Bibliografie tematiche / Self-efficacy

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Letteratura scientifica selezionata sul tema "Self-efficacy"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 16 ottobre 2024

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Articoli di riviste sul tema "Self-efficacy"

Said, Ibtisam H., e Yousaf Jamal. "Self-Efficacy, Self-Esteem and Academic Achievement". International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (28 febbraio 2020): 206–13. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201151.

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Lorig, Kate, e Halsted Holman. "Arthritis self-efficacy scales measure self-efficacy". Arthritis Care & Research 11, n. 3 (giugno 1998): 155–57. http://dx.doi.org/10.1002/art.1790110302.

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Green, Denise M. "Self-Efficacy". Journal of Teaching in Social Work 23, n. 3-4 (4 febbraio 2003): 107–16. http://dx.doi.org/10.1300/j067v23n03_09.

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Lent, Robert W., e James E. Maddux. "Self-Efficacy:". Counseling Psychologist 25, n. 2 (aprile 1997): 240–55. http://dx.doi.org/10.1177/0011000097252005.

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Allred, Sarah L., Lana D. Harrison e Daniel J. O’Connell. "Self-Efficacy". Prison Journal 93, n. 2 (24 gennaio 2013): 211–33. http://dx.doi.org/10.1177/0032885512472964.

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Creer, Thomas L., e Joan K. Wigal. "Self-efficacy". Chest 103, n. 5 (maggio 1993): 1316–17. http://dx.doi.org/10.1378/chest.103.5.1316.

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Steward, Robbie J. "Connecting Counselor Self-Efficacy and Supervisor Self-Efficacy:". Counseling Psychologist 26, n. 2 (marzo 1998): 285–94. http://dx.doi.org/10.1177/0011000098262004.

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Joo, Young-Ju, Mimi Bong e Ha-Jeen Choi. "Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction". Educational Technology Research and Development 48, n. 2 (giugno 2000): 5–17. http://dx.doi.org/10.1007/bf02313398.

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Fadhilah, Nurul, Dewi Nur Puspita Sari e Lastri Mei Winarni. "Pengaruh Self Disclosure dan Self Efficacy Terhadap Tingkat Setres pada Mahasiswa". Jurnal Porkes 5, n. 2 (30 dicembre 2022): 717–31. http://dx.doi.org/10.29408/porkes.v5i2.6529.

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Thesis task is a final task that is difficult and takes a long time so that students feel burdened with their assignments which will have an impact on stress. The cause of stress in students can be due to internal or external problems. 67.4% of nursing students who are working on their thesis experience mild stress. Students who have low self-disclosure and self-efficacy will experience high stress, so that it can affect students in doing thesis. This study aims to determine the effect of self-disclosure and self-efficacy on stress levels in students who are working on a thesis. The design of this study was quantitative with a cross sectional approach. This research was conducted at Yatsi Madani University in June 2022. The population in this study were regular final year students at Yatsi Madani University. The sampling technique used total sampling with a total of 227 students as respondents. The instruments in this study used the Jung's Type Indicator (JTI) questionnaire, self disclosure scale, self efficacy scale and stress scale for. Bivariate analysis in this study used the Chi-Square test. Of the 227 students, the majority aged 21-23, 97.8%, female 87.2%, having an extrovert personality as much as 96.9%, self-disclosure and self-efficacy in dominant students in the moderate category as many as 86.8 % and 73.6%, and the majority fall into low stress levels as much as 67.4%. The results of the Chi-Square test obtained a p-value of 0.001 <0.05, which means that there is an influence between self-disclosure and self-efficacy on stress levels in students. This study can be used as a reference to get an overview of the three variables so that they can provide nursing interventions to students.

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Nuraeni, Tetra Hajar, e Anggun Badu Kusuma. "Resiliensi Matematis Ditinjau Dari Self – Efficacy Siswa". Paradikma: Jurnal Pendidikan Matematika 15, n. 1 (17 giugno 2022): 14–19. http://dx.doi.org/10.24114/paradikma.v15i1.35104.

