scholarly journals The impact of the instructional planning self-reflective tool on preservice teacher performance, disposition, and self-efficacy beliefs regarding systematic instructional planning

2001 ◽  
Vol 49 (4) ◽  
pp. 97-106 ◽  
Author(s):  
Anastasia Kitsantas ◽  
Amy Baylor
Keyword(s):  
Preservice Teacher ◽  
Self Efficacy ◽  
Teacher Performance ◽  
Efficacy Beliefs ◽  
Instructional Planning ◽  
The Impact

scholarly journals The Impact of Agentic and Communal Exercise Messages on Individuals’ Exercise Class Attitudes, Self-Efficacy Beliefs, and Intention to Attend

2017 ◽  
Vol 39 (6) ◽  
pp. 397-411 ◽  
Author(s):  
Timothy C. Howle ◽  
James A. Dimmock ◽  
Nikos Ntoumanis ◽  
Nikos L.D. Chatzisarantis ◽  
Cassandra Sparks ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Exercise Class ◽  
The Impact

scholarly journals Scale Evaluating the Information Literacy Self-Efficacy of Medical Students Created and Tested in a Six-Year Belgian Medical Program

2019 ◽  
Vol 14 (2) ◽  
pp. 128-130
Author(s):  
Brittany Richardson
Keyword(s):  
Medical Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Medical Information ◽  
Medical Curriculum ◽  
High Reliability ◽  
Efficacy Beliefs ◽  
Medical Program ◽  
The Impact ◽  
Academic Year

A Review of: De Meulemeester, A., Buysse, H., & Peleman, R. (2018). Development and validation of an Information Literacy Self-Efficacy Scale for medical students. Journal of Information Literacy, 12(1), 27-47. Retrieved from https://ojs.lboro.ac.uk/JIL/article/view/PRA-V12-I1-2 Abstract Objective – To create and validate a scale evaluating the information literacy (IL) self-efficacy beliefs of medical students. Design – Scale development. Setting – Large, public research university in Belgium. Subjects – 1,252 medical students enrolled in a six-year medical program in the 2013-2014 academic year. Methods – Ten medical-specific IL self-efficacy questions were developed to expand a 28-item Information Literacy Self-Efficacy Scale (ILSES) (Kurbanoglu, Akkoyunlu, & Umay, 2006). Medical students in Years 1 – 5 completed the questionnaire (in English) in the first two weeks of the academic year, with students in Year 6 completing after final exams. Respondents rated their confidence with each item 0 (‘I do not feel confident at all’) to 100 (‘I feel 100% confident’). Principal Axis Factoring analysis was conducted on all 38 items to identify subscales. Responses were found suitable for factor analysis using Bartlett’s Test of Sphericity and the Kaiser-Meyer-Olkin measure (KMO). Factors were extracted using the Kaiser-Gutmann rule with Varimax rotation applied. Cronbach’s alpha was used to test the internal consistency of each identified subscale. Following a One-way-ANOVA testing for significant differences, a Tamhane T2 post-hoc test obtained a pairwise comparison between mean responses for each student year. Main Results – Five subscales with a total of 35 items were validated for inclusion in the Information Literacy Self-Efficacy Scale for Medicine (ILSES-M) and found to have a high reliability (Chronbach’s alpha scores greater than .70). Subscales were labelled by concept, including “Evaluating and Processing Information” (11 items), “Medical Information Literacy Skills” (10 items), “Searching and Finding Information” (6 items), “Using the Library” (4 items), and “Bibliography” (4 items). The factor loading of non-medical subscales closely reflected studies validating the original ILSES (Kurbanoglu, Akkoyunla, & Umay, 2006; Usluel, 2007), suggesting consistency in varying contexts and across time. Although overall subscale means were relatively low, immediate findings among medical students at Ghent University demonstrated an increase in the IL self-efficacy of students as they advance through the 6-year medical program. Students revealed the least confidence in “Using the Library.” Conclusions – The self-efficacy of individuals in approaching IL tasks has an impact on self-motivation and lifelong learning. The authors developed the ILSES-M as part of a longitudinal study protocol appraising the IL self-efficacy beliefs of students in a six-year medical curriculum (De Meulemeester, Peleman, & Buysse, 2018). The ILSES-M “…could give a clear idea about the evolution of perceived IL and the related need for support and training” (p. 43). Further research could evaluate the scale’s impact on curriculum and, conversely, the impact of curricular changes on ILSE. Qualitative research may afford additional context for scale interpretation. The scale may also provide opportunities to assess the confidence levels of incoming students throughout time. The authors suggested further research should apply the ILSES-M in diverse cultural and curricular settings.

Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum

2015 ◽  
Vol 32 (1) ◽  
pp. 49-67 ◽  
Author(s):  
Andrea R. Taliaferro ◽  
Lindsay Hammond ◽  
Kristi Wyant
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
Midwestern University ◽  
Disability Categories ◽  
The Impact

The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators’ self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.

scholarly journals Assessing the impact of self-efficacy beliefs on adaptation to rheumatoid arthritis

1991 ◽  
Vol 4 (4) ◽  
pp. 150-157 ◽  
Author(s):  
Kathleen M. Schiaffino ◽  
Tracey A. Revenson ◽  
Allan Gibofsky
Keyword(s):  
Rheumatoid Arthritis ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
The Impact

scholarly journals COVID-19 Beliefs, Self-Efficacy and Academic Performance in First-year University Students: Cohort Comparison and Mediation Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Kate Talsma ◽  
Kayleigh Robertson ◽  
Cleo Thomas ◽  
Kimberley Norris
Keyword(s):  
Academic Performance ◽  
Mediation Analysis ◽  
Self Efficacy ◽  
Psychology Students ◽  
Efficacy Beliefs ◽  
Performance Outcomes ◽  
First Year ◽  
Cohort Differences ◽  
The Impact ◽  
Academic Self Efficacy

Students’ learning contexts can influence their learning beliefs and academic performance outcomes; as such, students studying during the COVID-19 outbreak may be at risk of negative impacts on their academic self-efficacy and subject grades compared to other cohorts. They may also have specific beliefs about the impact of COVID-19-related changes on their capacity to perform, with potential consequences for self-efficacy and academic performance. Two weeks after the COVID-19-related transition to online-only learning, 89 first-year psychology students completed a measure of academic self-efficacy and indicated how they thought COVID-19-related changes would impact their capacity to perform in a psychology subject. At the end of the semester, subject grades were obtained from institutional records. Contrary to expectations, neither the self-efficacy beliefs nor the subject grades of the 2020 cohort were significantly different from those of a sample of 2019 first-year psychology students (n = 85). On average, 2020 students believed that COVID-19-related changes to their learning environment had a negative impact on their capacity to perform well. A mediation analysis indicated that students’ beliefs about the impact of COVID-19 on their capacity did not directly, or indirectly (via self-efficacy), predict grades. The only significant association in the model was between self-efficacy and grades. Although students reported believing that COVID-19-related changes would negatively impact their capacity to perform, there is little evidence that these beliefs influenced their academic self-efficacy or academic performance or that studying during the COVID-19 outbreak disadvantaged students in comparison with the previous years. A follow-up analysis indicated that self-efficacy was a stronger predictor of grades in the 2020 cohort than in the 2019 cohort. While there may be several unmeasured reasons for cohort differences, one potential interpretation is that, in the context of uncertainty associated with COVID-19, self-efficacy beliefs assumed relatively greater importance in terms of mobilising the resources required to perform well.

The impact of mastery feedback on undergraduate students’ self-efficacy beliefs

2018 ◽  
Vol 59 ◽  
pp. 58-66 ◽  
Author(s):  
Nicola J. Beatson ◽  
David A.G. Berg ◽  
Jeffrey K. Smith
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
The Impact

Looking for adolescents' well-being: self-efficacy beliefs as determinants of positive thinking and happiness

2006 ◽  
Vol 15 (1) ◽  
pp. 30-43 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Patrizia Steca ◽  
Maria Gerbino ◽  
Marinella Paciello ◽  
Giovanni Maria Vecchio
Keyword(s):  
Interpersonal Relationships ◽  
Self Efficacy ◽  
Structural Model ◽  
Personal Characteristics ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Longitudinal Impact ◽  
Positive Thinking ◽  
Subjective Well Being ◽  
The Impact

SUMMARYAims – The present study is part of a longitudinal project aimed at identifying the personal characteristics and the developmental pathways conducive to successful adaptation from childhood to adulthood. The study examined the concurrent and longitudinal impact of self-efficacy beliefs on subjective well-being in adolescence, namely positive thinking and happiness. Positive thinking has been operationalized as the latent dimension underlying life satisfaction, self-esteem and optimism. Happiness has been operationalized as the difference between positive and negative affects, as they are experienced in a variety of daily situations. Methods – In a group of 664 Italian adolescents, a structural model positing adolescents' emotional and interpersonal self-efficacy beliefs as proximal and distal determinants of positive thinking and happiness has been tested. Results – Findings attest to the impact of affective and interpersonal-social self-efficacy beliefs on positive thinking and happiness both concurrently and longitudinally. Conclusions – Adolescents' self-efficacy beliefs to manage positive and negative emotions and interpersonal relationships contribute to promote positive expectations about the future, to mantain a high self-concept, to perceive a sense of satisfaction for the life and to experience more positive emotions.Declaration of Interest: none.

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