Factors Affecting Self-Efficacy of Teachers in International Private Universities in Thailand

2016 ◽  
Author(s):  
Vichian Puncreobutr ◽  
Yongyut - Khamkhong
Keyword(s):  
Self Efficacy ◽  
Private Universities ◽  
Factors Affecting

scholarly journals Factors affecting academic self-efficacy and learning experiences of pharmacy students: Insights from a qualitative study in Zambia

2021 ◽  
pp. 133-144
Author(s):  
Aubrey Chichonyi Kalungia ◽  
Micheal Chigunta ◽  
James Sichone ◽  
Bugewa Apampa ◽  
Sarah Marshall ◽  
...  
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Self Efficacy ◽  
Learning Experiences ◽  
Educational Programme ◽  
Pharmacy Students ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Factors Affecting ◽  
Academic Self Efficacy

Background: Factors influencing how pharmacy students learn and experience pharmaceutical education have not been elucidated in Zambia. Aim: To elucidate contextual factors affecting academic self-efficacy and learning experiences among undergraduate pharmacy students at a public university in Zambia. Methods: A qualitative study utilising focus group discussions was conducted at the University of Zambia. Thirty-two undergraduate pharmacy students participated in four focus group discussions. Qualitative data were thematically analysed. Results: Four themes and eight sub-themes emerged from the data. Notional time management, learning style, and motivation; educational programme-related factors such as course load, the pace of teaching; the learning environment; and assessment practices affected undergraduate pharmacy students’ self-efficacy and learning experiences. Conclusion: Addressing the student-related, educational programme-related, and the learning environment factors identified in this study will contribute to the improvement of undergraduate pharmacy students’ learning experiences. This is premised to improve their educational outcomes and future practice of pharmaceutical care.

scholarly journals FACTORS AFFECTING ENTREPRENEURIAL INTENTIONS AMONG COLLEGE STUDENT

2021 ◽  
Vol 5 (2) ◽  
pp. 79-86
Author(s):  
Trisna Sary Lewaru
Keyword(s):  
College Student ◽  
Locus Of Control ◽  
Self Efficacy ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Need For Achievement ◽  
Factors Affecting ◽  
Independent Variables

ABSTRACT This study aims to analyze the factors that influence entrepreneurial intentions among college student. The five independent variables was used include need for achievement, locus of control, self-efficacy, instrumental readiness, entrepreneurship experience. Sample in this research is students on Pattimura University totaling 160 people. Multiple linear regression analysis was used to measure this study. The results of this study indicate that need for achievement, locus of control, entrepreneurship experience have no effect on the intentions of entrepreneurial among students. Whereas instrumental readiness and self-efficacy variable has positive and significant effect on entrepreneurial intention between students of Pattimura University. Keywords : Entrepreneurship, Intentions

scholarly journals Antecedents Factors Affecting Cyberbullying Risks: A Study In Jordanian Secondary Schools

2020 ◽  
Vol 8 (3) ◽  
pp. 345-349
Author(s):  
Hesham Almomani ◽  
Diya Al-Jabali ◽  
Fayez Bni Mufarrej ◽  
Heba Ahmad
Keyword(s):  
Structural Equation Modeling ◽  
Secondary Schools ◽  
Self Efficacy ◽  
Structural Equation ◽  
Cyber Bullying ◽  
Equation Modeling ◽  
Postgraduate Students ◽  
Factors Affecting ◽  
Research Results

Purpose of the study: In this study, the primary aim is to identify the effects of self-efficacy and cyber bullying knowledge on cyber bullying risks among Jordanian students. Methodology: The population of the study specifically comprised of Jordanian students in Irbid students, with the study sample being 153 students. Accordingly, a questionnaire was developed and disseminated among the students to gather data for the achievement of the study objectives. The study used Structural Equation Modeling (SEM). The study also employed AMOS 23.0 and SPSS 25.0 software in SEM. Main Findings: self-efficacy and cyber bullying knowledge factors do have significant effects on cyber bullying risks. Applications of this study: This research can be used for academic purposes for universities, lecturers of education and management, researchers and undergraduate and postgraduate students. Novelty/Originality of this study: The phenomenon that existed in cyber bullying and referring from various previous research results, the study regarding the cyber bullying was conducted and presented comprehensively and completely. It is necessary examine the effect of self-efficacy and cyber bullying knowledge factors on cyber bullying risks.

scholarly journals THE IMPACT OF TEACHER SELF-EFFICACY ON TEACHING TECHNIQUES: TRADITIONAL OR CONTEMPORARY?

