scholarly journals An Assessment of Bridging Program Participants’ Sources of Academic Self-Efficacy at a Regional Australian University

2020 ◽  
Vol 8 (1) ◽  
pp. p51
Author(s):  
Debra Ann Metcalf ◽  
Karl Kilian Konrad Wiener
Keyword(s):  
Self Efficacy ◽  
First Generation ◽  
Vicarious Learning ◽  
Regression Analyses ◽  
Remedial Programs ◽  
Mastery Experience ◽  
Student Enrolment ◽  
First In Family ◽  
Academic Self Efficacy ◽  
Social Persuasion

Academic bridging and other remedial programs are designed to maximize outcomes for all students and are designed around an inclusive framework which targets the most disadvantaged or at need students. This study questions the validity of this practice through an evaluation of Bandura’s sources of academic self-efficacy for bridging program participants within two distinct cohorts, first-in-family and non-first-in-family students. The study comprised students at a regional Australian university (N=1806) which prides itself on high rates of first generation student enrolment. Data was analyzed using SPSS® software to construct regression analyses for each cohort and determine for each which of Bandura’s sources of academic self-efficacy predicted current academic self-efficacy. For both first-in-family and non-first-in-family students who did not participate in bridging programs, all four of Bandura’s sources of academic self-efficacy were significant predictors of current academic self-efficacy. For first-in-family students who participated in bridging programs, vicarious learning did not significantly predict academic self-efficacy. For non-first-in-family students who participated in bridging programs, mastery experience and social persuasion did not predict academic self-efficacy. Some suggestions for the disparity between the results for bridging program participants and the bulk of accepted literature are offered as are some implications for bridging program pedagogy.

scholarly journals Identification of Perceived Self-Efficacy to Predict Student’s Awareness in Career Readiness

2021 ◽  
Vol 4 (1) ◽  
pp. 124-132
Author(s):  
Alfaiz Alfaiz ◽  
Hendra Hidayat ◽  
Hengki Yandri ◽  
Aprilia Tina Lidya Sari ◽  
Fendahapsari Singgih Sendayu ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Cognitive Skills ◽  
Emotional Arousal ◽  
Structured Interview ◽  
Career Readiness ◽  
Self Report ◽  
Vicarious Experience ◽  
Mastery Experience ◽  
High Level ◽  
Social Persuasion

Research found that self-efficacy has an important role in the development of students’ career cognitive skills. Besides, there still needs further research in self-efficacy, particularly in career readiness. The authors conduct this continuing study is to determine the effect of understanding perceived self-efficacy on student’s awareness in career readiness (mastery experience, vicarious experience, social persuasion, and emotional arousal). Data collected using a self-report of the Self-Efficacy Scale in Career Readiness (SESCR), semi-structured interview, and observation of student’s behavior between both participants with the high and low level of self-efficacy. In the current study, 100 students involved based on their convenience. Results showed that 66% of participants have a high mastery experience, 69% with high vicarious experience, 76% have a high percentage in social persuasion, and 70% have a high level of emotional arousal to understanding their career readiness. The results also showed perceived self-efficacy predicts student’s awareness of career readiness based on gender.

scholarly journals Illuminating Differences in The Psychological Predictors of Academic Performance for First- And Continuing-Generation Students

2021 ◽  
Vol 3 (2) ◽  
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Psychological Factors ◽  
First Generation ◽  
Academic Stress ◽  
First Generation Students ◽  
Factors Associated ◽  
Academic Self Efficacy

First-generation college students experience a disproportionate rate of challenges on college campuses, reflected by lower academic performance. Research has identified academic self-efficacy, optimism, goal orientation, and academic stress all as psychological factors associated with academic performance. However, this research rarely distinguishes between first- and continuing-generation students, and there may be unique effects for each group. We investigated whether the previously identified psychological factors associated with academic performance hold the same relationships for firstand continuing-generation college students. A sample of 143 undergraduate students self-reported levels of academic self-efficacy, optimism, goal orientation, and academic stress. Academic performance was measured using their midterm exam grade. There were differences found in the mean levels of psychological factors and their associations with academic performance for first- and continuing-generation students. Overall, the psychological factors explained a very small portion of the variance in academic performance among first-generation students (13.4%) with none of the psychological factors holding an independent association with academic performance. Conversely, psychological factors explained considerably more of the variance in academic performance for continuing-generation students (60.5%), with domains of goal orientation and academic stress being independently associated with academic performance. Our findings suggest that new pathways to improving first-generation students’ academic performance should be identified, and that

A Psychosociocultural View of Hispanic First-Generation College Students’ Graduation Rates

2021 ◽  
pp. 152102512110562
Author(s):  
Christian A. Latino ◽  
Justine Radunzel ◽  
Jason D. Way ◽  
Edgar Sanchez ◽  
Alex Casillas ◽  
...  
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
First Generation ◽  
Hispanic Students ◽  
Degree Attainment ◽  
First Generation College Students ◽  
Bachelor's Degree ◽  
First Generation College ◽  
Bachelor's Degree Attainment ◽  
Academic Self Efficacy

