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1
Altundağ, Canan Koçak. "Examination of high school students' attitudes towards homework, procrastination behaviors and efficacy beliefs." SHS Web of Conferences 66 (2019): 01005. http://dx.doi.org/10.1051/shsconf/20196601005.
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The aim of this study was to examine the relationship between high school students' academic procrastination behaviors, efficacy beliefs, and attitudes towards homework. This study has shown that students with low academic and/or social efficacy belief engage in more academic procrastination behavior than those with high academic and/or social efficacy belief and that students with high academic, social, and/or emotional efficacy belief have a more positive attitude towards homework than those with low academic, social, and/or emotional efficacy belief. There was no significant statistical difference in academic procrastination behavior based on low or high emotional efficacy belief. This study examines the relationship between high school students' efficacy beliefs, academic procrastination behaviors, and their attitude towards homework in order to address the fact that in the literature there was no study on the correlation between efficacy belief and both academic procrastination and attitude towards homework.
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Park, Seungbae. "Against motivational efficacy of beliefs." Coactivity: Philosophy, Communication 23, no. 1 (July 15, 2015): 86–95. http://dx.doi.org/10.3846/cpc.2015.215.
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Danielle Bromwich (2010) argues that a belief is motivationally efficacious in that, other things being equal, it disposes an agent to answer a question in accordance with that belief. I reply that what we are disposed to do is largely determined by our genes, whereas what we believe is largely determined by stimuli from the environment. We have a standing and default disposition to answer questions honestly, ceteris paribus, even before we are exposed to environmental stimuli. Since this standing and default disposition is innate, and our beliefs have their source in environmental stimuli, our beliefs cannot be the source of the disposition. Moreover, a recent finding in neuroscience suggests that motivation is extrinsic to belief.
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Wang, Jingying, Mingyue Yang, Beibei Lv, Feixiong Zhang, Yonghe Zheng, and Yihong Sun. "INFLUENCING FACTORS OF 10th GRADE STUDENTS’ SCIENCE CAREER EXPECTATIONS: A STRUCTURAL EQUATION MODEL." Journal of Baltic Science Education 19, no. 4 (August 10, 2020): 675–86. http://dx.doi.org/10.33225/jbse/20.19.675.
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Science career expectations can be affected by personal science beliefs and social supports. Framed in Expectancy-Value Models, this research studied the influence of science beliefs (science interest belief, self-efficacy belief and value belief) and social supports (parents and teachers) on students’ science career expectations by the survey of 798 10th grade students. Based on Structural Equation Model, it was found that: 1) science interest belief, self-efficacy belief, value belief and parents’ support can directly predict students' expectations of science careers; 2) the effect of student’s perception from parents and teachers support on science choice preferences and career engagement are mediated through the effects on students’ interest, self-efficacy and value in science. Therefore, teachers and parents should enhance students’ science beliefs and identity for the improvement of their science career expectations. Keywords: influencing factors, science career expectations, Structural Equation Model, 10th grade students.
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Tok, Türkay Nuri, and Şükran Tok. "Novice teachers’ classroom management self efficacy beliefs." Journal of Human Sciences 13, no. 3 (December 20, 2016): 5595. http://dx.doi.org/10.14687/jhs.v13i3.4178.
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This study aims to determine novice teachers’ classrom management self efficacy beliefs as well as the extent to which these beliefs change according to independent variables. This research which aims to determine novice teachers’ classroom management self efficacy beliefs is a survey type research. The participants of the study are 85 novice teachers on duty in their first year in Hatay Province in Turkey. Classroom Management Self-Efficacy Convictions Scale that is internally consistent and valid in measuring classroom management self-efficacy beliefs of prospective teachers devised by Çetin (2013) was used in the study. There is not any statistically significant difference in terms of school of graduation and classroom management efficacy belief and result expectation sub-dimension. There is not any statistically significant difference in classroom management efficacy belief and result expectation sub-dimension. In terms of gender, there is not any statistically significant difference in the result expectation sub-dimension but there is a statistically significant difference in classroom management efficacy belief. Male novice teachers have higher level of classroom management efficacy beliefs than female novice teachers.
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Yıldız, Hatice, and Mustafa Akdağ. "The Effect of Metacognitive Strategies on Prospective Teachers’ Metacognitive Awareness and Self Efficacy Belief." Journal of Education and Training Studies 5, no. 12 (November 13, 2017): 30. http://dx.doi.org/10.11114/jets.v5i12.2662.
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The purpose of the research study was to investigate the effects of the metacognitive strategies used in the course Science and Technology Instruction-II on prospective teachers’ metacognitive awareness, science teaching self efficacy belief and teacher self efficacy belief. The research group was composed of 87 third grade students from the Primary Education Department at the Faculty of Education at Cumhuriyet University in Sivas, Turkey. Experimental method with pre-test and post-test control group was used in the study. Metacognitive Awareness Inventory, Science Teaching Efficacy Beliefs Inventory-B (STEBI-B) and Teacher Self Efficacy Beliefs Inventory were utilized as pre-test and post-test. Journals and metacognitive questions were used in experimental group training. The research findings indicated that metacognitive strategies increased the prospective teachers’ metacognitive awareness and teacher self efficacy belief but they did not increase students’ science teaching self efficacy belief so much as to constitute a significant difference between the pre-test.
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Park, Eun Ju. "The Effect of Pre-service Early Childhood Teachers' Playfulness and Play Belief on Play Teaching Efficacy." Taegu Science University Defense Security Institute 7, no. 1 (February 28, 2023): 53–74. http://dx.doi.org/10.37181/jscs.2023.7.1.063.
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The purpose of this study is to find out how playfulness and play beliefs of pre-service early childhood teachers affect play teaching efficacy. The subjects of the study were 267 students of K College located in D city. The collected data were subjected to frequency analysis, descriptive statistics, correlation analysis, stepwise multiple regression analysis, and One-Way ANOVA using the SPSS 18.0 program. The main results of this study are as follows. First, the general tendencies of pre-service early childhood teachers' playfulness, play beliefs, and play teaching efficacy were higher than normal. Second, as a result of examining the differences in playability, play belief, and teaching efficacy of pre-service early childhood teachers by grade, third graders perceived playability and play belief the highest, and second graders perceived play teaching efficacy higher. There was a difference. Third, looking at the correlation between playfulness, play belief, and play teaching efficacy, it was found that there was a positive correlation between the rest of the variables except for spontaneity and spontaneity of playfulness. Fourth, as a result of examining the relative influence of playfulness and play belief on play teaching efficacy, it was found that cheerfulness among the sub-factors of playfulness and positive play belief among the sub-factors of play belief affect the sub-factors of play-teaching efficacy. These results suggest that it is necessary to operate a program to enhance playfulness and play belief in the teacher training process in order to enhance play teaching efficacy.
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JUN, Young-Ah, and Hye-Jung HWANG. "The mediating effect of dysfunctional beliefs in the effect of college students' self-efficacy on smartphone game addiction." Association of Korea Counseling Psychology Education Welfare 9, no. 6 (December 31, 2022): 103–17. http://dx.doi.org/10.20496/cpew.2022.9.6.103.
