The individual stem student in context: Idiographic methods for understanding self-knowledge and intraindividual patterns of self-efficacy appraisal.

2020 ◽  
Vol 112 (8) ◽  
pp. 1597-1613 ◽  
Author(s):  
Daniel Cervone ◽  
Lara Mercurio ◽  
Carmen Lilley
Keyword(s):  
Self Efficacy ◽  
Self Knowledge ◽  
The Individual ◽  
Idiographic Methods

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.

scholarly journals PENGARUH SKEMA KOMPENSASI, SELF EFFICACY DAN PENALARAN MORAL TERHADAP SLACK BUDGETING

2019 ◽  
Vol 4 (1) ◽  
pp. 77-96
Author(s):  
Nayang Helmayunita ◽  
Ade Elsa Betavia
Keyword(s):  
Moral Reasoning ◽  
Laboratory Experiment ◽  
Self Efficacy ◽  
Accounting Students ◽  
State University ◽  
Compensation Scheme ◽  
Budgetary Slack ◽  
Causal Factors ◽  
Low Levels ◽  
The Individual

This study aims to examine the effect of compensation schemes, self efficacy and moral reasoning on slack budgeting. In this study the hypothesis is proposed that in the slack inducing compensation scheme the slack budgeting will be greater than using the truth inducing compensation scheme, then managers with low self efficacy will do slack budgeting compared to those with high self efficacy. It is also proposed that the individual with low moral reasoning will do slack budgeting rather than the individual with high moral reasoning. The research design in this study was a quasi 2 x 2 laboratory experiment, with Accounting students who had sat in the 5th semester of Padang State University as lower level managers who participated in budgeting. The statistical method used to test the hypothesis is two-way ANOVA. This study provides results that the compensation scheme can affect slack budgeting actions, self efficacy has no effect on slack budgeting actions, and the interaction between slack inducing compensation schemes with low self efficacy has no effect on slack budgeting actions. Moral reasoning affects slack budgeting actions, and at lower level managers who have low levels of moral reasoning and low levels of self efficacy, interactions with slack inducing compensation schemes affect slack budgeting actions. The results of this study can contribute in the management accounting literature related to budgetary slack and its causal factors. Keyword: Slack Budgeting, Compensation Schemes, Self Efficacy, and Moral Reasoning.

scholarly journals Self-realisation, self-actualisation and self-efficacy concepts theoretical analysis

2021 ◽  
Vol 27 (2) ◽  
pp. 7-15
Author(s):  
Tatyana Petrovna Opekina ◽  
Natalya Sergeevna Shipova
Keyword(s):  
Comparative Analysis ◽  
Theoretical Analysis ◽  
Goal Setting ◽  
Self Efficacy ◽  
Theoretical Study ◽  
The Self ◽  
Social Orientation ◽  
Similarities And Differences ◽  
The Individual ◽  
External Forces

This article presents the results of a theoretical study of self-realisation, self-actualisation and self-efficacy phenomena. The main aspects of understanding and correlating these phenomena in classical and modern Russian and foreign psychology are described. The highlighted concepts related to the phenomenon of self-realisation, both in the field of psychology and pedagogy. The similarities and differences of the self-realisation, self-actualisation, self-efficacy phenomena, as well as their correlation and comparison are presented. A comparative analysis of the studied concepts is given. According to the results of the theoretical analysis, the processes of self-realisation and self-actualisation are based on the inner motivation of a person to grow, develop personality, realise its potential. Both of these processes, due to their subjectivity, are difficult to observe and measure from the outside. We have highlighted the main differences, consisting in a greater awareness and orderliness of the process of self-realisation, as well as its predominantly "social" orientation, while self-actualisation is often associated with the struggle with external forces, the desire for self-realisation is rather approved and supported by the society. The concepts of self-realisation and self-efficacy are united by their inherent representation in the external plane of the life of the individual, as well as awareness, activity, goal-setting, and an orientation towards achieving success. In contrast to self-efficacy, self-release is a process rather than a sustainable phenomenon, and can be expressed both externally and internally through a connection with the value-semantic, motivational spheres of the individual.

scholarly journals Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

2020 ◽  
Vol 22 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Sinan Keskin ◽  
Halil Yurdugül
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Task Value ◽  
Individual Factors ◽  
E Learning ◽  
The Individual

AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

scholarly journals Self-efficacy, Adaptability and Intention of Searching for Vocational Guidance in Adolescents

2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Rodolfo Augusto Matteo Ambiel ◽  
Thaline da Cunha Moreira ◽  
Dianniffer Aparecida Oliveira ◽  
Edson Cardoso Pereira ◽  
Débora Noemi Hernandez
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Vocational Guidance ◽  
Career Adaptability ◽  
School Students ◽  
The Difference ◽  
Positive Correlations ◽  
The Individual ◽  
The Relationship

Abstract Vocational guidance (VG) involves several variables that can help the individual to make a professional choice and build his or her career. The purpose of this study was to analyze the relationship between self-efficacy for professional choice and career adaptability in high school students, as well as to verify possible differences regarding the intention or not to participate in a VG process. 272 students participated in this study, from a public school, aged between 14 and 19 years, 51.5% female. A Sociodemographic Questionnaire, the Self-efficacy Scale for Professional Choice (EAE-EP) and the Career Adapt-Abilities Scale (CAAS-Brazil) were applied. From the Pearson correlation analysis, ANOVA and Cohen’s d, the results indicated positive correlations between the constructs, in addition, it was observed the difference between the students who would like or not to undergo a VG process. Implications for the practice are discussed.

Who Do You Think You Are?

2020 ◽  
pp. 51-57
Author(s):  
Nicolas Bommarito
Keyword(s):  
The Self ◽  
What Works ◽  
Special Challenge ◽  
Self Knowledge ◽  
The Individual ◽  
The Mind ◽  
Tools And Methods

This chapter explores self-knowledge, which is critical for solving the practical problems involved in getting through life. An awareness of your own quirks, character, and preferences is important for figuring out what works for you. However, self-knowledge is also tricky because it is especially elusive. People commonly learn about themselves only indirectly; often it is only by reading the reactions of others that people can see how harsh, kind, or annoying they are. It is also because when trying to know the self, the thing the individual is trying to see is the very thing that does the looking. Buddhism offers many evocative images to illustrate this special challenge: Just as a knife cannot cut itself, the mind cannot be directed toward itself. This makes knowing the self, especially in a deep way, an especially difficult task. Knowing the self thus requires special kinds of tools and methods. The chapter then considers the concept of Buddha Nature.

Improving Classroom Management Issues by Asking Questions: Part 2

2019 ◽  
Vol 33 (2) ◽  
pp. 79-82 ◽  
Author(s):  
Tiger Robison
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Asking Questions ◽  
Self Knowledge ◽  
Management Issues

Asking questions is one of the most immediate ways to help students reflect on their own actions, which is a technique that is often overlooked in favor of a teacher’s direct commentary. This column, the fourth in a series about classroom management and the second on the particular topic of asking questions, contains four more specific questions with which to prompt students before and/or after behavioral incidents. Each of these questions stem from four sources of self-knowledge that form the basis of self-efficacy. There are practical uses of these questions and explanations of their connections to the larger construct of self-efficacy in this column, along with suggestions for further reading.

A Web-Based Tutor for Java? Evidence of Meaningful Learning

2011 ◽  
pp. 207-229
Author(s):  
Henry H. Emurian
Keyword(s):  
Self Efficacy ◽  
Instructional System ◽  
Meaningful Learning ◽  
Individual Student ◽  
Web Based ◽  
Java Applet ◽  
Before And After ◽  
Competency Based ◽  
Level Of Understanding ◽  
The Individual

Students in a graduate class and an undergraduate class in Information Systems completed a Web-based programmed instruction tutor that taught a simple Java applet as the first technical training exercise in a computer programming course. The tutor is a competency-based instructional system for individualized distance learning. When a student completes the tutor, the student has achieved a targeted level of understanding the code and has written the code correctly from memory. Before and after using the tutor in the present study, students completed a software self-efficacy questionnaire and a test of the application of general Java principles (far transfer of learning). After completing the tutor, students in both classes showed increases in software self-efficacy and in correct answers on the test of general principles. These findings contribute to the stream of formative evaluations of the tutoring system. They show the capacity of the Web-based tutor to generate meaningful learning (i.e., understanding of concepts) at the level of the individual student.

