scholarly journals Learning from drinking experiences in college: A test of reciprocal determinism with drinking refusal self-efficacy.

2020 ◽  
Author(s):  
Tiffany Jenzer ◽  
Gregory A. Egerton ◽  
Jennifer P. Read
Keyword(s):  
Self Efficacy ◽  
Reciprocal Determinism

scholarly journals Shaping A Student Self Efficacy Academic Through Live Modeling Technique (A Synthesis of Observational Learning in Social Cognitive Theory)

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Ryan Hidayat ◽  
M Ramli
Keyword(s):  
Social Cognitive Theory ◽  
Learning Process ◽  
Observational Learning ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Vicarious Experience ◽  
Reciprocal Determinism ◽  
Cognitive Capability ◽  
Life Circumstance

In the perspective of social cognitive theory, humans as an actor that has a cognitive capability to observe, learn, understand, motivate, plan, act and evaluate an achievement or result that has been done. This perspective argues that a human can learn just by observation, although they do not have direct experience to do such specific tasks. This argument has revised a concept of behavioristic about imitation learning Miller and Dollard. Bandura has a viewpoint to have this result in his research with a triadic reciprocal determinism. Peoples has a cognitive function to observe and consideration to make a decision to act in their life circumstance not only reaction form their environment but their also an actor to make their self a decision-maker. So in a learning process, observational learning formed in live modeling. This modeling has an effect of influencing a mindset of the student in their self-belief, such competencies, capabilities to accomplish a task this self-belief known as self-efficacy. In self-efficacy has one source that links with an observational learning process, there is a vicarious experience. This article will describe and discuss a synthesis about live modeling in observational learning, linkage with vicarious experience in self-efficacy, and how to live modeling to shape a student's self-efficacy and a stage in the group counseling process.

Exploring Local Interaction Attributes Affecting Leadership Effectiveness on Assignment in Multinational Companies

2017 ◽  
pp. 37-70
Author(s):  
Iván Tirado-Cordero ◽  
Kathleen M. Hargiss
Keyword(s):  
Learning Environment ◽  
Social Interactions ◽  
Peer Tutoring ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
The Self ◽  
Design System ◽  
Reciprocal Determinism ◽  
Biological Determinants

Social cognitive theory is founded on the belief that learning is shared socially. Triadic reciprocal determinism explains the interrelationship and interaction between environmental cues, behavior, and biological determinants to shape and alter the perception of the self and how individuals assume agentic perspectives in social interactions to approach challenges and pursue goals. Knowing how learners perceived their likelihood to achieve success also provides for a better understanding of the constraints and opportunities of a proposed learning solution. The purpose of this study was to explore the self-efficacy beliefs of adolescents as part of the analysis of the learners in the instructional design system (ISD) model in terms of entry behaviors for the design of a peer tutoring learning environment. The General Self-Efficacy Scale (GSE) was used to interview participants, using the questions as open-ended questions. Observations of the social interactions between participants were collected during focus groups to discuss their responses to the GSE scale. The results of this study suggested that individuals with high self-efficacy not only assume a direct personal agentic perspective when acting alone but that they also assume and motivate others to engage in a collective agentic perspective. Individuals with low self-efficacy assume proxy or surrogate agentic perspectives in social interactions and require prompting to engage and participate. High self-efficacy indicates effective collaboration through the collective agency, which affects success positively in a peer tutoring learning environment. Low self-efficacy affects negatively success in peer tutoring, because individuals with low self-efficacy assume a proxy or surrogate agentic perspective detaching themselves from the interactions. However, individuals with low self-efficacy, through prompting and motivation from peers with high self-efficacy can improve their interactions and as goals are reached, improve self-efficacy.

scholarly journals A moderated mediation analysis of the relationship between a high-stakes English test and test takers’ extracurricular English learning activities