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Resiliensi merupakan sikap positif yang ditunjukkan seseorang dalam menghadapi persoalan. Penelitian ini bertujuan untuk mendeskripsikan kemampuan resiliensi matematis siswa SMP Muhammadiyah Boarding School ZAM ZAM Cilongok ditinjau dari self – efficacy. Penelitian ini difokuskan pada pembelajaran matematika. Jenis penelitian ini adalah deskriptif kualitatif. Subjek dalam penelitian ini adalah kelas VII H yang diperoleh menggunakan teknik purposive sampling. Dalam penelitian ini siswa dikelompokan kedalam tiga kategori, yaitu kelompok siswa self – efficacy tinggi, kelompok siswa self – efficacy sedang, dan kelompok siswa self – efficacy rendah. Pengumpulan data dalam penelitian ini menggunakan angket dan wawancara. Data dianalisis dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukan bahwa siswa dengan self – efficacy tinggi sudah menguasai semua indikator resiliensi. Siswa self – efficacy sedang menguasai tiga dari empat indikator resiliensi. Siswa dengan self – efficacy rendah belum menguasai semua indikator yang ada pada resiliensi. Dengan kondisi demikian maka perhatian terhadap siswa dengan kemampuan self-efficacy rendah sangat diperlukan. Perhatian tersebut dapat mempengaruhi sikap dan hasil belajar matematika. Kata Kunci: Resilience, Self – Efficacy, ketenangan, percaya diri

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Più fonti

Tesi sul tema "Self-efficacy"

Hennerdal, Erik. "Self-efficacy hos arbetslösa : Påverkas self-efficacy av långtidsarbetslöshet?" Thesis, Mälardalen University, Department of Social Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-504.

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Sverige avsätter idag över en miljard kronor på att hjälpa arbetslösa att starta eget och därmed bli entreprenörer. Hög self-efficacy är en grundförutsättning för att lyckas som entreprenör och våra erfarenheter av att lyckas är den enskilt största källan till self-efficacy. Miljön som arbetslös är både fysiskt och psykiskt påfrestande och ofta kantad av motgångar, något som i teorin skulle kunna leda till sänkt self-efficacy. Studiens syfte var att undersöka om arbetslösas self-efficacy förändras med tiden de förblir arbetslösa. En enkätundersökning med 107 arbetslösa från en arbetsförmedling i Mellansverige genomfördes. Resultatet visade inte på något samband mellan långtidsarbetslöshet och sänkt self-efficacy. Studien visade däremot på flera intressanta skillnader i hur starkt de olika informationskällorna bidrog till self-efficacy.

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Franks, Dimity. "Investigating self-efficacy: Early childhood teachers’ understanding of self-efficacy". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2402.

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Students are experiencing an increased pressure to perform academically at a younger age with reports of the narrowing of curriculum and student disengagement. Current research literature suggests curricula should reflect the increased pressures students are facing. A focus on the social and emotional skills to support student learning is recommended to increase student engagement and enrichment and prepare students for their future. Self-efficacy is one element of social and emotional learning that demands attention. Self-efficacy is considered important for teachers to understand as it can predict how students approach their tasks as well as influence their levels of motivation and engagement for learning. Substantial research has established that self-efficacy and academic achievement are directly related, yet little is known about the strategies that facilitate the development of self-efficacy in the early years of school. This study examined teacher understandings of self-efficacy for students in Kindergarten to Year 2 in Western Australia. To describe their understanding about self-efficacy teachers provided accounts of their knowledge, where it originated, and detailed the strategies they used to facilitate the self-efficacy of their students. The study employed an Interpretivist line of enquiry as it investigated the interpretations of the participants to uncover what they understand about self-efficacy. It utilised a mixed method approach, initially collecting data from an online survey followed by semi-structured interviews with 10 participants from three different schools. The interview questions were informed by the survey data collected in the survey. Results from the study indicate that teachers do not have a strong theoretical understanding of self-efficacy but do have knowledge of elements of self-efficacy. Teachers could describe the characteristics of students with high levels of self-efficacy and provided a range of strategies they have found to be successful when facilitating self-efficacy in their students. Findings from this study will further develop teachers’ understandings of self-efficacy and highlight the importance of teaching strategies to facilitate self-efficacy in early childhood contexts.

