by the Counseling Self-Estimate Inventory (COSE); state anxiety, measured by the State-Trait Anxiety Inventory, Version Y-1 (STAI Y-1); and self-reflective anxiety, measured by the Fear of Negative Evaluation scale (FNE), were assessed pre- and post-intervention. An inventory to evaluate participants' clinical competency acquisition, the Skills in Psychological Interviewing: Clinical Evaluation Scale (SPICES), was developed for the study. All participants, regardless of group, improved significantly on all measurements except fear of negative evaluation. No differences were observed between groups on outcome variables. However, all participants' pre- and post-test interaction with the SP may account for these improvements. CSE, state anxiety, and fear of negative evaluation were found to account for a small amount of variance in clinical competency acquisition in this study. The piloted SPICES scale exhibited good validity and strong inter-rater reliability estimates. Results support the efficacy of these training methods in decreasing student clinicians' anxiety levels and in increasing students' CSE and skill acquisition; furthermore, a clinical competency measure is introduced.
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Samblanet, Sarah. "Neighborhood Conditions, Self-Efficacy, and Future Orientation among Urban Youth." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1397072980.
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Berg, Kristen A. "Neighborhood and Filial Self-Efficacies as Potential Mechanisms of Resilience Against Depressive Symptoms in Adolescence." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1554814870176373.
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Whitehurst, N. (Nicholas). "When ideas cross frontiers:an exploration of the cultural relevance of United States based self-efficacy research." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201712013251.
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The benefits of high self-efficacy beliefs for student learning is something that is widely acknowledged and supported within educational circles. High self-efficacy beliefs are known to help students set challenging goals, maintain commitment to their goals and persevere in the face of adversity. Hence, having high self-efficacy beliefs is often seen as the preferred state of being for students, resulting in copious amounts of research into how educators can help foster high self-efficacy beliefs.
Consequently, research by social psychologists such as Geert Hofstede and Gabriele Oettingen has addressed how cultural dimensions can impact personal self-efficacy beliefs, with Oettingen noting the benefit of certain cultural dimensions over those of others in regards to promoting self-efficacy. However, seemingly little attention has been paid to how the ways in which educators raise self-efficacy beliefs can impact cultures themselves.
A critical review of Frank Pajares’ work on ways to raise self-efficacy beliefs was conducted to highlight the cultural dimensions being promoted via the self-efficacy model, before the work of Vanessa Andreotti and Lynn Souza was used to demonstrate how, in raising self-efficacy as suggested by Pajares, cultures can be undermined or harmed.
Research was conducted to establish how culturally sensitive post 2010 self-efficacy focussed pedagogical research papers from the United States were towards ethnicity and gender. A secondary focus was also made to attempt to determine whether the analysed research demonstrated an awareness of self-efficacy’s ability to impact cultures via the use of the qualitative data. Data was collected through the use of a rating template and qualitative summaries for each paper.
Results showed that, although recent research papers demonstrated a moderate awareness of the impacts of ethnicity and gender on their research, no papers explicitly addressed how implementing self-efficacy can impact cultures. Ultimately, research showed a need for increased attention to cultural issues in self-efficacy research, and a culture focussed re-evaluation of methods educators use to attempt to raise self-efficacy in students.
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McSweeney, Jennifer. "Teacher Perceptions of Professional Development Practices and Their Influence on Self-Efficacy: An Action Research Study." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1582641581.
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Teachers play a critical role when it comes to impacting student achievement. As a result, quality of teachers is an issue that is being addressed through continuing professional development. Even with this emphasis, current professional development is perceived by teachers as being ineffective and lacking in relevance to student and teacher needs. However, research-based professional development practices do exist, and this study sought to explore which of these features teachers perceive to be effective within the learning experiences of lesson study, book study, and peer observations. Additionally, self-efficacy can affect teacher impact on student achievement. Four sources of efficacy contribute to feelings of confidence and can be embedded within professional development activities. Two research questions were asked in this study: Do teachers perceive lesson study, peer observations, and book study as effective forms of professional development? What are teacher perceptions of their own self-efficacy following an academic year of professional development? This qualitative study used interviews, focus group meetings, teacher journals, and field notes to answer the questions after teachers engaged in an action research cycle that included a professional development activity of their choosing. Results revealed that teachers find value in learning that includes ongoing time to learn, meaningful collaboration with peers, and teacher choice. Teachers also benefit from the self-efficacy sources of mastery experience and emotional arousal. Recommendations of this study include protecting time for teacher learning and linking it to teacher evaluation and providing teachers with opportunism to experience sources of efficacy within their learning activities.
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McSweeney, Jennifer. "Teacher Perceptions Of Professional Development Practices And Their Influence On Self-Efficacy: An Action Research Study." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091675.