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The purpose of this study is to verify whether dysfunctional beliefs have a mediating effect onthe influence of college students' self-efficacy on smartphone game addiction. We conducted astudy on 323 university students, and it was investigated through questionnaires measuringsmartphone game addiction, self-efficacy, and dysfunction belief. As a result, there was asignificant negative correlation between self-efficacy and dysfunctional beliefs, self-efficacy andsmartphone game addiction, and a positive correlation between dysfunctional beliefs andsmartphone game addiction. And it was found that self-efficacy had a statistically significantnegative effect on smartphone game addiction and dysfunctional belief, and dysfunctional beliefhad a significant positive effect on smartphone game addiction. In addition, the mediating effectof dysfunctional beliefs was significantly confirmed in the relationship between self-efficacy andsmartphone game addiction.
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Erdem, Eda, and Özcan Demirel. "TEACHER SELF-EFFICACY BELIEF." Social Behavior and Personality: an international journal 35, no. 5 (January 1, 2007): 573–86. http://dx.doi.org/10.2224/sbp.2007.35.5.573.
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This study presents development and validation of a new measurement instrument to explore student-teachers' self-efficacy beliefs toward teaching. We developed and administered a survey to 346 student teachers at Hacettepe University, Ankara, Turkey in the Department of Elementary Education in the spring term of the 2003–2004 academic year. The nature of the study is descriptive. The aim is to describe what the real situation is. Standard scale development methods and factor analysis were used. The results of the study were strongly supported by the validity and reliability of the survey. Cronbach's alpha was calculated and the reliability coefficient was 0.92. For purposes of examining content validity, the opinions of experts on 5 subject matters were taken. Factor analysis was made to elicit the fundamental dimensions of the survey. As a result of the Kalse-Meyer-Olkin and Bartlett test (0.93), factor analysis was administered to the survey. A single-factor model was specified for the structure of the survey as anticipated.
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Sachs, John. "Superstition and Self-Efficacy in Chinese Postgraduate Students." Psychological Reports 95, no. 2 (October 2004): 485–86. http://dx.doi.org/10.2466/pr0.95.2.485-486.
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43 Chinese postgraduate education students (16 men and 27 women), whose mean age was 33.5 yr., completed a questionnaire measuring superstitious beliefs (Superstitious Beliefs Scale) and self-efficacy (General Perceived Self-efficacy Scale). Higher scores on belief in superstition were associated with lower rated self-efficacy. While not significant, the observed correlation of –.28 between superstitious belief and self-efficacy was of a similar magnitude and in the same direction as that previously reported for western students. Such cross-cultural validation is consistent with the generality of this relationship. Suggestions for further research are made.
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Ray, James, and Karin S. Hendricks. "Collective Efficacy Belief, Within-Group Agreement, and Performance Quality Among Instrumental Chamber Ensembles." Journal of Research in Music Education 66, no. 4 (October 19, 2018): 449–64. http://dx.doi.org/10.1177/0022429418805090.
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We examined collective efficacy beliefs, including levels of within-group agreement and correlation with performance quality, of instrumental chamber ensembles (70 musicians, representing 18 ensembles). Participants were drawn from collegiate programs and intensive summer music festivals located in the northwestern and western regions of the United States. Individuals completed a five-item survey gauging confidence in their group’s performance abilities; each ensemble’s aggregated results represented its collective efficacy score. Ensembles provided a video-recorded performance excerpt that was rated by a panel of four string specialists. Analyses revealed moderately strong levels of collective efficacy belief and uniformly high within-group agreement. There was a significant, moderately strong correlation between collective efficacy belief and within-group agreement ( rs = .67, p < .01). We found no relationship between collective efficacy belief and performance quality across the total sample, but those factors correlated significantly for festival-based ensembles ( rs = .82, p < .05). Reliability estimates suggest that our collective efficacy survey may be suitable for use with string chamber ensembles. Correlational findings provide partial support for the theorized link between efficacy belief and performance quality in chamber music settings, suggesting the importance for music educators to ensure that positive efficacy beliefs become well founded through quality instruction.
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AKYÜZ, Hayriye Esra, and Duygu TOPCU. "Structural Equation Modeling Approach to Determine the Effect of Attitude towards Statistics on Statistical Self-efficacy Belief." Bitlis Eren Üniversitesi Fen Bilimleri Dergisi 11, no. 3 (September 30, 2022): 836–45. http://dx.doi.org/10.17798/bitlisfen.1123197.
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In this study, it is aimed to examine the relationship between students' statistical self-efficacy beliefs and their attitudes towards statistics and to propose a structural equation model by identifying the factors affecting them. IBM SPSS and AMOS package program were used in the data analysis. Data were collected from 330 university students who took statistics and biostatistics lessons to form the sample of the study. As a result of the analysis, it was concluded that the self-efficacy beliefs and attitudes towards to statistics lesson of students were at a moderate level. A positive and significant correlation was obtained between statistical self-efficacy belief and attitude. It was determined that statistical attitude explains 33% of the statistical self-efficacy belief. We propose to use modified multi-factor first-order and multi-factor first-order models for statistical self-efficacy belief and attitude levels, respectively. This result was supported with the values of goodness of fit indices.
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Rosenthal, Sonny, Benjamin Hill Detenber, and Hernando Rojas. "Efficacy Beliefs in Third-Person Effects." Communication Research 45, no. 4 (February 19, 2015): 554–76. http://dx.doi.org/10.1177/0093650215570657.
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People generally believe they are less susceptible than others to influences of media, and a growing body of research implicates such biased processing, or third-person perception, in public support for censorship, a type of third-person effect. The current study extends research of the third-person effect by studying two efficacy-related concepts in the context of sexual content in films. Analysis of cross-sectional data from 1,012 Singaporeans suggests that people exhibit self-other asymmetries of efficacy beliefs: They believe others are less capable than they are of self-regulation and that censorship is more effective at restricting others’ access to sexual content in films. Furthermore, the former belief was directly related to the belief that others are more susceptible to negative influence, and thus was indirectly related to support for censorship; whereas the latter belief was directly related to support for censorship. Results may help distinguish the roles of self-regulation and government censorship as bases of local media standards.
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Baeg, Mee-yeol, and Sun Ran Kim. "The impact of early childhood teachers’ professionalism, play beliefs, and play teaching efficacy on play support capabilities." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 5 (March 15, 2024): 237–51. http://dx.doi.org/10.22251/jlcci.2024.24.5.237.
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Objectives In this study, the relationship between early childhood teachers' professional perception, play belief, play teaching efficacy, and play support capabilities was identified, and the effect of early childhood teachers' professional perception, play belief, and play teaching efficacy on play support capabilities was analyzed.
Methods Data on the scale of professionalism perception, play belief, play teaching efficacy, and play support capability were collected from 166 infant teachers working at daycare centers located in A and S cities in Chungcheongnam-do. The collected data were subjected to frequency analysis, descriptive statistics, reliability tests, correlation analysis, and hierarchical regression analysis using the SPSS ver. 22.0 program.
Results First, there was a significant positive correlation between early childhood teachers' professional perception, play belief, play teaching efficacy, and play support competency. Second, when examining the influence of early childhood teachers' professional perception, play belief, and play teaching efficacy on play support competency, it was found that play belief and play teaching efficacy had a significant effect on play support competency, but professional awareness did not significantly affect play support competency.