First-generation college students (FGCS), nearly 50% of which identify as Hispanic, are an underserved population. The psychosociocultural theoretical framework posits that individual, environmental, and cultural factors contribute to the academic success of Hispanic students. This study examined the relationship between these factors (i.e., demographics, academic self-efficacy, meeting with professors, and attending cultural programming) to 6-year bachelor’s degree attainment and time to bachelor’s degree attainment among Hispanic students at a Hispanic Serving Institution ( n  =  358). Being better prepared academically, being female, and having greater academic self-efficacy were positively related to bachelor’s degree attainment; FGCS status was negatively related. Among students who graduated ( n  =  208), entering college being better prepared academically, and having greater academic self-efficacy were related to quicker bachelor’s degree attainment; FGCS status was not significantly related. Practitioners may pay more attention to Hispanic students’ academic self-efficacy and the success of Hispanic male students.

scholarly journals The relationship between music performance anxiety and self-efficacy in sixth- to eighth-grade instrumental students

2021 ◽  
pp. 030573562110506
Author(s):  
Brian Bersh
Keyword(s):  
Instrumental Music ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Music Performance ◽  
Performance Anxiety ◽  
The United States ◽  
Music Performance Anxiety ◽  
Mastery Experience ◽  
The Relationship ◽  
Social Persuasion

The purpose of this nonexperimental, quantitative study was to test social cognitive theory as it relates self-efficacy to anxiety. Music performance anxiety (MPA) and music performance self-efficacy (MPSE) were tested within a stratified random sample of Grades 6–8 instrumental music students ( N = 228) enrolled in middle schools located within the Mid-Atlantic region of the United States. To determine levels of MPA and MPSE, participants completed the Music Performance Anxiety Inventory for Adolescents (MPAI-A) and the Music Performance Self-Efficacy Scale (MPSES). A correlational research design was used to test both the strength of the relationship between MPA and MPSE and the extent to which MPA could be predicted by two sources of self-efficacy: mastery experience and verbal/social persuasion. Results revealed a statistically significant, weak negative correlation between MPA and MPSE and a significant predictive relationship between MPA scores and the linear combination of mastery experience and verbal/social persuasion. Recommendations for future research include an investigation into the following: (a) the relationships between verbal/social persuasion and MPA among middle school-aged students, (b) strategies for teaching self-efficacy as a coping mechanism for MPA, and (c) how the relationship between MPA and MPSE is affected by proximity to performance.

Sources of Chinese Learners’ Self-efficacy in Learning English Pronunciation

2017 ◽  
Vol 7 (6) ◽  
pp. 449 ◽  
Author(s):  
Xin Yang
Keyword(s):  
Academic Achievement ◽  
Self Efficacy ◽  
Correlation Coefficients ◽  
Vicarious Experience ◽  
Chinese Learners ◽  
English Pronunciation ◽  
Mastery Experience ◽  
Highly Correlated ◽  
Social Persuasion ◽  
Learning English

This study investigated the sources of Chinese learners’ self-efficacy in English pronunciation learning to reveal their predicting power in English pronunciation performance by Chinese learners. Unlike some previous studies which found a significant correlationship between the sources of self-efficacy and learners’ academic achievement, the findings indicate that of the four sources, social persuasion are not highly correlated with learners’ pronunciation performance while mastery experience, vicarious experience, and physiological states are significantly correlated with learners’ pronunciation performance with the correlation coefficients at .48, .26 and .29 respectively. However, only mastery experience shows a significant predicting power in Chinese learners’ performance of English pronunciation.

scholarly journals Associations between teacher self-efficacy and the use of Objective Structured Clinical Examination in medical education

2021 ◽  
Vol 45 (1) ◽  
Author(s):  
Rebeca Carvalho Bressa ◽  
Camélia Santina Murgo ◽  
Bárbara Cristina Soares Sena
Keyword(s):  
Medical Education ◽  
Self Efficacy ◽  
Private University ◽  
Vicarious Learning ◽  
Study Results ◽  
New Methodologies ◽  
Student Assistance ◽  
Teacher Self Efficacy ◽  
Social Persuasion ◽  
Moderate Magnitude

Abstract: Introduction: The inclusion of new methodologies and assessments in the medical education area has indicated the need to understand teachers’ perception of their own ability to use them adequately. Objective: Thus, the present study aimed to investigate possible associations between teacher self-efficacy and the use of OSCE. Method: The Teacher Self-efficacy Scale and Self-Efficacy Sources Scale and a characterization questionnaire were used. Forty-seven medical teachers from a private university, of both genders, aged between 31 and 78 years, participated in the study. Results: The results indicated that the factors Social Persuasion and Vicarious Learning were the most endorsed, suggesting that these sources are the ones that interfere the most in the formation of the participants’ beliefs. There was only one positive and statistically significant correlation, with a weak magnitude, established between the Intentionality of Action Efficacy and Vicarious Learning. The other identified correlations were statistically negative and of moderate magnitude. Conclusions: The teachers who agreed with some important characteristics about the OSCE method also showed higher levels of self-efficacy. Therefore, professionals with greater perseverance, resilience and confidence, have also been more committed to teaching, research and student assistance.

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