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Ümit Levent Değirmencioğlu
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Classroom Environment ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Teaching Techniques ◽  
Factors Affecting ◽  
Efl Teachers ◽  
Teacher Self Efficacy ◽  
The Impact

There are countless factors that impact the process of second language learning and teaching in both positive and negative ways. These factors are not limited to only student-oriented factors since some of them might stem from teachers themselves as well. One of the teacher-oriented factors that shape the learning/ teaching process is teacher’s levels of self-efficacy. For decades, teacher self-efficacy has been holding its position as being one of the most popular topics of investigation. Many studies have been conducted to further understand its effect on classroom environment. These studies have put forward a great deal of invaluable findings. However, only a few examined its effects on teaching methods and techniques used in the classroom. The present study set out to investigate this issue by collecting data from 64 EFL teachers, using both quantitative and qualitative methods with a three-staged survey. The findings showed: 1) Turkish EFL teachers have moderately high teacher self-efficacy, 2) age and gender are not factors affecting teacher self-efficacy while teaching experience is, 3) teachers with high self-efficacy use more modern techniques in their lessons and 4) high self-efficacy leads teachers to more implementations of communicative and collaborative tasks. The findings have numerous implications for further research that will be conducted in Turkey as they shed light on the relationship between teacher self-efficacy and teaching methods. Teachers of foreign languages should also be aware of the teaching implications that have been suggested throughout the study and criticize their teaching techniques in terms of traditional or contemporary, by bearing in mind their levels of self-efficacy. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0796/a.php" alt="Hit counter" /></p>

Strengthening Research Self-Efficacy and Research Productivity through Research Culture Implementation

2017 ◽  
Vol 2 (4) ◽  
pp. 19-26
Author(s):  
Raden Lestari Garnasih ◽  
Ina Primiana ◽  
Nury Effendi ◽  
Joeliaty Joeliaty
Keyword(s):  
Self Efficacy ◽  
Research Productivity ◽  
Structural Equation ◽  
Private Universities ◽  
Jel Classification ◽  
Average Score ◽  
Research Culture ◽  
Verification Method ◽  
Efficacy Research ◽  
Quality Dimensions

Objective - This study aims to determine the conditions relating to research culture, research self-efficacy and research productivity at private universities in Riau, Indonesia, to examine the direct and indirect influences among research culture, research self-efficacy and research productivity. Methodology/Technique - A questionnaire was used to obtain responses from lecturers at 12 private universities (with a total of 349 responses). The data collected from the sample was analysed using structural equation modelling (SEM) software as the verification method. Findings – The results show that research self-efficacy among lecturers is high. Lecturers have a high research self-efficacy in writing the introduction and method of research, and a high-enough score for a broad view of research, results and discussion, and publication. The last variable is research productivity, which was also grouped in the high-enough category. The quantity dimension has average score of 2.6 which means that it is high-enough, while the scores for the quality dimensions are also high. Research culture, which has eight dimensions, has a direct influence on both research self-efficacy and research productivity. Research self-efficacy also directly influences research productivity. Novelty - This study reveals that research self-efficacy plays an important role in mediating research culture and research productivity variables. Type of Paper - Empirical. Keywords: Research Self-Efficacy; Research Productivity; Research Culture; Higher Education. JEL Classification: M30, M31, M41.

scholarly journals Factors affecting social entrepreneurship intentions among agricultural university students in Taiwan

2019 ◽  
Vol 22 (1) ◽  
pp. 107-118 ◽  
Author(s):  
Teng-Li Yu ◽  
Jiun-Hao Wang
Keyword(s):  
Social Capital ◽  
Social Entrepreneurship ◽  
Rural Areas ◽  
Self Efficacy ◽  
Cognitive Empathy ◽  
Entrepreneurial Intentions ◽  
Factor Analyses ◽  
Factors Affecting ◽  
Agricultural College ◽  
Stakeholder Perspective