Conclusions The results of this study suggest the necessity of developing a systematic educational program to develop professionalism awareness, play beliefs, and play teaching efficacy in order to develop the play support capabilities of early childhood teachers.
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Lestarina, Anggi Purwa, Joko Nurkamto Nurkamto, and Ngadiso Ngadiso Ngadiso. "EFL Teachers' Beliefs and ICT Integration Practices During Distance Learning: Employing Replacement, Amplification, and Transformation Framework." Register Journal 15, no. 1 (March 2, 2022): 91–108. http://dx.doi.org/10.18326/rgt.v15i1.91-108.
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Technology is successfully integrated when technology makes learning effective, efficient, and creative. It cannot be denied that technology positively contributes to teaching and learning. Moreover, in the current pandemic conditions where the learning process must be carried out remotely, technology helps this teaching and learning process more accessible. The objective of the study is to see the EFL teachers’ beliefs and ICT integration practices during distance learning. This study investigates teachers' beliefs of ICT integration based on the current theory and situation. The researchers used a qualitative approach in this case study; three EFL teachers were interviewed and observed. The finding of the study is all EFL teachers had positive beliefs about ICT use for teaching and learning and student-centered belief orientation for pedagogical belief. One of three had low-self efficacy to utilize ICT. ICT was integrated for effective and efficient learning, which means teachers' level of ICT integration was Amplification based on the RAT (Replacement, Amplification, and Transformation) framework. However, overall, teachers' beliefs orientation were positive belief about ICT integration, high self-efficacy belief, student-centered belief. Still, they could not reach the high level of ICT integration linked to creativity in teaching. They also faced some barriers in integrating ICT, such as students' engagement and the learning in the distance still incomplete. They missed the motivation or stimulation stage for their students and the students' learning process was lack of speaking and listening enhancement activities. Additional research should address more people as data objects to corroborate research results.Keywords: ICT integration, RAT framework, Teachers' Beliefs, Self-efficacy beliefs, Pedagogical beliefs
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Ilhan, Nail, Zeynel Abidin Yilmaz, and Hülya Dede. "ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY." Journal of Baltic Science Education 14, no. 2 (April 25, 2015): 183–93. http://dx.doi.org/10.33225/jbse/15.14.183.
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One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted according to the survey research design. Sample of the study includes 517 pre-service science teachers (final year students) at five different universities in Turkey. ‘Teachers Attitude Scale towards Educational Research [TASTER]’ and ‘Science Teaching Efficacy Belief Instrument [STEBI]’ were used as data collection tools. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 18.0. Analysis of the data has revealed that there is a relationship between the attitudes of the pre-service science teachers towards educational research and their science teaching efficacy belief. Key words: attitude, educational research, self-efficacy, pre-service science teacher.
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Tobacyk, Jerome, and Deborah Shrader. "Superstition and Self-Efficacy." Psychological Reports 68, no. 3_suppl (June 1991): 1387–88. http://dx.doi.org/10.2466/pr0.1991.68.3c.1387.
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The Revised Paranormal Belief Scale and the Self-efficacy Scale were completed by 180 university students. As hypothesized, greater belief in Superstition was associated with significantly less reported self-efficacy. Findings are consistent with past research showing linkages between superstitious belief and less effective personality functioning.
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Sehar, Hifza, Noshaba Razaq, Shamsa Kanwal, Muhammad Tanveer Ashraf, Shahana Mumtaz, and Muhammad Tehzeeb. "Relationship of Superstitious Beliefs and Self Efficacy with the Role of Education and SocioEconomic Status; A study at Garrison University Lahore Pakistan." Pakistan Armed Forces Medical Journal 72, no. 4 (August 31, 2022): 1258–61. http://dx.doi.org/10.51253/pafmj.v72i4.7063.
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Objective: To determine the relationship between superstitious beliefs and self-efficacy among participants and explore selfefficacy, age, education, gender and socioeconomic status as the significant predictors of superstitious beliefs among participants.
Study Design: Cross-sectional study.
Place and Duration of Study: Garrison University, Lahore Pakistan, from May to Nov 2020.
Methodology: Total number of 200 study participants, age ranged of 18 to 50 years, were selected. The questionnaires; (1) a measure to superstitions scale and (2) general self-efficacy scale, were used to analyze the relationship between superstitious beliefs and self-efficacy with the role of ageing, education and socioeconomic status among participants.
Result: Out of 200 male and female participants, study results reveal that superstitions belief and self-efficacy were correlated positively in a very small to moderate direction. Moreover, the study result showed that age (β=0.10), gender (β=0.05), socioeconomic status (β=0.91), and self-efficacy (β=0.24) were positively predicting superstitious beliefs while education (β=- 0.09) was negatively predicting the superstitious beliefs among participants.
Conclusion: The results of the study showed the positive correlation between superstitious beliefs and self-efficacy among participants. Furthermore, the study concluded that participants' age, gender, socioeconomic status and self-efficacy were positive predictors of superstitious belief.
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ÖZDEMİR, Osman, and Burcu KARAFİL. "Üniversite Öğrencilerinin İngilizce Özyeterlik İnançlarının Öğrenci ve Öğretim Elemanı Görüşlerine Göre İncelenmesi." Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43, no. 3 (December 30, 2023): 2237–71. http://dx.doi.org/10.17152/gefad.1275454.
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This study aimed to explore the English self-efficacy beliefs of EFL students based on their and their instructors’ opinions. The participants of the study, which was designed as a mixed method, included 456 EFL students studying at a preparatory school of a state university in Türkiye. In the qualitative part of the study, there were 32 EFL students and 9 EFL instructors. The personal information form, the “English Self-Efficacy Belief Scale”, semi-structured interview forms for the students and the instructors were used.to collect data. In the analysis of the quantitative data, descriptive statistics, independent sample T-test, ANOVA test were used, and for qualitative data content analysis technique was used. The findings indicated high level of self-efficacy in terms of English writing and speaking skills, and moderate level of English self-efficacy belief in terms of reading, ability to learn English and listening skills. Students stated that various factors such as individual factors, language skill-oriented factors, classroom environment-related factors, etc. affected their self-efficacy beliefs. The instructors stated that they implement student-centered teaching approach, try to increase student motivation, give feedback to students and enable them to learn from the mistakes to increase English self-efficacy belief levels of their students.
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Kozcu Çakır, Nevin. "The Relation between Self-Efficacy Beliefs towards Science Teaching and Learning Strategies of Primary School Teacher Candidates." International Journal of Research in Education and Science 6, no. 2 (April 1, 2020): 347. http://dx.doi.org/10.46328/ijres.v6i2.975.
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In this research, the relation between primary school teacher candidates' self-efficacy beliefs towards science teaching and learning strategies was investigated. The research group consisted of 314 primary school teacher candidates who are studying in the faculty of education in a public university. “The Science Teaching Efficacy Belief Instrument” was used to determine the self-efficacy of primary school teacher candidates for science teaching; and in order to determine their learning strategies, part of the Learning Strategies Scale (LSS) was used. The data were analyzed with canonical correlation analysis using CANCORR syntax in PASW 21 software. According to the results of the analysis, it was determined that there was a significant relation between the personal self-efficacy belief in science teaching variable in self-efficacy belief in science teaching data set and elaboration strategy (ES), metacognitive self-regulation (MC), effort regulation (ER) and time and study environment management (TSEM) variables in the learning strategies data set.