Full textAbstract:
Teachers play a critical role when it comes to impacting student achievement. As a result, quality of teachers is an issue that is being addressed through continuing professional development. Even with this emphasis, current professional development is perceived by teachers as being ineffective and lacking in relevance to student and teacher needs. However, research-based professional development practices do exist, and this study sought to explore which of these features teachers perceive to be effective within the learning experiences of lesson study, book study, and peer observations. Additionally, self-efficacy can affect teacher impact on student achievement. Four sources of efficacy contribute to feelings of confidence and can be embedded within professional development activities. Two research questions were asked in this study: Do teachers perceive lesson study, peer observations, and book study as effective forms of professional development? What are teacher perceptions of their own self-efficacy following an academic year of professional development? This qualitative study used interviews, focus group meetings, teacher journals, and field notes to answer the questions after teachers engaged in an action research cycle that included a professional development activity of their choosing. Results revealed that teachers find value in learning that includes ongoing time to learn, meaningful collaboration with peers, and teacher choice. Teachers also benefit from the self-efficacy sources of mastery experience and emotional arousal. Recommendations of this study include protecting time for teacher learning and linking it to teacher evaluation and providing teachers with opportunism to experience sources of efficacy within their learning activities.
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Peracchio, Anthony Stephen. "Training with Virtual Reality: The Role of Self-Efficacy and Perceived Spatial Ability." Xavier University Psychology / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=xupsy1593428888934927.
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Dutton, Shari R. "Change in Perceived Teacher Self-Efficacy of Agricultural Educators After a Greenhouse Management Workshop." UKnowledge, 2016. http://uknowledge.uky.edu/cld_etds/21.
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Agricultural educators encounter unique teaching challenges as they teach applications of plant production in the greenhouse classroom. The teacher self-efficacy construct has been used broadly to link student learning outcomes to teachers' beliefs in their ability to attain certain instructional goals in the classroom. Few studies have used this construct to examine teacher-efficacy in the greenhouse classroom. This study uses the teacher self-efficacy construct within the agricultural educator domain. It seeks to measure change in agricultural educator self-efficacy beliefs using established self-efficacy scales to determine if a professional development experience in greenhouse operation and management effects educator beliefs in their ability to teach in the greenhouse classroom.
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Wagner, Rita Schreyer. "Efficacy of self-instructional training in the management of test anxiety: A primary prevention model." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618540.
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The purpose of this study was to evaluate the effectiveness of a program of self-instructional training, presented as part of the regular classroom guidance curriculum, in the reduction of test anxiety and improvement of test performance in third grade children.;The sample consisted of 88 third grade students enrolled in regular education in an elementary school. Intact classes were randomly assigned to treatment and control groups. A nonequivalent control group research design was used. Dependent variables were test anxiety, academic achievement, and test performance and were measured by the Test Anxiety Scale for Children, the Kaufman Test of Educational Achievement, and the Coding subtest of the WISC-R. Data was analyzed using an analysis of covariance (ANCOVA). Four null hypotheses provided the basis for testing whether or not there would be a significant difference (.05 level) between the treatment and control groups.;The results of this data analysis indicated that students in the experimental group achieved lower scores on the self-report test anxiety questionnaire than did students in the control group. The 4-week program of self-instructional training was effective in reducing test anxiety. In contrast, the treatment program was not effective on the variables of test performance and academic achievement.;Recommendations include using a larger sample across more grade levels, having the teachers present in the classroom during the self-instructional training, replication of the study with younger children, and follow-up testing to determine the stability of results over time.
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Sturt, Jacqueline Alys. "Implementation of self-efficacy theory into health promotion practice in primary health care : an action research approach." Thesis, Bucks New University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251328.
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Thiel, Brooke Louise. "The Influence of Agriscience Research on High School Students? Perceived Self-Efficacy of 21st Century Skills Attainment." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28369.
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The purpose of this study was to determine if student participation in agriscience research Supervised Agricultural Experiences (SAEs) contributed to the development of selected 21st century skills. The target population was 10th-12th grade students enrolled in high schools purposely selected for their involvement in agriscience research SAEs. Total study participants included 328 (N) students from a purposive sample. Participants completed an instrument used to measure perceived self-efficacy of 21st century skill attainment. The results of the study indicate that students who were enrolled in agricultural education, were involved in SAEs, and participated in agriscience research reporter higher means of perceived self-efficacy of 21st century skill attainment than their peers who were not engaged in those activities. However, the results were not significant based on the results of the independent samples t-test.
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Weidner, Brianna L. "A TALE OF TWO CONTEXTS: MATHEMATICS SELF-EFFICACY DEVELOPMENT AMONG RURAL AND URBAN STUDENTS." UKnowledge, 2018. https://uknowledge.uky.edu/edp_etds/70.
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Self-efficacy, or a belief in one’s ability to complete a task, has been shown to predict student success and persistence. Rural students have a history of lower college enrollment and degree attainment than urban students. However, no studies have compared self-efficacy or its sources across rural and urban groups. The purpose of this study is to examine differences in how rural and urban middle school students develop self-efficacy and self-efficacy for self-regulated learning in the domain of math. Data were collected from 174 rural students and 1743 urban students in grades 6-8 in the southeastern United States. Measurement invariance analyses determined that rural and urban students respond to measures of self-efficacy and its sources similarly, but not identically. Comparison of latent means revealed that rural students reported more vicarious experiences than urban students. However, structural equation modeling showed that rural students relied solely on mastery experience when evaluating their self-efficacy. This differed from urban students who relied on mastery experience, vicarious experience, and negative physiological state when judging their self-efficacy. This study is the first to compare self-efficacy across rural and urban groups and extends research examining self-efficacy and its sources in understudied populations.
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Schneider, William Ray. "The Relationship Between Statistics Self-Efficacy, Statistics Anxiety, and Performance in an Introductory Graduate Statistics Course." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3335.