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Ayiku, Tiffany Quiana. "The relationships among college self-efficacy, academic self-efficacy, and athletic self efficacy for African American male football players". College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2701.

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Thesis (M.A.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Son, Veronica. "The effects of self-talk on self-efficacy, collective efficacy, and performance". University of Western Australia. School of Sport Science, Exercise and Health, 2008. http://theses.library.uwa.edu.au/adt-WU2009.0023.

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The primary purpose of this study was to examine the impact of different types of self-talk (i.e., group-oriented self-talk versus individual-oriented self-talk) upon self-efficacy, collective efficacy, and performance of a dart-throwing task in a group setting. The second object was to examine the interaction individuals' between individualistic or collectivistic orientations and self-talk on their perceptions of self-efficacy and collective efficacy. Participants were 80 university students (age, M = 22.25 years, SD = 4.41). A series of 3 (self-talk intervention levels) X 2 (individualism-collectivism levels) between-groups ANOVAs revealed that both self-efficacy and collective efficacy beliefs were significantly higher in the group-oriented self-talk condition than in the control condition. Consistent with efficacy beliefs, significant differences in performance improvement were found between the group-oriented-self-talk and the control condition. However, no interaction between self-talk and individualism-collectivism was found for self-efficacy or collective efficacy. The results suggest that in interdependent contexts, group-oriented self-talk strategies could be more effective in enhancing participants' confidence in their own abilities, their team's abilities, and performance than individual-oriented self-talk strategies. Limitations and implications for the future study of efficacy beliefs within a group performance setting are discussed.

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Webb, Donna Louise. "Engineering Professional Development: Elementary Teachers' Self-efficacy and Sources of Self-efficacy". PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2337.

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Currently, STEM (science, technology, engineering, and mathematics) is a popular buzz word in P -12 education as it represents a means to advance American competitiveness in the global economy. Proponents of the engineering component of STEM advocate additional benefits in teaching engineering, such as its capacity to engage students in collaboration, and to apply critical thinking, systems thinking, negotiation, and communication skills to solve real-life contextual problems. Establishing a strong foundation of engineering knowledge at a young age will provide students with internal motivation as it taps into their curiosity toward how things work, and it also prepares them for secondary science courses. Successful STEM education is often constrained by elementary teachers' low perception of self-efficacy to teach science and engineering. Elementary teachers with low self-efficacy in science are more likely to spend less instructional time teaching science, which suggests that teachers with little to no training in engineering might avoid teaching this topic. Therefore, the purpose of this study was twofold: (a) to examine the effects of engineering professional development on elementary (K-6) teachers' content and pedagogical content knowledge (PCK) and perceptions of self-efficacy to teach engineering, and (b) to identify and explain sources influencing self-efficacy. Professional development was conducted in a metropolitan area in the Pacific Northwest. Results revealed that after the engineering professional development, teachers experienced statistically significant gains in content, PCK, and self-efficacy to teach engineering. Increases in self-efficacy were mainly attributed to mastery experiences and cultivation of a growth mindset by embracing the engineering design process.

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Eriksson, Nicklas, e Sofia Fors. "Self-efficacy-stärkande förändringsledning". Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-48824.

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Hög arbetsrelaterad self-efficacy har visat sig fördelaktigt inom organisationer, exempelvis bidrar det till mindre motstånd till förändring. Syftet med denna studie var att finna ledarskapsageranden vilka är av betydelse för arbetsrelaterad self-efficacy samt se ifall arbetsrelaterad self-efficacy i sin tur kan förklara variansen för motstånd till förändring. Studien genomfördes med två delstudier på ett större industriföretag. Kvalitativa intervjuer med 8 chefer genomfördes vilka sedan meningskoncentrerades. En kvantitativ enkät genomfördes med 101 respondenter på företaget. Enkäten inspirerades av skalorna för General Self-Efficacy, Occupational Self-Efficacy samt Resistance to Change. Materialet undersöktes med korrelation- och regressionsanalyser. Studiens resultat visade att då en ledare använder de framtagna ledarskapsagerandena riktade mot den anställde, har det betydelse för graden av arbetsrelaterad self-efficacy. Arbetsrelaterad self-efficacy i sin tur visade sig samvariera negativt med motstånd till förändring. Slutligen bidrog studien med förståelse över ledarskapets komplexitet att anpassa och agera efter såväl syfte, person och situation.

