Four Sources of Self-Efficacy and Efficacy Beliefs of At-Risk Students

2015 ◽  
Author(s):  
Namhee A. Kim ◽  
Caihong R. Li ◽  
Ellen L. Usher
2009 ◽  
Vol 16 (4) ◽  
pp. 201-210 ◽  
Author(s):  
Habibah Elias ◽  
Rahil Mahyuddin ◽  
Nooreen Noordin ◽  
Maria Chong Abdullah ◽  
Samsilah Roslan

2021 ◽  
Vol 28 (2) ◽  
Author(s):  
Daniel Rodríguez-Rodríguez ◽  
◽  
Remedios Guzmán ◽  

Introduction: The relationship that socio-familial and non-cognitive variables have on students in regards to their academic performance is a very important element for success in Secondary Education. In this study the influence of non-cognitive variables (academic self-concept, self-efficacy and perceived family affective support) and socio-familial variables (educational level and expectations of each parent) on the academic performance of secondary school students were analysed. Method: Students were grouped according to their accumulated socio-familial risk index (at-risk students, n = 305; not-at-risk students, n = 991). To measure the variables, the scales What do you think of yourself, General Self-Efficacy and Perceived Family Support were used. Socio-family variables were measured with an ad hoc questionnaire, and academic performance with the end-of-course evaluation scores. Results: The receiver operating characteristic curve showed a decrease in students’ academic performance from three or more accumulated risks. Structural Equation Modelling (SEM) was performed for each group. The results showed that for at-risk students, academic performance was mainly determined by two variables: academic self-concept and self-concept; in contrast to the not-at-risk students in which self-efficacy was the one that had the greatest effect on performance. In both groups, the parents’ expectations were the family variable with the highest incidence being performance, although, for the at-risk group, the effect was greater. Conclusions: The relevance of the identification of non-cognitive and socio-familial variables on the academic performance of at-risk students in regards to secondary education due to socio-familial factors is discussed.


2016 ◽  
Vol 8 (4) ◽  
pp. 327-344 ◽  
Author(s):  
Julie L. Demuth ◽  
Rebecca E. Morss ◽  
Jeffrey K. Lazo ◽  
Craig Trumbo

Abstract Individuals’ past experiences with a hazard can encompass many different aspects, which can influence how they judge and respond to a future hurricane risk. This study, which utilizes survey data from coastal residents who are at risk from hurricanes, adds to understanding of past hazard experience in two ways. First, it examines six different aspects of people’s past hurricane experiences and the relationships among them. Then, it draws on risk theories of behavioral responses to explore how these different experiences influence people’s evacuation intentions for a hypothetical hurricane as mediated through multiple dimensions of risk perception (cognitive, negative affective) and efficacy beliefs (self efficacy, response efficacy). The results suggest that people can experience emotional or otherwise severe impacts from a hurricane even if they do not have experiences with evacuation, property damage, or financial loss. The results also reveal that different past hurricane experiences operated through different combinations of mediating variables to influence evacuation intentions. Some of these processes enhanced intentions; for instance, experience with evacuation, financial loss, or emotional impacts heightened negative affective risk perceptions, which increased evacuation intentions. Other processes dampened evacuation intentions; for instance, people with past hurricane-related emotional impacts had lower self efficacy, which decreased evacuation intentions. In some cases, these enhancing and dampening processes competed. Exploring people’s different past weather experiences and the mechanisms by which they can influence future behaviors is important for more deeply understanding populations at risk and how they respond to weather threats.


Informatica ◽  
2021 ◽  
Vol 45 (6) ◽  
Author(s):  
Mona Jamjoom ◽  
Eatedal Alabdulkreem ◽  
Myriam Hadjouni ◽  
Faten Karim ◽  
Maha Qarh

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.


2003 ◽  
Vol 8 (3) ◽  
pp. 131-147 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Mariagiovanna Caprara ◽  
Patrizia Steca

Three cross-sectional studies examined stability and change in personality over the course of life by measuring the relations linking age to personality traits, self-efficacy beliefs, values, and well-being in large samples of Italian male and female participants. In each study, relations between personality and age were examined across several age groups ranging from young adulthood to old age. In each study, personality constructs were first examined in terms of mean group differences accrued by age and gender and then in terms of their correlations with age across gender and age groups. Furthermore, personality-age correlations were also calculated, controlling for the demographic effects accrued by marital status, education, and health. Findings strongly indicated that personality functioning does not necessarily decline in the later years of life, and that decline is more pronounced in males than it is in females across several personality dimensions ranging from personality traits, such as emotional stability, to self-efficacy beliefs, such as efficacy in dealing with negative affect. Findings are discussed in terms of their implications for personality theory and social policy.


Sign in / Sign up

Export Citation Format

Share Document