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The purpose of this study was to determine the relationship between statistics self-efficacy, statistics anxiety, and performance in introductory graduate statistics courses. The study design compared two statistics self-efficacy measures developed by Finney and Schraw (2003), a statistics anxiety measure developed by Cruise and Wilkins (1980), and a course performance measure. To view self-efficacy from two perspectives, the Current Statistics Self-Efficacy (CSSE) assessed student confidence in their ability to complete specific statistics tasks in the present, whereas Self-Efficacy to Learn Statistics (SELS) assessed student confidence in their ability to learn statistics in the future. The performance measure was the combined average of the midterm and final exam scores only, excluding grades from other course activities.
The instruments were distributed to four sections of an introductory graduate statistics course (N=88) in a College of Education at a large metropolitan university during the first week of the semester during Fall 2009 and Spring 2010.
Both of the statistics self-efficacy measures revealed a low to moderate inverse relationship with statistics anxiety and a low to moderate direct relationship with each other. In this study there was no correlation between statistics anxiety (CSCS), statistics self-efficacy (CSSE and SELS), and course performance. There was high internal reliability for each instrument's items making the instruments suitable for use with graduate students. However, none of the instruments' results were significant in relation to course performance with graduate students in this sample.
Unlike prior research involving undergraduate-level statistic students that has reported a relationship between the CSSE and SELS, the present study, involving graduate students, did not find any significant correlation with performance. Additional research is suggested to investigate the reasons for the differences between the studies.
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Ellis, Ashley F. "The relationship between teachers' computer self-efficacy and technology integration in a school district's bring your own technology initiative." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618838.
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The purpose of this mixed methods program evaluation study was to investigate the ways in which one public school district and its teachers implemented a Bring Your Own Technology (BYOT) initiative. This study also measured teachers' computer self-efficacy, as measured by Cassidy and Eachus' (2002) Computer User Self-Efficacy Scale, and investigated the relationship between the teachers' computer self-efficacy and use of BYOT. The study sought to discover the successes and challenges the teachers in the district faced with implementation in their schools and classrooms. Participants included teachers in the four high schools in the district. The study used the CIPP model of program evaluation to guide data collection on the context, input, process, and products of the BYOT program. Both quantitative and qualitative data was collected using teacher surveys, extant student surveys conducted by the district, teacher interviews, and classroom observations. The successes teachers had included student engagement, ease of classroom research, and productivity uses of student-owned technology. The challenges teachers faced included students' inappropriate use of technology, difficulty accessing the district's wireless network, and the task of monitoring students using BYOT. The teachers in the district had high computer self-efficacy, but its relationship to successful integration of technology was unclear. Recommendations for future research and continuous program improvement include providing appropriate bandwidth for successful BYOT programs, a process for managing students' use of BYOT, and appropriate professional development to support integration of BYOT into classroom instruction.
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Zelenak, Michael S. "Self-Efficacy in Music Performance: Measuring the Sources Among Secondary School Music Students." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3419.
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The purpose of this study was to develop a greater understanding of self-efficacy in music performance. I sought to (a) contribute to fundamental knowledge of self-efficacy in music performance, (b) determine whether scores from the Music Performance Self-Efficacy Scale (MPSES) were valid and reliable, and (c) provide insights for developing self-efficacy among secondary school music students. Participants (N = 290) were middle and high school students in band, chorus, and string orchestra ensembles from 10 schools in the southeast and western regions of the United States. Participants completed four online questionnaires: (a) Music Performance Self-Efficacy Scale, (b) Sources of Middle School Mathematics Self-Efficacy Scale, (c) Self-Esteem of Musical Ability, and (d) Advanced Measures of Music Audiation. Teachers provided 5-point Likert-type ratings of their student's music self-efficacy.
Data from the MPSES demonstrated good fit with Bandura's proposed self-efficacy model (SRMR = .06, RMSEA = .06). The strength of the relationships between the sources and composite construct were consistent with theory and findings from other studies. Mastery experience was strongest, followed by verbal/social persuasion, physiological state, and vicarious experience. No differences in responses were found between middle and high school students, or among band, chorus, and string orchestra students. Items on the MPSES were also found to assess participants equally across grade levels.
Music aptitude was found to predict self-efficacy in music performance (â = .16) and accounted for 3% of the variance in self-efficacy. This finding raises questions about the role of self-efficacy in mediating the relationship between music aptitude and music achievement.
The Music Performance Self-Efficacy Scale was found to be a valid and reliable measure of self-efficacy in music performance. Evidence of validity was based on test content, response process, and internal structure, along with convergent, discriminant, and multi-method relationships. Evidence of reliability was based on test-retest correlation (r = .87) and internal consistency (á = .88).
Recommendations for researchers were to link the sources of self-efficacy to performance achievement; explore self-efficacy's relationship with aptitude and achievement; and expand the investigation to other populations. Recommendations for educators focused on improving understanding of self-efficacy and interpreting MPSES results.
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Clay-Spotser, Helen Faye. "Self-Efficacy, Locus of Control, and Parental Involvement on Students' Academic Achievement." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/258.
