scholarly journals Comparing instructional techniques on memory retention, retrieval, application and self-efficacy of grading criteria used for student self-assessment.

2021 ◽  
Author(s):  
Michael Metz
Keyword(s):  
Self Efficacy ◽  
Memory Retention ◽  
Self Assessment ◽  
Instructional Techniques

scholarly journals Enhancing Self Efficacy Of Prolanis Group On Self Assesment Of Diabetic Foot Early Detection Based On Health Belief Model Theory And Bandura’s Self Efficacy

2020 ◽  
Vol 9 (2) ◽  
pp. 950-953
Author(s):  
Didik Susetiyanto Atmojo ◽  
Heny Kristanto ◽  
Hengky Irawan
Keyword(s):  
Diabetic Foot ◽  
Self Efficacy ◽  
Health Belief ◽  
Outcome Expectations ◽  
Wilcoxon Test ◽  
P Value ◽  
Self Assessment ◽  
Efficacy Outcome ◽  
Post Test ◽  
Belief Model

Diabetes Mellitus (DM) complications are serious problems for patients and their families. . The purpose of this study was to improve Self Efficacy on the ability to detect the risk of diabetic foot injury.The research design used was pre-experimental research with a one group pre-post test design approach. Respondents of this study were the Clinic Prolanis Group dr. Chreslina Subagyo, Kediri City  Collecting data with clinical questionnaire sheet self-efficacy skills in order to determine the increase in self-efficacy. Based on the Wilcoxon test above, the p value = 0.000, which means that action given caused a changed or increased in a person's self-assessment This study revealed that the potential impact of self-efficacy, outcome expectations considered in the education program for patients. Therefore, the use of self-efficacy theory when designing patient education interventions could enhance diabetes self-care      

scholarly journals Enhancing Students’ Understanding and Revision of Narrative Writing through Self-Assessment and Dialogue: A Qualitative Multi-Case Study

2015 ◽  
Author(s):  
Stephanie Baxa
Keyword(s):  
Self Efficacy ◽  
Fifth Grade ◽  
Future Research ◽  
Writing Conferences ◽  
Teacher Language ◽  
Self Assessment ◽  
Self Assessments ◽  
Teacher Assessments ◽  
The Impact

With students losing hope when faced with challenges in the classroom, daily student-involved formative assessment that contributes to a growth mindset is essential. Through self-assessment and dialogue, students can generate feedback used for improvement of their writing, and teachers can give feedback that fosters self-efficacy. The purpose of this qualitative multi-case study was to explore the growth of fifth-grade writers as they participated in self-assessment, writing conferences with their teacher, and story revision. Research questions focused on students’ ability to explain learning targets and strengths and weaknesses of their writing and their ability to revise their writing. The participants, two male and one female, were randomly chosen from the teacher/researcher’s fifth-grade classroom in a large public school in the Midwest. Data sources included audio-recorded interviews and writing conferences, student-written work and self-assessments, and teacher assessments and notes. Self-assessment and dialogue with the teacher served as tools for providing feedback to the student and the teacher. Throughout implementation of the instructional strategies, students were able to talk about the learning targets and the strengths and weaknesses of their writing and were motivated and able to revise their writing. Limitations of the study included the length of the study and diversity of participants. Suggestions for future research included exploring ways to elicit more student feedback and the impact of teacher language during writing conferences on the self-efficacy of students.

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 Early career biomedical grantsmanship self‐efficacy: validation of an abbreviated self‐assessment tool

2018 ◽  
Vol 1445 (1) ◽  
pp. 17-26
Author(s):  
Eileen M. Harwood ◽  
Amy R. Jones ◽  
Darin Erickson ◽  
Dedra Buchwald ◽  
Japera Johnson‐Hemming ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Assessment Tool ◽  
Early Career ◽  
Self Assessment

scholarly journals Correlating self-efficacy with self-assessment in an undergraduate interpreting classroom: How accurate can students be?

2021 ◽  
pp. 9-25
Author(s):  
Jing Liu
Keyword(s):  
Self Efficacy ◽  
Self Assessment ◽  
Psychological Variables ◽  
Self Regulated Learning ◽  
Language Courses ◽  
Language Classrooms ◽  
Assessment Performance ◽  
Foreign Language Courses ◽  
Consecutive Interpreting ◽  
Senior Students

The current paper intends to explore whether there are significant correlations between students’ self-efficacy and their self-assessment accuracy and how the former mediates the latter. Framed within an undergraduate interpreting classroom in China, which shares similar pedagogical aims with general foreign language courses, a total of 53 senior students completed an Interpreting Self-Efficacy (ISE) Scale before self-assessing their English-Chinese consecutive interpreting performance. Spearman correlation tests were employed to investigate the correlations between students’ ISE level and their self-assessment accuracy, compared with the teacher’s marks. Although ISE and self-assessment accuracy were positively correlated, the relation was not significant. Medium to low level ISE could only vaguely predict students’ self-assessment performance, but students were capable of accurate self-assessment regardless of their ISE level. This justifies more rigorous reflection on self-regulated learning enabled by accurate self-assessment in language classrooms, which is simultaneously informed by multiple social and psychological variables experienced by individual learners, such as self-efficacy.

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