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Silverman, Ellen Sharon. "Evaluating the stages of behavior change model for use in diverse cultures Hong Kong versus the United States /". access full-text online access from Digital Dissertation Consortium, 1995. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9529878.

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Aili, Oskar. "Self-efficacy och proxy efficacy för utveckling i yrkesrollen". Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-49104.

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Tron på den egna förmågan, self-efficacy, utgår från att individen själv försöker utöva påverkan på sin omgivning. Påverkan kan även utövas genom ombud och tilltron till ombudets förmåga att göra något för individen benämns som proxy efficacy. Syftet med studien var att undersöka sambandet mellan self-efficacy och proxy efficacy för utveckling i yrkesrollen. Tre hypoteser och 1 frågeställning formulerades. En enkät besvarades av 85 medarbetare från ett fastighetsföretag i Stockholmsregionen och materialet undersöktes med korrelationer, regressionsanalys, samt t-test. Hypotes 1 fick stöd då proxy efficacy och self-efficacy var positivt korrelerade. Hypotes 3 fick stöd då medarbetare med kortare anställningstid (0-3.9 år) rapporterade högre proxy efficacy jämfört med medarbetare med längre (4-20 år) anställningstid. Proxy efficacy inte kunde predicera self-efficacy (hypotes 2) och inga skillnader i proxy efficacy kunde påvisas mellan könen (frågeställning 1). Resultaten diskuteras utifrån hur proxy efficacy kan definieras samt innebörden i begreppet där mer forskning krävs.

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Baldock, Wynn P. "Self-efficacy, efficacy appraisal and social skills in children". Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/53863.

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According to the current literature, dysfunctional social behavior in children is purported to be strongly related to adult behavior problems. Hersen and Bellack (1977) reported that deficits in children's social skills are generally the result of "a deficient learning history, wherein the necessary responses never became a viable part of an individual's repertoire, or the result of the disruptive effects of anxiety that inhibit behavior" (p. 510). Thus, social skills training usually consists of a behavioral-acquisition procedure designed to provide the necessary skills repertoire, promote more skillful response alternatives, and reduce social anxiety. Based on social learning theory (Rotter, 1972) and Bandura's (1977) theory of self-efficacy, individuals who display dysfunctional social behavior in a given situation may be handicapped by perceived inefficacy, rather than, or in addition to, a lack of appropriate social knowledge of social skill. To date, no research has examined the relative roles of self-efficacy and children's self-efficacy appraisal in producing social skill deficits in either aggressive or withdrawn children. The purpose of the present research was two-fold: (l) to assess and investigate the relationship between self-efficacy, self-efficacy appraisal skills, and social behavior, and (2) to examine the relative effectiveness of a social skills training group, a social skills plus efficacy appraisal group, and a discussion group in remediating social skill deficits in children judged to exhibit aggressive and withdrawn behaviors in the classroom and on the playground. In general, the results of the current research failed to support the experimental hypotheses. Nevertheless, posttreatment changes in efficacy appraisal and self-efficacy were obtained, and some differential effects of treatment attributable to status of subject were reported. Unfortunately, however, post-treatment changes on measures of efficacy appraisal and self-efficacy did not generalize to produce subsequent changes in social behavior. Several alternative explanations for these results are discussed.
Ph. D.

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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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Più fonti

Libri sul tema "Self-efficacy"

Phipps, Simone, e Carolyn Davis. Self-Efficacy. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2023. http://dx.doi.org/10.4135/9781071907719.