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jing Zhang
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Large Scale ◽  
Learning Activities ◽  
Equation Modeling ◽  
English Learning ◽  
High Stakes ◽  
Mediation Effects ◽  
Reciprocal Determinism ◽  
The Relationship

AbstractThis study investigated the relationship between a large-scale and high-stakes English test and test takers’ learning behavior. Specifically, it explored whether and how the National Matriculation English Test (NMET) influenced test takers’ extracurricular English learning activities under the Chinese Mainland educational context. Based on Bandura’s triadic reciprocal determinism theory, this study proposed a distal mediation model and employed covariance-based Structural Equation Modeling to test the model. The data were collected via a cross-sectional survey with 470 test takers. The results showed that test takers’ perceptions of the examination exerted direct and indirect effects on their extracurricular English learning activities, and that test takers’ perceived self-efficacy for self-regulated learning and academic achievement were two important factors mediating the relationship between their perceptions of the test and extracurricular learning. Furthermore, test takers’ perceptions of the exam-approaching have diverse moderating effects on different mediation effects. This study suggests that introducing the triadic reciprocal determinism theory helps understand how an examination influences learning. It also highlights the role of test takers’ perceptions of an examination and their perceived self-efficacy in predicting a test’s impact on learning.

Exploring Self-Efficacy Beliefs as Entry Behaviors for Participation in an Online Peer Tutoring Learning Environment

2014 ◽  
Vol 5 (1) ◽  
pp. 54-82
Author(s):  
Iván Tirado-Cordero ◽  
Kathleen M. Hargiss ◽  
Caroline Howard
Keyword(s):  
Learning Environment ◽  
Social Interactions ◽  
Peer Tutoring ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Efficacy Beliefs ◽  
The Self ◽  
Design System ◽  
Reciprocal Determinism

Social cognitive theory is founded on the belief that learning is shared socially. Triadic reciprocal determinism explains the interrelationship and interaction between environmental cues, behavior, and biological determinants to shape and alter the perception of the self and how individuals assume agentic perspectives in social interactions to approach challenges and pursue goals. Knowing how learners perceived their likelihood to achieve success also provides for a better understanding of the constraints and opportunities of a proposed learning solution. The purpose of this study was to explore the self-efficacy beliefs of adolescents as part of the analysis of the learners in the instructional design system (ISD) model in terms of entry behaviors for the design of a peer tutoring learning environment. The General Self-Efficacy Scale (GSE) was used to interview participants, using the questions as open-ended questions. Observations of the social interactions between participants were collected during focus groups to discuss their responses to the GSE scale. The results of this study suggested that individuals with high self-efficacy not only assume a direct personal agentic perspective when acting alone but that they also assume and motivate others to engage in a collective agentic perspective. Individuals with low self-efficacy assume proxy or surrogate agentic perspectives in social interactions and require prompting to engage and participate. High self-efficacy indicates effective collaboration through the collective agency, which affects success positively in a peer tutoring learning environment. Low self-efficacy affects negatively success in peer tutoring, because individuals with low self-efficacy assume a proxy or surrogate agentic perspective detaching themselves from the interactions. However, individuals with low self-efficacy, through prompting and motivation from peers with high self-efficacy can improve their interactions and as goals are reached, improve self-efficacy.

Auditory Training to Improve Speech Perception and Self-Efficacy in Aging Adults

2020 ◽  
Vol 63 (4) ◽  
pp. 1270-1281
Author(s):  
Leah Fostick ◽  
Riki Taitelbaum-Swead ◽  
Shulamith Kreitler ◽  
Shelly Zokraut ◽  
Miriam Billig
Keyword(s):  
Speech Perception ◽  
Self Efficacy ◽  
Temporal Order Judgment ◽  
Auditory Training ◽  
Intensity Discrimination ◽  
Training Design ◽  
Auditory Temporal Processing ◽  
Temporal Properties ◽  
Computer Based ◽  
Aging Adults

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

Sign in / Sign up

Export Citation Format

Share Document