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Rouzbeh, Mahnaz, Masoumeh Namadian, Elham Shakibazadeh, Jafar Hasani, and Robabeh Rouzbeh. "The Effect of Group Counseling Using Ellis’s A-B-C Technique on Irrational Beliefs and Self-Efficacy About Breast Self-Awareness of Women Health Volunteers." Journal of Transcultural Nursing 29, no. 4 (August 31, 2017): 346–53. http://dx.doi.org/10.1177/1043659617727833.
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Purpose: This preliminary pilot effort assessed the effect of group counseling using A-B-C technique on irrational beliefs and self-efficacy for women health volunteers (WHVs) in breast self-awareness. Design: In this randomized controlled trial, 40 WHVs from three health centers (Abhar, Iran) were randomly allocated into two groups. Method: Seven weekly group counseling sessions were held for the intervention group. Data about cancer fatalism belief, dissatisfaction of body, anxiety, and self-efficacy were collected through validated questionnaires 1 month before and 2 weeks after the intervention. Results: Mean scores of anxiety ( p = .036), body dissatisfaction ( p = .002), cancer fatalism belief ( p ≤ .0001), and self-efficacy ( p ≤ .0001) were improved in the intervention group compared with control group. Discussion/Conclusion: Group counseling using A-B-C technique was effective in improving irrational beliefs and self-efficacy of the WHVs about breast self-awareness. Implications for Practice: The findings may help in further development of strategies and cultural programs to improve health-related irrational beliefs.
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Bandura, Albert. "Exercise of Human Agency Through Collective Efficacy." Current Directions in Psychological Science 9, no. 3 (June 2000): 75–78. http://dx.doi.org/10.1111/1467-8721.00064.
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Social cognitive theory adopts an agentic perspective in which individuals are producers of experiences and shapers of events. Among the mechanisms of human agency, none is more focal or pervading than the belief of personal efficacy. This core belief is the foundation of human agency. Unless people believe that they can produce desired effects and forestall undesired ones by their actions, they have little incentive to act. The growing interdependence of human functioning is placing a premium on the exercise of collective agency through shared beliefs in the power to produce effects by collective action. The present article analyzes the nature of perceived collective efficacy and its centrality in how people live their lives. Perceived collective efficacy fosters groups' motivational commitment to their missions, resilience to adversity, and performance accomplishments.
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Kim, Eunha, and Heesook Park. "The Effects of Playfulness and Creative Personality on Play Teaching Efficacy of Pre-Service Early Childhood Teachers: The Mediating Effects of Play Belief." Korean Society of Culture and Convergence 45, no. 4 (April 30, 2023): 449–63. http://dx.doi.org/10.33645/cnc.2023.04.45.04.449.
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The purpose of this study is to verify the mediating effects of play belief in the effects of playfulness and creative personality of pre-service early childhood teachers on play teaching efficacy. For this purpose, 256 pre-service early childhood teachers attending the Department of Early Childhood Education at University in Gyeonggi-do were collected and analyzed through an online survey. The research results are as follows. First, there was a statistically considerable correlation between playfulness, creative personality, play belief, and play teaching efficacy of pre-service early childhood teachers. Second, the playfulness and creative personality of pre-early childhood teachers had an effect on the efficacy of play teaching, and all of the play beliefs showed partial mediating effects. This means that the direct effect of playfulness and creative personality and the indirect effect through play belief exists simultaneously in the play teaching efficacy of pre-early childhood teachers. This results are meaningful in expanding the theoretical basis through verification of the mediating role of play beliefs along with the importance of playfulness and creative personality to improve the effectiveness of play teaching in the future.
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Çelik, Raşit, Fatih Koca, and İbrahim Dadandi. "The Role of Self-Efficacy and Educational Beliefs in Democratic Values: The Case of Turkish Pre-Service Teachers." Athens Journal of Education 9, no. 4 (October 12, 2022): 559–74. http://dx.doi.org/10.30958/aje.9-4-2.
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The purpose of this study is to examine the role of self-efficacy and educational beliefs in relation to democratic values, while focusing on Turkish pre-service teachers. 382 pre-service teachers from a public university in Turkey have voluntarily participated in this study and responded to a series of research instruments provided by the Educational Belief, Teacher Sense of Self-Efficacy and Democratic Values Scales. The results revealed that higher self-efficacy belief is positively associated with higher democratic values among pre-service teachers who endorse contemporary philosophical approaches to education. Keywords: higher education, democracy, philosophy of education, teacher education
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Erikson, Truls. "Goal-Setting and Entrepreneurial Self-Efficacy." International Journal of Entrepreneurship and Innovation 3, no. 3 (August 2002): 183–89. http://dx.doi.org/10.5367/000000002101299187.
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In order to become novice, portfolio or serial entrepreneurs, individuals must first become nascent entrepreneurs. Hence, the focus of this article is on how potential entrepreneurs are transformed into nascent entrepreneurs. This study supports the tenet that goal-setting is vital in nurturing entrepreneurial motivation among prospective entrepreneurs. As goal-setting is closely linked to beliefs about personal capabilities, business schools should influence individuals' self-belief, which is a precondition for achieving congruent entrepreneurial goals.
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Jinks, Jerry, and Anthony Lorsbach. "INTRODUCTION: MOTIVATION AND SELF-EFFICACY BELIEF." Reading & Writing Quarterly 19, no. 2 (April 2003): 113–18. http://dx.doi.org/10.1080/10573560308218.
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Takunyaci, Meral, and Mithat Takunyaci. "Preschool Teachers’ Mathematics Teaching Efficacy Belief." Procedia - Social and Behavioral Sciences 152 (October 2014): 673–78. http://dx.doi.org/10.1016/j.sbspro.2014.09.261.
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Rani, Simran, and Samanta . "Self-efficacy as a multifaceted belief." International Journal of Advanced Biochemistry Research 7, no. 2S (January 1, 2023): 420–23. http://dx.doi.org/10.33545/26174693.2023.v7.i2sf.245.
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Jitu Halomoan Lumbantoruan. "The effect of learning opportunity factors and efficacy belief on mathematical knowledge in the teaching process." Asian Journal of Educational Technology 2, no. 1 (May 9, 2023): 22–30. http://dx.doi.org/10.53402/ajet.v2i1.319.