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Feltz, Deborah L. Self-efficacy in sport. Champaign, IL: Human Kinetics, 2008.

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Frank, Pajares, e Urdan Timothy C, a cura di. Self-efficacy and adolescents. Greenwich, CT: IAP - Information Age Pub., Inc., 2005.

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Khine, Myint Swe, e Tine Nielsen, a cura di. Academic Self-efficacy in Education. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8240-7.

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Maddux, James E., a cura di. Self-Efficacy, Adaptation, and Adjustment. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4419-6868-5.

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Kernis, Michael H., a cura di. Efficacy, Agency, and Self-Esteem. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1280-0.

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1955-, Kernis Michael Howard, a cura di. Efficacy, agency, and self-esteem. New York: Plenum Press, 1995.

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Frank, Pajares, e Urdan Timothy C, a cura di. Self-efficacy beliefs of adolescents. Greenwich, Conn: IAP - Information Age Pub., Inc., 2006.

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1925-, Bandura Albert, a cura di. Self-efficacy in changing societies. Cambridge: Cambridge University Press, 1995.

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Hodges, Charles B., a cura di. Self-Efficacy in Instructional Technology Contexts. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99858-9.

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Capitoli di libri sul tema "Self-efficacy"

Lippke, Sonia. "Self-Efficacy". In Encyclopedia of Personality and Individual Differences, 4713–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1165.

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Frydenberg, Erica. "Self-efficacy". In Encyclopedia of Adolescence, 2554–59. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_163.

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Butler, Jorie. "Self-Efficacy". In Encyclopedia of Behavioral Medicine, 1737–39. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_981.

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Barnett, Anthony. "Self-Efficacy". In Encyclopedia of Quality of Life and Well-Being Research, 5760–62. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2631.

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Maddux, James E., e Evan M. Kleiman. "Self-Efficacy". In The Wiley Handbook of Positive Clinical Psychology, 89–101. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781118468197.ch7.

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Farmer, Heather R., Hanzhang Xu e Matthew E. Dupre. "Self-Efficacy". In Encyclopedia of Gerontology and Population Aging, 1–4. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_1092-1.

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Frydenberg, Erica. "Self-Efficacy". In Encyclopedia of Adolescence, 3380–86. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_163.

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Birdie, Arvind K., e Madhu Jain. "Self-Efficacy". In Organizational Behavior and Virtual Work, 61–67. Toronto ; New Jersey : Apple Academic Press, 2015.: Apple Academic Press, 2017. http://dx.doi.org/10.1201/9781315366548-4.

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Young, Ross, e Felicity Ferguson. "Self-efficacy". In Writing for Pleasure, 29–34. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429268984-4.

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Maddux, James E. "Self-Efficacy". In Interpersonal and Intrapersonal Expectancies, 41–46. Abingdon, Oxon; New York, NY: Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315652535-5.

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Atti di convegni sul tema "Self-efficacy"

Aryal, Saurav K., Candace F. Williams, Katrina J. Rosemond, Cesa Salaam e Gloria Washington. "Self-Efficacy Sydney". In CHI PLAY '20: The Annual Symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3383668.3419903.

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Clay, Dorothy Kay M., Odette E. Esteve e Deborah M. Relucio. "ODD Self-Efficacy Test Academic Self-Efficacy Among College Students". In The Asian Conference on Education & International Development 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2189-101x.2022.18.

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Burrows, Lance P. "Cultivating reading self-efficacy". In 5th Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2012/05/0008/000214.

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Bergen, Dr Abigail. "Self-Efficacy and Special Education". In 5th World Conference on Arts, Humanities, Social Sciences and Education, 72. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-1-4-039.