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Minority students are lagging behind their non-minority peers in academic achievement. Compounding this problem is the lack of research on minority students' perceptions on their connections to school, their feelings of autonomy, and their relationship with their parents. These variables are important considerations in this problem, as Ryan and Deci's self-determination theory suggests a strong relationship between student performance in school and students' perceptions of their intrinsic and extrinsic motivators. To address that gap, this cross-sectional, quantitative research study examined the relationship between minority high school students' perceived self-efficacy, locus of control, and parents' educational involvement on their self-reported academic achievement at a suburban charter high school. Differences in these variables by grade level and gender were also assessed. A convenience sample of 158 male and female students in the 10th, 11th, and 12th grades completed the Self-in-School instrument, Levenson Multidimensional Locus of Control Inventory, Importance of Parent Involvement Scale, and a demographic survey that included self-reported academic achievement. Regression analyses and multivariate analysis of variance revealed that school self-efficacy and students' perception of parental involvement of minority students were statistically significant predictors of self-reported academic achievement. No statistically significant differences were found on the 3 scales by grade, but statistically significant differences were obtained between male and female minority students' perception of parental involvement on their academic achievement. These findings may contribute to social change by helping mental health professionals and educators understand the importance of psychosocial variables in charter students' academic performance.
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Phelps, Christine M. "Investigating the development of pre-service elementary teachers' mathematics self-efficacy beliefs and learning goals a review of research and a mixed methods study /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 198 p, 2009. http://proquest.umi.com/pqdweb?did=1833621111&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Butler, Shannon Schmidt. "A Value-Added Study of Math Teacher Effectiveness: A Comparative Analysis of Principal Evaluations, Self-efficacy Ratings, and Classroom Observations." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618385.
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Yuan, Jing. "FROM MEAN TO QUANTILES: RETHINKING INDIVIDUAL DIFFERENCES IN MATHEMATICS ACHIEVEMENT AND MATHEMATICS SELF-EFFICACY." UKnowledge, 2019. https://uknowledge.uky.edu/edp_etds/82.
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The significance of this dissertation research is twofold with both methodological advancement and empirical update. In this dissertation research, quantile regression (QR) was introduced to social sciences researchers as a response to the weaknesses of the traditional mean-based regression often referred to as multiple regression. General advantages of QR includes being more flexible for modeling data with heterogeneous conditional distributions, more robust to outliers, and having richer characterization and description of the data. Results of QR allow researchers to not only describe a general trend of changes in the effects of the independent variables across a continuous distribution of the dependent variable but also provide information on characteristics of any shift in the distribution caused by the independent variables. These shifts pertain to location, scale, and shape shifts. This dissertation research reviewed graphical ways to examine location, scale, and shape shifts, and more importantly, developed statistical ways to quantify location, scale, and shape shifts (i.e., test for statistical significance of location, scale, and shape shifts).
Overall, this dissertation demonstrated that the introduction of QR as an advanced statistical procedure will advance the quantitative landscape of social sciences research. The results of this dissertation showed that QR can detect the differential effects of independent variables on the dependent variables that mean-based regression cannot detect and therefore uncovers more detailed relationships. This quality of QR enables more in-depth research than mean-based regression in many fields. The results of this dissertation also showed that QR allows for the understanding of relationships between variables outside the mean of the data, making it useful in understanding outcomes that are non-normally distributed and that have non-linear relationships with the independent variables. Finally, this dissertation introduced ways to detect and describe distributional shifts caused by the independent variables. The median regression line describes the (central) location shift. In addition to the estimated location shifts, the other QR lines provide information about the scale and shape shifts. This dissertation developed the bootstrapping approach to test for statistical significance when comparing location, scale, and shape shifts between parameters within and between samples (i.e., studies).
This dissertation research applied QR to the examination of individual differences in mathematics achievement and mathematics self-efficacy, using the 2003 and 2012 Programme for International Student Assessment (PISA) data. The QR results showed that the effects of many student characteristics were not constant across the mathematics outcomes distributions (i.e., mathematics achievement and mathematics self-efficacy). This suggested that individual differences were valued heterogeneously across the mathematics outcomes distributions. There was only one statistically significant location shift in terms of individual differences associated with family structure in both mathematics achievement and mathematics self-efficacy between 2003 and 2012. There was only one statistically significant scale shift in terms of individual differences associated with father SES in mathematics achievement for the middle 40 percent of the students between 2003 and 2012. There was only one statistically significant scale shift in terms of individual differences associated with gender in mathematics self-efficacy for the middle 40 percent of the students between 2003 and 2012. There was only one statistically significant shape shift in terms of individual differences associated with gender in mathematics self-efficacy between 2003 and 2012. Even though QR and LMR results can be similar in terms of statistical significance, they can differ dramatically in magnitude. Students’ age, gender, and socioeconomic status were typical examples in this study. The effect of student age generally became more positive as student mathematics achievement increased in 2003. This suggests that age had a stronger effect on better-performing students than lower-performing students in 2003. It also means that there are more age differences in the upper tail of student mathematics achievement distribution than in the lower tail.
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Chen, Tsai-Yun, and 陳採雲. "Research on self-concept and self-efficacy for female professional Go players." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/65743733733223144036.
