Assessing Self-Efficacy of Adult Students Accessing Supportive Services

2012 ◽  
Author(s):  
Kenya D. Grooms
Keyword(s):  
Adult Students ◽  
Self Efficacy ◽  
Supportive Services

scholarly journals Constructing authority: Using the ACRL Framework to connect with underserved students

2020 ◽  
Vol 81 (10) ◽  
pp. 508
Author(s):  
Andy Foskey ◽  
Amanda Roper
Keyword(s):  
Community College ◽  
Adult Students ◽  
Information Literacy ◽  
Library Instruction ◽  
College Level ◽  
Supportive Services ◽  
Underserved Students ◽  
Returning Adult Students ◽  
Underserved Groups ◽  
Innovative Instruction

At the community college level, rethinking library instruction in light of the ACRL Framework for Information Literacy for Higher Education often feels like a puzzle. But like many things we do at the library, it all comes back to helping our most vulnerable students. In this column, we outline our library’s outreach efforts to engage with two intersecting and underserved groups: returning adult students and students in the LGBTQ+ community. As job markets become more competitive, older adults are returning to community colleges in order to obtain degrees and earn credentials. As awareness and acceptance of the LGBTQ+ community increases, so does the need to provide supportive services for these students. At our library, engaging with the Framework provided an opportunity to design innovative instruction and programming.

scholarly journals MOOCs Readiness

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Thirumeni T Subramaniam ◽  
Nur Amalina Diyana Suhaimi ◽  
Latifah Abdol Latif ◽  
Zorah Abu Kassim ◽  
Mansor Fadzil
Keyword(s):  
Adult Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Online Courses ◽  
Pearson Correlation ◽  
Massive Open Online ◽  
Online Questionnaire ◽  
Social Competencies ◽  
Communication Competencies ◽  
Important Input

This study seeks to investigate the readiness levels of adult students studying in Malaysian higher education institutions. The online questionnaire used in this study consists of 18 demographic variables and 43 items based on six constructs: technical competencies, communication competencies, social competencies, self-efficacy, self-directedness, and readiness. With a sample of 413 respondents, the constructs were evaluated using measures based on students’ self-identification with each item. Descriptive statistics depict competency, demographic profile of students, and level of readiness. The statistical analyses used for this study were Pearson correlation, multivariate analysis of variance, and structural equation modelling. All six constructs were reliable with Cronbach’s alpha (α) above 0.7. Findings indicate that self-efficacy was significant for massive open online course readiness, and additional factors that could influence this readiness are explored. The findings from this study provide important input towards designing effective massive open online courses.

Taking the Byte Out of Internet Anxiety: Instructional Techniques That Reduce Computer/Internet Anxiety in the Classroom

1998 ◽  
Vol 18 (2) ◽  
pp. 147-161 ◽  
Author(s):  
Caroline Presno
Keyword(s):  
Time Delay ◽  
Qualitative Methods ◽  
Adult Students ◽  
Self Efficacy ◽  
Document Analysis ◽  
Instructional Techniques ◽  
And Behaviors

The purpose of this study was to determine the instructional techniques and behaviors that either reduced or exacerbated anxiety in an Internet class for novice adult students. Through qualitative methods such as observation, interviews, and document analysis, it was found that in this particular case there were four main areas of anxiety in the class: Internet terminology anxiety, Net search anxiety, Internet time delay anxiety, and general fear of Internet failure. Additionally, in each of these areas, low self-efficacy played a major role. Nine beneficial and two negative instructional techniques and behaviors relating to the four areas of anxiety were identified.

scholarly journals DETERMINING THE ENGLISH PREPARATORY SCHOOL STUDENTS' READINESS FOR ONLINE LEARNING

2020 ◽  
Vol 3 (2) ◽  
pp. 66-78
Author(s):  
Zöhre Serttaş ◽  
Aslı Kasabalı
Keyword(s):  
Online Learning ◽  
Adult Students ◽  
Self Efficacy ◽  
Online Communication ◽  
Self Directed Learning ◽  
School Students ◽  
Preparatory School ◽  
Control Computer ◽  
Directed Learning ◽  
Microsoft Office