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The present study investigates the influence of opportunities to learn (OTL) and mathematics teaching efficacy beliefs (MTEB) towards mathematical knowledge for teaching (MKT). Using a structured questionnaire together with paper and pencil test adapted from the literature reviewed, data were collected from 187 pre-service elementary teachers in Institute of Teacher Education Indonesia. Data were analyzed using Smart PLS 3.0. The result of the structural equation model indicated that both OTL-Practicum (β = 0.395, p < 0.001) and OTL-Program (β = 0.324, p < 0.001) were positively related to MKT. The second regression analysis was to examine the impact of mathematics teaching efficacy belief on the MKT. The results showed that mathematics teaching outcome expectancy belief (MTOEB) (β = 0.322, p < 0.001) was positively related to MKT, whereas personal mathematics teaching efficacy belief (β = 0.017, p > 0.1) was not related to MKT. Overall, the belief and OTL factors explain a total of 54% variance in MKT. Implications from these findings to the successful teacher's education program implementation in Indonesia were further elaborated
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Muega-Geronimo, Vilma, and Marites D. Carlos. "Gender-based analysis on self-efficacy beliefs of pre-service teachers and their readiness in taking licensure examination." International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (September 1, 2023): 1536. http://dx.doi.org/10.11591/ijere.v12i3.24461.
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<span lang="EN-US">The study aimed to determine whether preservice teachers’ self-efficacy belief differs according to gender and whether this belief relates to their readiness in taking the licensure examination for teachers (LET). Participants of the study were 545 preservice teachers who were undergoing in-service training both from the secondary and elementary programs that came from four campuses of the university. The researcher utilized a descriptive quantitative approach with weighted mean, t-test for the independent sample, and Pearson R correlation statistical treatments for the data. Results revealed that females are statistically higher in self-efficacy beliefs than their male counterparts. Further, the study disclosed that female preservice teachers are significantly more ready to take the examination than their male peers. In addition, the male students’ self-efficacy beliefs statistically have a positive significant relationship to their readiness to take examination. Meanwhile, a positive significant relationship exists also between self-efficacy beliefs and readiness in taking the test with their female counterparts.</span>
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Aybek, Birsel, and Serkan Aslan. "The Predictive Power of the Pre-Service Teachers’ Self-Efficacy Beliefs upon Their Preparedness to Teach." International Education Studies 12, no. 9 (August 29, 2019): 27. http://dx.doi.org/10.5539/ies.v12n9p27.
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The aim of this study is to reveal the relationship between pre-service teachers’ self-efficacy beliefs and preparedness to teach. In this context, the model of the research is the relational screening model. The sample of the study consisted of 407 fourth grade pre-service teachers who were studying in a state university. Data were collected using three types of data collection tools. These, personal information form, self-efficacy belief scale and being ready for teaching. In the analysis of the data, correlation analysis, descriptive and multiple linear regression analysis were used. As a result of the research, it was determined that the pre-service teachers’ readiness and self-efficacy beliefs were high. In the study, it was found that there was a moderately significant and predictive relationship between the pre-service teachers’ self-efficacy belief and preparedness to teach. Various suggestions have been made based on the results of the research.
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Iskender, Murat. "The Relationship Between Self-Compassion, Self-Efficacy, and Control Belief about Learning in Turkish University Students." Social Behavior and Personality: an international journal 37, no. 5 (August 1, 2009): 711–20. http://dx.doi.org/10.2224/sbp.2009.37.5.711.
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In the present study, aims were (1) to determine gender differences in self-compassion, self-efficacy, and control belief for learning and (2) to examine the relationships between self-compassion, self-efficacy, and control belief for learning. Participants were 390 university students who completed a questionnaire package that included the Self-Compassion Scale, the Self-Efficacy Scale, and the Control Belief for Learning Scale. Results showed that there were no significant gender differences in self-compassion, self-efficacy, and control belief for learning. In correlation analysis, self-kindness correlated positively with self-efficacy and control belief for learning; self-judgment had a negative correlation with self-efficacy. Awareness of common humanity had positive correlations with self-efficacy and control belief for learning, and had negative correlations with self-judgment. On the other hand, isolation was associated negatively with self-efficacy and self-kindness, and positively with self-judgment. Mindfulness related positively to self-efficacy, and control belief for learning, and it was negatively related to self-judgment and isolation. Finally, it was found that over-identification had a negative correlation with self-efficacy and self-kindness, but positive correlations with self-judgment and isolation.
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McLeod, Katherine M., and C. Shanthi Johnson. "A Systematic Review of Osteoporosis Health Beliefs in Adult Men and Women." Journal of Osteoporosis 2011 (2011): 1–11. http://dx.doi.org/10.4061/2011/197454.
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Osteoporosis is major public health concern affecting millions of older adults worldwide. A systematic review was carried out to identify the most common osteoporosis health beliefs in adult men and women from descriptive and intervention studies. The Osteoporosis Health Belief Scale (OHBS) and Osteoporosis Self-efficacy Scale (OSES) evaluate osteoporosis health beliefs, including perceived susceptibility and seriousness, benefits, barriers, and self-efficacy of calcium and exercise, and health motivation, and their relationship to preventive health behaviours. A comprehensive search of studies that included OHBS and OSES subscale scores as outcomes was performed. Fifty full-text articles for citations were reviewed based on inclusion criteria. Twenty-two articles met the inclusion criteria. Greater perceived seriousness, benefits, self-efficacy, health motivation, and fewer barriers were the most common health-belief subscales in men and women. Few studies were interventions (n=6) and addressed osteoporosis health beliefs in men (n=8). Taking health beliefs into consideration when planning and conducting education interventions may be useful in both research and practice for osteoporosis prevention and management; however, more research in this area is needed.
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Mji, Andile, and Agnes M. Kiviet. "Psychometric Characteristics of the Science Teaching Efficacy Belief Inventory in South Africa." Psychological Reports 92, no. 1 (February 2003): 325–32. http://dx.doi.org/10.2466/pr0.2003.92.1.325.
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The psychometric properties of the Science Teaching Efficacy Belief Inventory are reported, based on responses of 200 (88 men and 112 women) elementary science teachers in the Eastern Cape, South Africa. Previous factor analytic studies of this inventory have identified a two-factor solution but this has not been investigated in a South African context. The reliability estimated as internal consistency (Cronbach alpha) was .87. Principal components analysis with varimax rotation indicated a two-factor solution accounting for 38.1% of variance, with Cronbach alphas of .92 and .73 for the Personal Science Teaching Efficacy Belief subscale (Factor 1) and the Science Teaching Outcome Expectancy subscale (Factor 2), respectively. Principal components analysis of the Science Teaching Efficacy Belief Inventory yielded two conceptually meaningful components, similar to those reported in literature. Although one item did not meet the conditions for acceptance, this inventory may be useful in understanding science teachers' efficacy beliefs in South Africa. These particular findings are preliminary but hopeful Studies using confirmatory analysis to address the cross-national invariance of this inventory are needed.
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Rabinowitz, Stanley, Samuel Melamed, Esther Weisberg, Daniel Tal, and Joseph Ribak. "Personal Determinants of Leisure-Time Exercise Activities." Perceptual and Motor Skills 75, no. 3 (December 1992): 779–84. http://dx.doi.org/10.2466/pms.1992.75.3.779.
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This study investigated the importance of personal determinants such as self-efficacy, beliefs about the contribution of exercise, health locus of control, and dispositional optimism for leisure-time exercise in a working population. The main predictors of such exercise were beliefs and self-efficacy with the generalization of the latter to eat correctly. Beliefs and efficacy expectations were highly correlated. Neither health locus of control nor dispositional optimism was related to leisure-time exercise; however, optimism was related to the positive belief that exercise contributes to health. Ramifications of the findings were carefully described.