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碩士國立臺灣師範大學
高階經理人企業管理碩士在職專班(EMBA)
103
There are only eight female professional Go players in Taiwan, the gap between male and female players is wide. The ratio of female to male players in Taiwan is low compared with China, Japan, and South Korea. Go has been recognized by numerous countries, as evidenced by the establishment of Go organization in more than one hundred countries. Since 2012, Taiwan’s Go players won medals every year at the Sport Accord World Mind Games. The government has subsumed Go game to be an official sports item at The National Games Taipei in 2013. These breakthrough and achievements bring new opportunities for Taiwan’s Go game. The purpose of this thesis is to research how female professional Go players influence and are influenced by their self-concept and self-efficacy. The result of this research will hopefully help female professional Go players raise their self-concept and maximize their self-efficacy to its fullest potential. Qualitative research results were achieved through the use of in-depth interviews with five Taiwanese female professional Go players. The research results are as follows: (A) Female professional Go players have clear self-concept In the three dimensions of self-concept, comprised of the physical self, social self, and spiritual self, female professional Go players incline towards loving oneself. Female professional Go players are able to withstand loneliness and frustration, have strong ambition and seek high validation by society, and are able to adjust their mentality to enjoy the process and calmly accept the outcome of the results. (B) Female professional Go players display high self-efficacy. IV The high self-efficacy of female professional Go players are influenced by three factors: the psychological state of facing problems, the level of effort, and the time effort is maintained,. Due to the talent of the female professional Go players themselves and the high praise they receive from society, female professional Go players have a clear understanding of their own self-concept, and are thus motivated to put effort towards setting an example of excellence. This is a prime display of high self-efficacy. (C) Female professional Go players’self-concept and self-efficacy are complementary: In addition to participating in competitions, female professional Go players also shoulder the responsibility of ambassador, with the hopes of developing more Go players for Taiwan. Their self-concept and self-efficacy complement and influence each other in a continuous cycle and have a significant impact on the self-expectations and career planning of female professional Go players. It is the hopes of the writer that the findings and recommendations mentioned above provide valuable input for female professional Go players, education institutions, Go organizations and relevant units, and researchers interested in related issues.
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Liao, Hsien-neng, and 廖顯能. "A Research into Junior High School Students'''' Online Game Self-efficacy and Learning Self-efficacy in Yunlin County." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/40662396471207164485.
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碩士國立中正大學
教育研究所
91
A Research into Junior High School Students’ Online Game Self-efficacy and Learning Self-efficacy in Yunlin County Hsien-neng Liao Graduate Institute of Education，NCCU Abstract The purpose of this study is to understand the circumstance of junior high school students’ online games self-efficacy and learning self-efficacy in Yunlin County, and to explore if there is some relationship between them. This study adopts questionnaires to find if there are any differences among the students with different values of the background variables (grade, sex, parents’ education, parents’ vocation, parents’ attitude, living environment, academic achievement, place of playing online games, and times of playing online games ）. This study included 650 public junior high school students in Yunlin County. The major findings in this study were as followed. 1. Boys play online games more often than girls. They like exciting games, but girls love to investigate the information about music or arts. 2. Friends are the most important factor that influences young people. Most young people like to play the online games which their friends also like. 3. The most prevalent reasons for young people to play online games are to search for treasures, enhance their game capability, make money, and strive to be a hero in the cyber world. 4. Based on different sexes, places, and times of playing online games, the degrees of junior high school students’ learning self-efficacy are different. 5. Based on different grades , parents’ vocation, and academic achievement ,the degrees of junior high school students’ online game self-efficacy are different. 6. There is a significant positive correlation between “Junior high school students’ learning self-efficacy” and “Junior high school students’ online games self-efficacy”. Key words：Online game self-efficacy; Learning self-efficacy
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"Action Research Communities of Practice: Building Novice Teacher Self-Efficacy." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53635.
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abstract: Student teachers in their final year of college preparation enter a profession that is facing a severe shortage and an alarming rate of attrition. Novice teachers, those with five or fewer years of experience, are faced with myriad challenges that makes retention a problem for the colleges preparing them, the school districts that hire them, and the students that need them in their classrooms.
This mixed methods action research study investigated an innovation designed to build student teacher self-efficacy. The expectation was it would increase the likelihood that new graduates would stay in the profession. The innovation taught student teachers to conduct action research within communities of practice. The Concerns-Based Adoption Model was used to monitor their progress.
It involved two phases. The first phase measured student teacher self-efficacy prior to and following the innovation, and the second phase measured self-efficacy of former graduates, novice teachers, who had graduated from the preparation same program. Both populations were interviewed to elaborate on the self-efficacy data.
Results suggested that student teachers who conducted action research within communities of practice showed a significant increase in self-efficacy. Specifically, the structure of action research guiding their collaborative efforts at problem-solving played a substantial role in increasing their confidence to face their future classroom challenges. The study also found that novice teachers who had performed the same action research within communities of practice retained a higher level of self-efficacy in their first five years of practice.Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2019
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Bernhardt, Deborah Anne. "A career self-efficacy programme for disadvantaged school-leavers." Thesis, 2012. http://hdl.handle.net/10210/5717.