scholarly journals Associations Between Peer Use, Costs and Benefits, Self-Efficacy, and Adolescent E-cigarette Use

2020 ◽  
Author(s):  
Kristine Durkin ◽  
Desireé N Williford ◽  
Nicholas A Turiano ◽  
Melissa D Blank ◽  
Paul T Enlow ◽  
...  
Keyword(s):  
Cigarette Smoking ◽  
Self Efficacy ◽  
Adolescent Medicine ◽  
Public High Schools ◽  
Cigarette Use ◽  
Costs And Benefits ◽  
Tailored Interventions ◽  
The Individual ◽  
Peer Use

Abstract Objective Prior research identified peer use as a salient risk factor of adolescent electronic cigarette (e-cigarette) use, but has not expanded on the mechanisms of this association. Methods Participants were 562 adolescents recruited from rural and suburban public high schools and an adolescent medicine clinic in the mid-Atlantic United States. Participants completed a packet of questionnaires that assessed demographics, substance use, expectations about the consequences of e-cigarette use, and perceptions of their own self-efficacy to resist using e-cigarettes. We estimated a series of mediation models using the MODEL INDIRECT command in MPLUS statistical software. In all models, significance of indirect effects from peer e-cigarette use to self-reported e-cigarette use were tested via two variables: (a) expected costs, (b) benefits of e-cigarette use, and (c) the perceived self-efficacy of the individual to refrain from e-cigarette use. Results Adolescents with more peers using e-cigarettes were more likely to have ever used an e-cigarette and perceived greater benefits and fewer costs, which was associated with a reduced self-efficacy to refrain from e-cigarette smoking (Model 1). Those with more peers using e-cigarettes were more likely to be currently using e-cigarettes themselves because they perceived greater benefits and fewer costs, which was associated with a reduced self-efficacy to refrain from e-cigarette smoking (Model 2). Conclusion Peer use, self-efficacy to resist use, and expectations of cost and benefits of e-cigarette use should be considered as possible targets when devising tailored interventions and policies to prevent or reduce negative health consequences of long-term e-cigarette use.

scholarly journals A Systematic Search and Review of Questionnaires Measuring Individual psychosocial Factors Predicting Return to Work After Musculoskeletal and Common Mental Disorders

2020 ◽  
Author(s):  
Andrea Gragnano ◽  
Patrizia Villotti ◽  
Christian Larivière ◽  
Alessia Negrini ◽  
Marc Corbière
Keyword(s):  
Mental Disorders ◽  
Return To Work ◽  
Psychosocial Factors ◽  
Self Efficacy ◽  
Common Mental Disorders ◽  
Grey Literature ◽  
Point Of View ◽  
Systematic Search ◽  
Multiple Item ◽  
The Individual

AbstractPurpose Individual psychosocial factors are crucial in the return to work (RTW) process of workers with musculoskeletal disorders (MSDs) and common mental disorders (CMDs). However, the quality and validity of the questionnaires used to measure these factors have rarely been investigated. The present systematic search and literature review aims at identifying, categorizing, and evaluating the questionnaires (measurement tools) used to measure individual psychosocial factors related to the perception of the personal condition and motivation to RTW that are predictive of successful RTW among workers with MSDs or CMDs. Methods Through a systematic search on PubMed, Web of Science, and PsycINFO library databases and grey literature, we identified the individual psychosocial factors predictive of successful RTW among these workers. Then, we retrieved the questionnaires used to measure these factors. Finally, we searched for articles validating these questionnaires to describe them exhaustively from a psychometric and practical point of view. Results: The review included 76 studies from an initial pool of 2263 articles. Three common significant predictors of RTW after MSDs and CMDs emerged (i.e., RTW expectations, RTW self-efficacy, and work ability), two significant predictors of RTW after MSDs only (i.e., work involvement and the self-perceived connection between health and job), and two significant predictors of RTW after CMDs only (i.e., optimism and pessimism). We analyzed 30 questionnaires, including eight multiple-item scales and 22 single-item measures. Based on their psychometric and practical properties, we evaluated one of the eight multiple-item scales as questionable and five as excellent. Conclusions: With some exceptions (i.e., self-efficacy), the tools used to measure individual psychosocial factors show moderate to considerable room for improvement.

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