The aim of this study is to evaluate students ' readiness for online learning at the Near East University English Preparatory School and to provide suggestions on how they can be further supported to strengthen their online learning.  202 adult students participated in the study were fall semester students of the 2019-2020 Academic year.  As the data collection tool, Online Learning Readiness Scale (OLRS) by Hung et al. (2010) was used.  The  dimensions of the scale are; self-directed learning, motivation, learner control, computer-Internet self-efficacy, and online communication self-efficacy.  The data obtained showed that the participants were ready in all dimensions with some variations within the dimensions.  In the self-directed learning dimension, the participants were observed to lack the ability to manage time in their studies however they were willing to ask for help when they need help. Although the scores were above the average, Computer / Internet self-efficacy was found to have the lowest scores compared to the other dimensions.  Participants stated that they were distracted by other online applications while studying for their online course.  Results for computer / internet self-efficacy dimension showed that participants did not have a very high readiness in using basic Microsoft Office Programs, reaching information easily via online search and using online applications.  Motivation and Online Communication self-efficacy dimensions were found to be the dimensions where all the items received a high score.      Keywords: Online learning, online learning readines, english preparatory school    

scholarly journals Self Regulated Learning dan Self Efficacy Mahasiswa Tim Debat Bahasa Arab al-Kindy

2019 ◽  
Vol 3 (1) ◽  
pp. 13
Author(s):  
Nuril Mufidah ◽  
Warisma Riski Nuryani
Keyword(s):  
Adult Students ◽  
Self Efficacy ◽  
Native Speaker ◽  
Global Era ◽  
Self Regulated Learning ◽  
Self Development ◽  
Regulated Learning ◽  
The Subject ◽  
Research Type

The skill of speaking Arabic is a demand in the campus world and after graduation as a form of readiness to enter the workforce in the global era. Teaching kalam with the debate method for students besides being able to improve ability also adds courage as a form of self-efficacy. Students with Self-regulated learning can complete lecture obligations properly and can participate in extra debate activities as a means of self-development. This study aims to determine whether there is an influence of self-regulated learning and self-efficacy for adult students in Arabic learning especially debate program. The subject of this study are 7 students who had participated in the National or International Arabic debate competition. The study used a descriptive qualitative research type of case study-retrieval of data through interviews and documentation. The results of this study indicate that 78% of their success is influenced by the existence of self-regulated learning and self-efficacy in the debate. The strategy of learning debate by using native speaker videos that are studied independently by each member. Then each member displays the results of their training day in front of the senior.

Sources of Social Support and Self-Efficacy for Adult Students

2008 ◽  
Vol 11 (1) ◽  
pp. 58-72 ◽  
Author(s):  
Carol A. Lundberg ◽  
David D. McIntire ◽  
Caroline T. Creasman
Keyword(s):  
Social Support ◽  
Adult Students ◽  
Self Efficacy

Frames of Reference for Self-Evaluation of Ability in Mathematics

2004 ◽  
Vol 94 (2) ◽  
pp. 619-632 ◽  
Author(s):  
Sidsel Skaalvik ◽  
Einar M. Skaalvik
Keyword(s):  
Adult Students ◽  
Self Efficacy ◽  
Reference Model ◽  
Frame Of Reference ◽  
Self Concept ◽  
Frames Of Reference ◽  
Self Evaluation ◽  
Mathematics Ability ◽  
External Frame ◽  
Multiple Frames

Measures of eight frame-specific self-evaluations of ability in mathematics were used to predict general mathematics self-concept and self-efficacy. Participants were 900 Norwegian students in Grade 6 ( n = 277), Grade 9 ( n = 236), Grade 11 ( n = 263), and adult students attending senior high school ( n = 124). Four items measured frame-specific self-evaluation of achievement based on external frames of reference whereas four items measured frame-specific self-evaluation based on internal frames of reference. Regression analyses were used to test relations between the frame-specific self-evaluations and general mathematics self-concept and self-efficacy. The analyses indicated that self-evaluation based on comparison with other students in class (an external frame of reference) and on comparison of mathematics achievement with achievement in other school subjects (an internal frame of reference) were robust predictors of both mathematics self-concept and self-efficacy. The analyses also indicated that students are using multiple frames of reference when evaluating their mathematics ability. Implications of the result for the internal-external frame of reference model are discussed.

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.

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