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D.Litt. et Phil.This research project involved the design, development and evaluation of a model to enhance career self-efficacy. The model is based on social cognitive theory and is intended for use amongst school-leavers in disadvantaged South African communities. The project attempted to move away from theories used in the past, which catered mainly for the white population, towards a theory that (a) is applicable to various ethnic/socio-economic groups, (b) has practical as well as theoretical value, and (c) highlights important aspects, such as that of contextual, personal and experiential factors. In order to assist the researcher in developing practical solutions for the identified problem, namely, the inadequate career guidance services in the disadvantaged sector, the intervention research model was utilized. Intervention research is characterized by its ability to provide researchers with systematic and purposeful guidance for real-world problems. Programme development involved working through the requisite phases, namely, problem analysis, design, development and impact evaluation. In each phase requirements are stipulated and methodologies prescribed. During phase one, the problem analysis phase, the researcher identified disadvantaged school-leavers as being a population that is at risk, due to the historical lack of career guidance afforded them in the past. Contact was made with the Auxiliary Services of the Department of Education in the Westrand, which is tasked with the provision of guidance services to the disadvantaged schools in the area. Information was gathered and synthesized in order to assess the current state of career development and guidance, and to identify elements that would contribute to the design of a suitable and effective intervention. Based on the aforementioned, the researcher decided that there was a need for the development of a programme, as no existing programme appeared to cater adequately for the problems identified.
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Lin, Ming-Hung, and 林明灴. "Research on physical educators'''''''' self-efficacy of secondary school in Taiwan." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/24073553354528736689.
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碩士國立臺灣體育學院
體育研究所
90
The main purpose of this study was to understand the present situation of secondary school physical educators’ self-efficacy in Taiwan areas. Secondly, comparing the differences of secondary school physical educators’ self-efficacy among variables of individual background, school surroundings and classroom surroundings. The investigation was based on questionnaire survey with judgmental sampling method. Subjects from public and private secondary school physical educators in Taiwan areas. Participants for the study consisted of 1200 physical educators from 223 schools, 917 were valid with 76.42% valid percentage. The obtained data was analyzed with SPSS for Window 10.0. By the ways of descriptive statistics, t-test and one-way ANOVA, the finding indicated that secondary school physical educators’ self-efficacy was excellent. Secondary school physical educators’ personal teaching efficacy was higher than general teaching efficacy. Secondary school physical educators’ self efficacy was no significance among gender, teaching level, duty, school scale and classroom scale. Secondary school physical educators’ self efficacy was significant difference existed among education background, year of experience and position of school.
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Kao, Wen-Chieh, and 高文傑. "The Action Research of Using Self-Efficacy Strategies to Enhance College Online Teacher to the Teaching Efficacy." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/54989297367749355701.
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碩士國立東華大學
課程設計與潛能開發學系
100
The purpose of this study was to enhance self-efficacy strategies into the online tutoring team of class management and supervision to increase the teaching efficacy of college students. The researcher used self-efficacy strategies into the online tutoring teacher to do the action research within three circles. The researcher according to four main sources of self-efficacy: performance accomplishment, vicarious experience, verbal persuasion and emotional arousal into four strategies used in the teaching site, teaching diaries and monthly seminar. During the process, the researcher probed the outcome of teaching efficacy through studying and analyzing the teaching diaries, questionnaires of teaching efficacy, and the agreement of teachers and of students, and the researcher also fitness of the self-efficacy strategies based on researcher’s teaching management, reflection journal, the participants’ responses, assessments of self-efficacy strategies, and the feedback from monthly seminar. By modifying and improving constantly, the researcher wanted to study whether the self-efficacy strategies can promote the online tutoring teachers’ teaching efficacy and then provided some advice to those leaders who wanted to use self-efficacy strategies. The main conclusions and findings are as follows: 1.After the implementation of a semester in the self-efficacy strategies, can effectively improve the online tutoring teachers for personal teaching efficacy. 2.After the implementation of a semester in the self-efficacy strategies, can effectively improve the teaching plan ability for online tutoring teachers. 3.It is recommended that future researchers can extend the strategy intervention of the time, you will probably see significant change.
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Ruan, Shan-Shan, and 阮珊珊. "Research on the Future Time Perspective, Career Self-Efficacy and Career Decision." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/5qex5n.
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碩士國立東華大學
教育與潛能開發學系
107
The purpose of this study is to explore the relative impacts among vocational and senior high school students' future time perspective, career self-efficacy and career decision, and verify the mediating effect of career self-efficacy in the future time perspective and career decision. In this study, according to the education statistics of the 106th academic year, 745,460 high school students were used as the population. Based on the proportion of 11.5:6:6.8:1 in the North, Central, South and East of Taiwan, participants were randomly selected from each district, and the total of 801 students were summed up to test the validity of Scale of Future Time Perspective, Scale of Career Self-efficacy, and Scale of Career Decision. Applying the descriptive statistics, Pearson product-moment correlation analysis, one-way MANOVA, Independent Samples t-test, multiple regression analysis, hierarchical regression analysis and other statistical methods for data analysis formally test the stratified random sampling of 1,967 students. The main findings of the research are as follows: 1. High school students’ future time perspective, career self-efficacy and career decision are all above average. 2. High school students with different background variables have significant differences in the future time perspective. (1) Girls’ performance in "perceived instrumentality" is higher than boys. (2) High school students have higher performances in "connectedness" and "value" than vocational high school students, while vocational high school students have higher performance than high school students in "perceived instrumentality". (3) The performance of the third grade in "connectedness" and "affectivity" are higher than the second grade. The performance of the first grade in "perceived instrumentality" is significantly higher than the second and third grades. 3. High school students with different background variables have significant differences in career self-efficacy. (1) Boys' performance on "the intensity of confidence" and "generalizability" is higher than girls. (2) High school students have higher performances in "the consciousness of difficulty" than vocational high school students. (3) The performance of the third grade on "the intensity of confidence" is higher than the second grade. 4. High school students with different background variables have significant differences in career decision. (1) Girls’ performance in "anxiety and hesitation" is higher than the male students, while boys’ performance in "decision timing" is higher than the female students. (2) The "external obstacles" faced by high school students are significantly higher than those of vocational school students, while the vocational school students are significantly higher in "decision timing" than high school students.. (3) In the second and third grades, the performance of "lack of personal knowledge", "anxiety and hesitation" and "external obstacles" are significantly higher than the first grade, while the performance of "decision timing" in the second grade is significantly higher than the first grade. 5. There is a significant positive correlation between future time perspective and career self-efficacy; there is a significant negative correlation between career self-efficacy and career decision; there is a significant negative correlation between future time perspective and career decision. 6. Career self-efficacy has a mediating effect between future time perspective and career decision. (1) Career self-efficacy has partial mediating effects between the future time perspective and "anxiety and hesitation". (2) Career self-efficacy has partial mediating effects between the future time perspective and "lack of personal knowledge". (3) Career self-efficacy has partial mediating effects between the future time perspective and "lack of educational and professional knowledge". (4) Career self-efficacy has full and partial mediating effects between the future time perspective and "decision timing". (5) Career self-efficacy has full and partial mediating effects between the future time perspective and "external obstacles".