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This session will discuss how educators can boost the self-efficacy of students who have an educational disability. The session will start with an overview of the research on self-efficacy and students, specifically special education students, and the resources that can impact emotional, academic, and social self-efficacy. A student’s level of self-efficacy can impact their motivation and success in school. Special education students tend to have lower levels of self-efficacy than their typical peers. Previous research has consistently identified specific resources that help special education students become more self-efficacious. These resources can be implemented into classroom routines and instruction to help build a special education student’s self-efficacy. The session will end with examining each resource and how they can be implemented in the classroom. After this session, participants will be able to identify and implement strategies and teaching methods that help increase special education students' self-efficacy, understand the effect self-efficacy has on a student's trajectory, and leave with a basic understanding of the relationships between social, academic, and emotional self-efficacy.

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Anghelache, Valerica. "Interpersonal Communication And Self-Efficacy". In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.218.

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Mavroudi, Anna, e Monica Divitini. "Enabling factors and self-efficacy". In the 6th Computer Science Education Research Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3162087.3162093.

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Epping, Thomas. "Three Patterns for Self-Efficacy". In EuroPLoP '20: European Conference on Pattern Languages of Programs 2020. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3424771.3424774.

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Laurian Fitzgerald, Simona, e Carlton Fitzgerald. "STUDENT VOLUNTEERISM AND SELF-EFFICACY". In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2346.

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Lishinski, Alex, Hanhui Bao e Joshua Rosenberg. "Self-efficacy Interventions for CS1". In SIGCSE 2024: The 55th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3626253.3635348.

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Wang, Yixi. "Self-Efficacy Explains Everything: Roles of Self-Efficacy, Efforts, and GPA in STEM Enrollment". In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430891.

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Rapporti di organizzazioni sul tema "Self-efficacy"

Webb, Donna. Engineering Professional Development: Elementary Teachers' Self-efficacy and Sources of Self-efficacy. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.2334.

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España, Andrew. Self-Disclosure and Self-Efficacy in Online Dating. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.889.

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Blumenthal, Laura. Self-Efficacy in Low-Level English Language Learners. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.1621.

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Davis, Walter, e Donald Fedor. The Role of Self-Esteem and Self-Efficacy in Detecting Responses to Feedback. Fort Belvoir, VA: Defense Technical Information Center, luglio 1998. http://dx.doi.org/10.21236/ada349452.

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Davis, Walter D., e Neal Mero. Dispositional vs. Situational Goal Orientation: Effects on Self-Efficacy and Performance. Fort Belvoir, VA: Defense Technical Information Center, dicembre 2002. http://dx.doi.org/10.21236/ada409230.

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Fitzgerald, Breda, e Carol J. Salusso. A self-efficacy approach to mediating gender disparity in body satisfaction. Ames: Iowa State University, Digital Repository, novembre 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1137.

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Gosh, Anushka. Building self-efficacy and literacy through edutainment: experimental evidence from Kenya. Busara, luglio 2024. http://dx.doi.org/10.62372/aory8993.

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Abstract (sommario):

Although access to primary education has increased in recent decades, the "learning crisis" continues to prevail. This was exacerbated by the COVID-19 pandemic, widening the learning gap for communities on the margin. In this context, educational Technology (EdTech) could play an important role in bridging the educational gap. Edtech has the power to reach communities through simple, low-cost solutions, and could make learning relevant and fun. With Ubongo, we explored the possibility of combining evidence and good old story telling that is rooted in African experiences to bring quality learnings to children's homes. We unpack the findings from a randomized controlled trial in Kenya that explores how contextual storytelling and effective demonstration of learning strategies could potentially build confident and curious readers.

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Chang, Hyo Jung (Julie), Jennifer Yurchisin e Nancy Hodges. Consumers with Visual Impairments: Impacts of Self-Efficacy and Public Self-Consciousness on Their Clothing Selection Motivations. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-921.

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McKinney, Ellen, Fatma Baytar, Elisha Stanley e Elena Karpova. Are they tech-savvy?: Understanding technology self-efficacy of apparel female freshmen. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1812.

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Nauert, Alexandria, McKenLeigh Hill e Bobby Bellflower. Improved Bonding & Maternal Self-Efficacy in the NICU: A Scoping Review. University of Tennessee Health Science Center, aprile 2023. http://dx.doi.org/10.21007/con.dnp.2023.0048.

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