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Zhou, Shao-Na, Lu-Chang Chen, Shao-Rui Xu, Chu-Ting Lu, Qiu-ye Li, and De-An Li. "PRIMARY STUDENTS’ PERFORMANCE OF STEM DOMAIN-SPECIFIC SELF-EFFICACY BELIEF AND EXPECTANCY-VALUE BELIEF." Journal of Baltic Science Education 20, no. 4 (August 15, 2021): 677–90. http://dx.doi.org/10.33225/jbse/21.20.677.
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Most studies have concentrated in assessing students’ overall attitudes towards science, mathematics, and engineering/technology or the attitude towards individual STEM domain. The present research aims to explore primary students’ gender and grade differences of their STEM domain-specific attitudes including self-efficacy and expectancy-value beliefs, as well as their correlations. The results showed no detected significant effects among these different STEM domains in the overall attitudes, the overall self-efficacy beliefs, and the overall expectancy-value beliefs for primary students. The correlations between self-efficacy and expectancy-value were much stronger for the science domain and engineering/technology domain than the mathematics domain. No gender difference of the self-efficacy beliefs was detected except in the mathematics domain, and the result that lower primary students performed significantly better than upper primary students in the self-efficacy was also mainly contributed by the grade difference in the mathematics domain. Whereas no different expectancy-value beliefs existed across genders and grade levels in various STEM domains. The present results reported some unique performances by the primary school students compared to the elder group. Keywords: expectancy-value, gender differences, grade levels, self-efficacy, STEM attitudes
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Acquah, Bernard Yaw Sekyi, and Peter Anti Partey. "Self-Efficacy Beliefs and Performance of Pre-Service Economics Teachers: Implications for Teacher Training." Journal of Educational Issues 9, no. 1 (March 2, 2023): 277. http://dx.doi.org/10.5296/jei.v9i1.16324.
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Good teaching is crucial for implementing the school curriculum and is taken seriously by teacher training institutions. Pre-service teachers of various colleges of education are taken through multiple assessment strategies to obtain information for improving teacher training curricula to achieve the aim of training quality teachers for effective curriculum implementation. One of the ways of sourcing information for fine-tuning teacher training is the assessment of pre-service teachers’ self-efficacy beliefs. Sourcing information on pre-service teachers’ self-efficacy beliefs helps to determine their readiness to implement the school curriculum after their training. This study aimed to assess the self-efficacy beliefs of pre-service economics teachers at the University of Cape Coast using a quality teaching model as a framework. All 77 final-year pre-service economics teachers at the University of Cape Coast were included in the study. A questionnaire aimed at measuring the self-efficacy beliefs of pre-service economics teachers were used to collect data. Data were analysed using thematic analysis, descriptive and inferential statistics. The study’s key findings were that pre-service economics teachers were highly self-efficacious in teaching economics; male pre-service economics teachers had a higher self-efficacy belief than their female counterparts; and there was a weak, insignificant positive relationship between self-efficacy belief and pre-service economics teachers’ performance in off-campus teaching practice. It was recommended that female pre-service economics teachers should be encouraged more by their lecturers to help them improve their self-efficacy beliefs in teaching senior high school economics.
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Novikasari, Ifada, and Yüksel Dede. "TURKISH PRE-SERVICE MATHEMATICS TEACHERS’ BELIEFS IN MULTIPLICATION." Journal on Mathematics Education 12, no. 3 (September 17, 2021): 469–86. http://dx.doi.org/10.22342/jme.12.3.14440.469-486.
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Mathematics teachers’ beliefs play an important role in the mathematics teaching practices. However, the instruments used to measure the mathematics on certain contents are still limited. Thus, this study was conducted to develop a Multiplication Beliefs Questionnaire (MBQ) to identify and examine the profile of Turkish pre-service mathematics teachers’ beliefs. The samples of this study consisted of 414 four-year pre-service primary mathematics teachers from 18 different universities in Turkey collected using a convenience sampling technique. The validity of the questionnaire was analyzed using an exploratory factor analysis (EFA). We obtained four components of beliefs in multiplication covering, remote belief in multiplication (C1), multiplication operation belief in mathematics textbooks (C2), dynamic belief in multiplication learning (C3), and self-efficacy belief in multiplication problems (C4). The results showed that the pre-service mathematics teachers’ beliefs in components C1, C3, and C4 were positive, while component C2 was neutral. This study had an essential contribution to the mathematics literature since developing a questionnaire on multiplication distributed to the pre-service teachers. The previous studies showed that belief was subjective yet objectively influenced knowledge. Thus, identifying the pre-service teachers’ beliefs in teacher education may provide various benefits in reforming mathematics teaching.
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Zhao, Jianbin, Zheng Li, and Guobao Xiong. "Effects of luck beliefs on consumers' variety-seeking behavior." Social Behavior and Personality: an international journal 49, no. 2 (February 4, 2021): 1–12. http://dx.doi.org/10.2224/sbp.9243.
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From a risk perspective and using the courage–ability–willingness theory in relation to consumer choice, we built a model with luck beliefs as the independent variable, psychological security and self-efficacy as mediating variables, optimum stimulation level as the moderating variable, and variety seeking as the outcome variable. We conducted an online survey and analyzed data from 593 participants using structural equation modeling. The results show that personal luckiness and belief in luck positively affected variety seeking, psychological security and self-efficacy mediated the influence of luck beliefs on variety seeking, and optimum stimulation level positively affected variety seeking and positively moderated the effect of personal luck on variety seeking. However, the moderating effect of belief in luck on variety seeking was nonsignificant. Practical and theoretical implications of the findings are discussed.
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ASLAN, Ali, and Hilal DURMAZ UZUNOĞLU. "REVISION OF THE SCALE OF DETERMINING THE SOURCES OF SELF-EFFICACY BELIEF FOR MIDDLE SCHOOL STUDENTS." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 1 (April 15, 2021): 95–110. http://dx.doi.org/10.46291/zfwt/130106.
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Bandura argued that self-efficacy belief is nourished by four sources. These are masyery performance (performance accomplishments), vicarious experiences, verbal (social) persuasion, physiological and emotional states. The aim of this study is to rearrange the "Determining the Sources of Self-Efficacy Beliefs of Primary School Students" scale and to examine the revision of the new form for middle school students. In the new form of the scale prepared for secondary school students, the items were expressed in the form of question and the options were formed in the 5-point Likert; highly increase (5), quite increase (4), moderate increase (3), slightly increase (2), never increase (1). The scale items are based on mathematics. Confirmatory factor analysis (CFA) was conducted to demonstrate suitability of this new form of the scale for the middle school students. At the end of the study, it was found that the structure of scale with 4-factor and 12-item was protected, in other words, the new form of the scale gave valid and reliable results on middle school students. Keywords: Self-efficacy belief, sources of self-efficacy belief, confirmatory factor analysis, middle school students.
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Lutze, Bettina, Iris F. Chaberny, Karolin Graf, Christian Krauth, Karin Lange, Laura Schwadtke, Jona Stahmeyer, and Thomas von Lengerke. "Intensive care physicians’ and nurses’ perception that hand hygiene prevents pathogen transmission: Belief strength and associations with other cognitive factors." Journal of Health Psychology 22, no. 1 (July 9, 2016): 89–100. http://dx.doi.org/10.1177/1359105315595123.