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YAN, YI-SYUAN, and 顏誼萱. "Survey Research on Parent-child Play Interaction and Child-rearing Self-efficacy." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/57528224584537893784.
Full textAbstract:
碩士國立屏東大學
幼兒教育學系碩士班
105
The study aims to prode to measure current play interation and child-rearing self - efficacy of the young children’s parents, explore different background variables affecting their play interation and child-rearing self - efficacy levels and discuss related issues. The research studied of the young children’s parents in seven public and private kindergartens in pingtung. The questionnaire, as the research tool, was adapted from the“Survey on play interation and child-rearing self - efficacy of young children’s parents of children’s parents.”A total of 382 questionnaires were distributed to the parents and 316 of them were collected. The 311 valid copies accounted for 81.4% of all questionnaires distributed. The data was used to the SPSS18.0 statistical software. The data analysis adopted several statistical methods, including average method, standard deviation, t-test, one-way ANOVA, Pearson's product-moment correlation and step-wise regression analysis. The research has reached the following conclusions: 1.The overall play interation and child-rearing self - efficacy level of the young children‘s parents was good , while interaction with play interation and child-rearing self - efficacy their Female parent than male parents. 2.Play interation levels of differences the young children’s parents were affected by “the parents’ education levels” and “ household interaction type”. 3.Play interation and child-rearing self - efficacy levels of the young children’s parents were affected by “the parents’ education levels” and“ household interaction type”. 4.The young children’s parents of “ household interaction type” more positive, they are degree the better of participation and play interation . The higher their child-rearing self - efficacy was. 5.Education level were indicators for play interation and child-rearing self - efficacy level of the young children‘s parents. Some suggestions were provided based on the findings and results of the empirical study in the last part of the paper for the reference of educational authority, parents of young children and future academic researchers.
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Chen, Juo-lin, and 陳若琳. "The Mediating Effects of Research Self-efficacy on the relationship between Mentoring Functions and Research Productivity." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/8sc6b6.
Full textAbstract:
碩士國立臺灣科技大學
企業管理系
94
Mentoring functions have shown to have influences on protégé productivity in the work place. However, such relationship is rarely examined in the context of academic settings. This research has three purposes：(1) It investigates the influences of mentoring functions on doctoral students’ research productivity. (2) It specifies the relationship between the mentoring functions, research training environment and research productivity. (3) It investigates the whether doctoral students’ research self-efficacy mediates the above relationships. This study surveyed 193 doctoral students in Taiwan and hierarchical regression analyses were used to examine the proposed hypotheses. The findings suggest that (1) Mentoring functions are positively related to doctoral students’ research productivity,. (2) The doctoral students’ research self-efficacy is positively associated with research productivity. (3) The research training environment in Taiwan universities hasn’t reveals to influence on research productivity. (4) The doctoral students’ research self-efficacy does not mediate the above relationships. Implications of the findings on promoting research productivity are discussed.
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LAI, SHIS-HAO, and 賴世豪. "Research on the Relationship between Social Network Users' Self-Disclosure, Social Self-Efficacy and Subjective Well-Being." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4w3r38.