Taiwan’s agriculture is again generating local interest after years of decline as awareness of problems facing development and food safety grows. Agriculture-related social entrepreneurship is seen as a crucial solution to the challenges faced and has gradually become part of mainstream business in rural areas. This study examined whether empathy, social responsibility, social capital and support, and social entrepreneurial self-efficacy affect social entrepreneurial intentions. Through an online and offline survey, a sample of Taiwanese agricultural college students (n=464) were recruited for analysis. The factor analyses supported previous studies and proved that the factor structures of subscales used in this study were stable, with the exception of social entrepreneurial self-efficacy. Multiple regression analysis results indicated that management efficacy was the most prominent factor affecting social entrepreneurial conviction, followed by stakeholder perspective and communication efficacy. In addition, management efficacy was the strongest factor affecting social entrepreneurial preparation, followed by stakeholder perspective and affective empathy. Notably, cognitive empathy was revealed to be negatively associated with social entrepreneurial preparation. Social capital and support were found to have no association with social entrepreneurial intentions.

scholarly journals P259 Systematic review of prognostic factors affecting the acquisition of transition readiness skills in patients with inflammatory bowel disease

2020 ◽  
Vol 14 (Supplement_1) ◽  
pp. S279-S279
Author(s):  
L JOHNSON ◽  
M Lee ◽  
G Jones ◽  
A Lobo
Keyword(s):  
Inflammatory Bowel Disease ◽  
Bowel Disease ◽  
Self Efficacy ◽  
Self Management ◽  
Factors Affecting ◽  
Disease Knowledge ◽  
Transition Readiness ◽  
Modifiable Factors ◽  
Inflammatory Bowel ◽  
Readiness Skills

Abstract Background Around 25% of patients with inflammatory bowel disease (IBD) are diagnosed before the age of 20, meaning transition from paediatric to adult healthcare is inevitable for some. Good transition is important to maintain quality of care, and poor transition can result in adverse outcomes such as clinic and medication non-adherence. Certain skills are required in order for someone to be ready to transition, and the aim of this study was to identify modifiable and non-modifiable factors affecting the development of these skills in young people with IBD. Methods This review was registered on the PROSERO database (CRD42019152272) and conducted in line with PRISMA guidelines. Studies were included if they (1) explored factors affecting the acquisition of transition readiness skills in IBD patients 2) were written in English (3) were published since 1999. The databases MEDLINE, CINAHL and PsychINFO were searched from September - October 2019. Bias was assessed using the Quality in Prognostic Studies tool. Results Searches identified 822 papers and 27 full texts were retrieved. Sixteen papers were included in the final review, reporting on 1770 patients ranging from 10–29 years of age. Fourteen studies were cross-sectional and two longitudinal. Six assessed transition readiness, five self-management, two disease knowledge, one medication knowledge, one health literacy, and one both disease knowledge and self-management. Modifiable factors found were increased provider-communication about transition, transition duration, and health care satisfaction. Participant self-efficacy was found to be significant for three studies, and increased parent autonomy granting was related to higher disease knowledge in one study. Non-modifiable factors identified were age, sex, socioeconomic score, participant educational level and ethnicity. Nine studies showed increased age as a positive prognostic factor, and two additional papers found an effect for certain domains assessed. Four studies showed higher scores for females, and one study demonstrated higher self-rated self-efficacy scores for males. Disease-related non-modifiable factors identified were IBD family history, age at diagnosis, and absence from school. Conclusion This study identified five potentially modifiable factors. Strategies or interventions to address these in the IBD population transitioning to adult care might lead to improved experience and outcomes. This review also identified eight non-modifiable factors. This may allow healthcare and allied professionals to identify those at an increased risk of not developing the necessary competencies for transition and adapting the way in which they approach transition for each individual.

Factors affecting students’ self-efficacy in higher education

2011 ◽  
Vol 6 (2) ◽  
pp. 95-108 ◽  
Author(s):  
Mart van Dinther ◽  
Filip Dochy ◽  
Mien Segers
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Factors Affecting
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