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Besides habituation, conscious decision-making remains important for healthcare workers’ hand hygiene compliance. This study compared 307 physicians and 348 nurses in intensive care at a German university medical centre regarding their belief that hand disinfection prevents pathogen transmission. Physicians perceived less risk reduction ( p < 0.001; variance explained: 4%), a comparison outscored only by lower self-rated guideline knowledge (8%). In both groups, the transmission-preventive belief was associated with high response efficacy, behavioural intention and self-efficacy, but not with self-rated knowledge. Consistent with the Health Action Process Approach, hand hygiene interventions targeting risk reduction beliefs may promote high motivation, but not action control.
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Akıllı, Mustafa, and Kamuran Kutur. "Does Science Literacy Affect Self-Efficacy in Science Teaching? An Analysis with Structural Equation Modelling." Revista Romaneasca pentru Educatie Multidimensionala 15, no. 2 (April 10, 2023): 487–502. http://dx.doi.org/10.18662/rrem/15.2/745.
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It is well known that, for all civilizations’ good and successful future, science and people with scientific skills have a key role. So, at the center of scientific skills, teaching science is an important topic. Maybe two of important components of science teaching are scientific literacy and self-efficacy. So, it has to be known if there is a correlation between them. The main aim of the study is to research correlation between self-efficacy beliefs towards science teaching and the level for science literacy of primary school teachers. For this aim data were collected with two instruments (basic science literacy test and the self-efficacy belief in science teaching scale) and gained data was analyzed with SEM (structural equation modelling). The sample of the study consist 506 primary school teachers. After data collection the theoretical model was tested that does science literacy affect or not the self-efficacy in science teaching with SEM. After data analysis it was found that the self-efficacy belief in science teaching affected positively and significantly by the science literacy levels. Considering that teachers with high self-efficacy in teaching science have more successful outcomes, it is believed that it would be beneficial to organize in-service training in which teachers can make a deep sense of their self-efficacy beliefs, literacy concepts and make self-evaluations.
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Üstüner, Mehmet. "Personality and Attitude towards Teaching Profession: Mediating Role of Self Efficacy." Journal of Education and Training Studies 5, no. 9 (August 7, 2017): 70. http://dx.doi.org/10.11114/jets.v5i9.2536.
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The objective of the present study is to examine the correlation between the five factor personality traits of pre-service teachers and their attitudes towards the teaching profession and to test the mediating role of the pre-service teachers’ self-efficacy beliefs. The study population included pre-service teachers that attended the "pedagogical formation course" instructed / applied in İnönü University, Faculty of Education, Department of Educational Sciences in 2015-2016 academic year. The survey sample included 382 pre-service teachers who voluntarily responded to the measurement instruments utilized in the study. The study data were collected with the "five factor personality scale", "attitudes towards the teaching profession scale" and "teacher self-efficacy scale". The obtained data were analyzed with path analysis of structural equation modeling. In conclusion, it was observed that there was a significant positive correlation between the five factor personality traits of extraversion, conscientiousness, openness and agreeableness and teacher self-efficacy belief, and there was a significant negative correlation between neuroticism personality trait and teacher self-efficacy belief. It was observed that the self-efficacy beliefs of pre-service teachers played a full mediating role between their neuroticism, openness and extraversion personality traits, and the same played a partial mediating role in the correlation between conscientiousness and agreeableness personality traits and the attitude towards the teaching profession. The implementation of a curriculum in pre-service teacher training that would increase the self-efficacy beliefs on teaching would also improve their attitudes towards the profession positively.
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Jwa, Seung Hwa, Se NI Shin, and Jung Hee Oh. "The Effects of Belief in Play and Teaching Efficacy in Play on Teacher-Child Interaction of Early Childhood Teachers: Mediating Effect of Physical Environment." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 659–72. http://dx.doi.org/10.22251/jlcci.2022.22.14.659.
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Objectives The purpose of this study was to examine the relationship among belief in play, teaching efficacy in play, and teacher-child interaction of early childhood teachers. Specially, this study was to investigate the mediating effect of physical environment on the relationship among belief in play, teaching efficacy in play, and teacher-child interaction of early childhood teachers.
Methods The study participants were 264 early childhood teachers working in daycare centers in B and Y province. Questionnaires about belief in play, teaching efficacy in play, physical environment, and teacher-child interaction were used to collect data through emails and mails. Data were analyzed using descriptive statics, Pearson correlation, Step-wise multiple regression, and Sobel test for mediating effect.
Results First, it was found that there was a positive correlation among belief in play, teaching efficacy in play, physical environment, and teacher-child interaction. Second, it was found that belief in play, teaching efficacy in play, and physical environment were predictive variables of teacher-child interaction. Third, the mediating effect of physical environment among belief in play, teaching efficacy in play, and teacher-child interaction was found to be partially significant.
Conclusions This result is meaningful in that physical environment is also important to improve teacher-child interaction besides belief in play and teaching efficacy in play.
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Saracoglu, Mehtap. "REFLECTIVE THINKING AND INQUIRY SKILLS AS PREDICTORS OF SELF-EFFICACY IN TEACHING MATHEMATICS." Problems of Education in the 21st Century 80, no. 1 (February 15, 2022): 213–31. http://dx.doi.org/10.33225/pec/22.80.213.
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This study aims to show to what extent the variables of reflective thinking, inquiry skill and mathematics teaching self-efficacy belief affect each other, to show their rates of explaining each other, and to show whether inquiry skill is a mediating variable in the relationship between reflective thinking and mathematics teaching self-efficacy belief. The data which were collected to test the hypotheses regarding the relationships to be shown were evaluated with structural equation modeling. A relational screening model was used in the research. The participants of the study were 304 prospective primary school teachers studying in their third and fourth years in the Basic Education Department of Education Faculties in two different state universities in Turkey. As data collection tools, the “Reflective Thinking Level Determination Scale”, “Inquiry Skills Scale” and “Mathematics Teaching Efficacy Belief Instrument” were used. According to the results of the study, reflective thinking affects mathematics teaching self-efficacy belief positively and significantly and explains it significantly. Reflective thinking affects inquiry skills positively and significantly and explains it significantly. Inquiry skill affects mathematics teaching self-efficacy belief positively and significantly. Reflective thinking and inquiry skill together explain mathematics teaching self-efficacy belief highly and significantly. Inquiry skill has a partial mediating effect between reflective thinking and mathematics teaching self-efficacy belief. Keywords: inquiry skill, mathematics teaching, prospective primary school teachers, reflective thinking, teacher education
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Borinaga, Almila Amihan R., and Rodulfo T. Aunzo. "Correlation Between Computer Self-Efficacy Belief and Computer Value Belief during the New Normal." Journal La Edusci 2, no. 2 (July 29, 2021): 58–64. http://dx.doi.org/10.37899/journallaedusci.v2i2.378.