Full textAbstract:
碩士國立屏東大學
教育心理與輔導學系碩士班
107
The purpose of the study was to social self-efficacy, social-networking self-disclosure and subjective well-being of Facebook user. Participants were 419. The instruments applied were Self-disclosure scale, Social self-efficacy scale and Subjective well-being scale. The obtained data were analyzed by descriptive statistics, Three way ANOVA, and multiple regression analysis. The results were as follows: 1. In terms of revealing topics, Facebook users have the most low intimacy topics, the most medium intimacy topics and the least high intimacy topics. On the whole, the self-disclosure degree of Facebook is low. 2. Facebook users reveal the most intimate friends, ordinary friends and strangers on social networking sites. On the whole, the disclosure frequency of different disclosure objects on Facebook is low. 3. Facebook users are medium in overall social self-efficacy. Among them, the performance expectation is medium to low degree, and the result expectation is medium to high degree. 4. Facebook users are medium in overall social self-efficacy. Among them, the efficiency expectation is medium and low degree, and the social confidence and outcome expectation is medium and high degree. 5. A correlation exists between topics of disclosure and objects being disclosed to. When looking at how personal or intimate a topic might be, the analysis demonstrates that regardless of whether the topic is highly personal, moderately personal or slightly personal, the information is most often disclosed to intimate friends, followed by ordinary friends and lastly to unfamiliar netizens. With respect to the different intimacy levels of the receiving parties, the analysis shows that when it comes to highly personal, moderately personal or slightly personal topics, when the object being disclosed to is an intimate friend, the level of disclosure of highly personal topics is greater than slightly personal topics, and slightly personal topics is greater than moderately personal topics. When the receiving party is an ordinary friend, slightly personal topics are disclosed at greater levels than highly personal topics, and highly personal topics are disclosed at greater levels than moderately personal topics. When the receiving party is an unfamiliar netizen, highly personal topics are disclosed at greater levels than moderately personal topics, and slightly personal topics are disclosed at greater levels than moderately personal topics. 6. Both men and women revealed the most close friends, followed by ordinary friends, and the least strangers online friends. In terms of revealing topics, men and women have the highest level of high intimacy topics and low intimacy topics, and the lowest level of medium intimacy topics. 7. When looking at different age groups, a correlation can be made between the different groups and disclosure of topics. When looking at this relationship, for those in the 12yrs ~ 23yrs group, the level of disclosure of highly personal topics was significantly greater than slightly personal topics, while slightly personal topics were significantly greater than moderately personal topics. For the other age groups, both highly personal and slightly personal topics where significantly higher than moderately personal topics. In the analysis of the different topics of disclosure with respect to age group, there was no significant difference with respect to the different levels of intimacy of the topics. 8. There was no difference in the degree of self-disclosure between different in-depth topics and different exposed objects in terms of education and years of use of FB. 9. Regarding the average daily use of Facebook (FB) and the objects being disclosed to, regardless of how much time was spent on the platform, disclosure levels with intimate friends was significantly higher than those with ordinary friends, and the levels exhibited with ordinary friends were significantly higher than those with unfamiliar netizens. Intimate friends also registered significantly higher than unfamiliar netizens. There were also differences with respect to disclosures to intimate friends, ordinary friends and strangers when it came to the average time spent on FB. 10. There is a moderate correlation between social self-efficacy and subjective well-being. For the various dimensions of social self-efficacy and social-networking self-disclosure, weak to moderate positive correlations exist. For the various dimensions of subjective well-being and social-networking self-disclosure, weak to moderate positive correlations also exist. 11. Regardless of whether overall self-disclosure or the different intermediary variables that pertain to the various objects of disclosure or intimacy levels of the topics are being considered, the levels of self-disclosure on social networking sites do not have intermediary effects on the social self-efficacy and subjective well-being. In other words, social self-efficacy does not influence subjective well-being based on the level of social networking site self-disclosure.
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Luo, Tz-Jia, and 羅梓嘉. "The research of self – care, self – efficacy and quality of life of adolescents with congenital heart disease." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3r485h.
Full textAbstract:
碩士義守大學
醫務管理學系
106
Background: with the growing age of congenital heart disease patients, an important issue in adolescence is the transformation of patients from whom are cared to careers and the ability to learn self- care. Nowadays, the survival rate of patients with congenital heart disease is greatly improved due to the progress of medical technology. However, most patients are not completely cured and they need to be tracked for a long time, so the impact of the disease on their quality of life is also an important part. Objective: to investigate the effects of personal, clinical, behavioral and familial factors on self-care ability of adolescents with congenital heart disease. The effects of family factors on behavior characteristics and self-care ability on quality of life of adolescents with congenital heart disease. Method: a retrospective study, convenient sampling method, aged 13 to 30 adolescents with congenital heart disease patients as the research object, from July 7, 2017 to 2017 on March 21 in pediatric heart internal medicine clinic for a medical center in Kaohsiung, with structured questionnaires for data collection, to issue 200 questionnaires, were 150 valid questionnaires, the recovery was 75%. Descriptive statistics and inferential statistical analysis were performed with SPSS 20 software package. Results: in this study, the proportion of male and female patients was 6：5, the average age was 18.6 years old, 37.3%of the patients had a college degree, 60%had no commercial insurance, 54.7%had no operation, nearly 50%of the patients did not know their heart disease type, and 60%had a grade 1 heart function. The results showed that the self-care ability of patients with congenital heart disease who had undergone surgery was significantly higher than those who had not undergone surgery. The higher the self-efficacy of patients with congenital heart disease, the higher their self-care ability, and the higher the degree of family support felt by patients, the higher their self-care ability. In addition, the higher the degree of family support experienced by patients with congenital heart disease, the less likely they are to suffer from depression, and the higher the degree of family support experienced by patients, the higher their self-efficacy. The higher the father’s overprotection, the less prone the patient to depression. The higher the mother’s care, and the higher the patient''s self-efficacy. The self-care ability of congenital heart disease patients as negatively correlated with the quality of life. Conclusion and suggestion: it is necessary to strengthen the awareness and understanding of congenital heart disease patients themselves, and to teach the skills of self-care to improve their self-care ability.