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In the light of the New Normal, the students' attention has moved to computer technology. Thus, this research study investigated the VSU-Isabel students' computer self-efficacy and computer value during the New Normal. The study employed quantitative-descriptive research utilizing the mean and standard deviation of the students' responses in the survey items. It also employed a correlational approach in establishing the relationship between students' computer self-efficacy and computer value. A convenience sampling technique was used to arrive at a sample of 687 student-respondents from 1st year to 5th year. The research study revealed that the students are undecided if they can use computers compared to the other students. Also, it was found out that students agreed about the value of computers. Additionally, the study revealed that there is a significant and low positive correlation, r (685) = .387, p = .01, between the students' computer self-efficacy belief and computer value belief during the New Normal. These findings recommend the expanded use of technology during the new normal such as using different available digital platforms to develop the computer self-efficacy of the students.
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Rosiana, I. Gusti Ayu Putri Devy, O. Irene Prameswari Edwina, and Lie Fun Fun. "Konseling Individual untuk Meningkatkan Self-Efficacy Belief pada Ibu Hamil Primigravida Trimester Kedua di Klinik “X” Bandung." Humanitas (Jurnal Psikologi) 2, no. 2 (August 23, 2018): 135–52. http://dx.doi.org/10.28932/humanitas.v2i2.1565.
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This reserarch is part of the thesis conducted by I Gusti Ayu Putri Devy Rosiana. This study was conducted to obtain an overview of the effect of individual counseling to improve self-efficacy belief in second trimester primigravid pregnant women at “X” clinic in Bandung city in order to decrease anxiety related to delivery. According to Beck et al (1985, 2005) high anxiety is due to low assessment of individual coping ability in overcoming a threatening situation. According to Bandura (2002) the degree of self-efficacy belief can be enhanced through its sources. Therefore, to improve self-efficacy belief will be done through the acquisition of new understanding of self-efficacy sources. The sample involves 2 primigravid pregnant women in second trimester. The results is individual counseling can improve the degree of self-efficacy belief and decrease anxiety related to delivery. Practical advice is, counselors can provide individual counseling to improve self-efficacy belief in facing delivery for primigravid pregnant women.
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Joeliantina, Anita, Hepta Nur Anugrahini, and Jujuk Proboningsih. "The health beliefs of patient with type 2 diabetes mellitus who use herbs as a complement to self-care." International Journal of Public Health Science (IJPHS) 10, no. 2 (June 1, 2021): 265. http://dx.doi.org/10.11591/ijphs.v10i2.20729.
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Diabetes mellitus type 2 patients who have a tendency to use herbs, are based on the patient's health belief that herbal medicine is a natural ingredient that has efficacy and is safe. This study aimed to explore health beliefs as predictors of herbal use as a complement to diabetes self-care. A cross-sectional study was conducted on 230 patients with type 2 diabetes mellitus who had been clinically diagnosed, received medical treatment and used herbs. The data was collected using a questionnaire at seven community health centers (Puskesmas) in Surabaya City. Data analysis using Partial Least Square. The indicator of health belief variables has a loading factor value>0.5: perceived vulnerability and severity (0.820), perceived benefits (0.739), perceived barriers (0.822), sense of self-efficacy (0.695). Health beliefs have a significant effect on the use of herbs as a complement to diabetes self-care, the value of T>1.97 (T>10.07). Health beliefs consisting of perceived vulnerability and severity, perceived benefits, perceived inhibition, and perceived self-efficacy were strong predictors associated with the use of herbs as a complement to diabetes self-care. Nurses as part of health workers must pay attention to patient health beliefs in providing education to patients.
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Al-Abed, Adnan S. "Student-Teachers’ Beliefs towards Learning Mathematics and Beliefs of Mathematics Teaching Efficacy and their Relation to their Perception of the Development of Pupils’ Understanding of Mathematics." Journal of Educational and Psychological Studies [JEPS] 14, no. 3 (July 14, 2020): 572–83. http://dx.doi.org/10.53543/jeps.vol14iss3pp572-583.
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The present study aimed at investigating the student-teachers’ beliefs towards learning mathematics, and beliefs of mathematics teaching efficacy and their relation to their perception of the development of pupils’ understanding of mathematics. Three measures were used in this study: The beliefs towards learning mathematics, the mathematics teaching efficacy beliefs, and the mathematics teacher's perception of the development of pupils’ understanding. Validity and reliability were established. A sample of student-teachers participated in the study. The results of the study showed that the more the positive student-teachers’ beliefs towards learning mathematics, the greater their mathematics teaching-efficacy was. Similarly, the greater the positive student-teachers’ belief towards learning mathematics, the more they become aware of the development of pupils’ understanding of mathematics. Finally, increasing the teaching efficacy of mathematics student-teachers was associated with an increase in their perception of the development of pupils’ understanding of mathematics. Both beliefs and teaching efficacy explained significant variance in the perception of their pupils’ understanding of mathematics.
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Al-Abed, Adnan S. "Student-Teachers’ Beliefs towards Learning Mathematics and Beliefs of Mathematics Teaching Efficacy and their Relation to their Perception of the Development of Pupils’ Understanding of Mathematics." Journal of Educational and Psychological Studies [JEPS] 14, no. 3 (July 14, 2020): 572. http://dx.doi.org/10.24200/jeps.vol14iss3pp572-583.
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The present study aimed at investigating the student-teachers’ beliefs towards learning mathematics, and beliefs of mathematics teaching efficacy and their relation to their perception of the development of pupils’ understanding of mathematics. Three measures were used in this study: The beliefs towards learning mathematics, the mathematics teaching efficacy beliefs, and the mathematics teacher's perception of the development of pupils’ understanding. Validity and reliability were established. A sample of student-teachers participated in the study. The results of the study showed that the more the positive student-teachers’ beliefs towards learning mathematics, the greater their mathematics teaching-efficacy was. Similarly, the greater the positive student-teachers’ belief towards learning mathematics, the more they become aware of the development of pupils’ understanding of mathematics. Finally, increasing the teaching efficacy of mathematics student-teachers was associated with an increase in their perception of the development of pupils’ understanding of mathematics. Both beliefs and teaching efficacy explained significant variance in the perception of their pupils’ understanding of mathematics.
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İnce, Bekir. "Examination of self-efficacy beliefs of preservice Turkish language education teachers on educational internet use." African Educational Research Journal 8, no. 4 (November 26, 2020): 866–75. http://dx.doi.org/10.30918/aerj.84.20.181.
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This study was conducted to examine the self-efficacy belief levels of preservice Turkish language education teachers on educational internet use in terms of various variables. The sample of the study was selected based on the non-random purposive sampling method and 197 preservice Turkish language education teachers who agreed to participate in and answer the questions in the scale generated the sample of the study. The study was conducted as a survey research and the data was collected via “Educational Internet Usage Self-Efficacy Beliefs Scale” which was developed by Akgün et al. (2017) and which consists of 26 items in 5-point-likert scale. The findings of the study present that the self-efficacy belief levels of preservice Turkish language education teachers on educational internet usage do not differ significantly according to the gender, class level and age variables. On the other hand, the self-efficacy belief levels of the preservice Turkish language education teachers on educational internet usage differ significantly according to computer using experience, weekly internet using time period, having an education on educational internet use and perceptions on the level of competence in using FATİH Project technologies within the education. It is highly recommended that similar studies with different and wider samples should be conducted in the future.