Motivation and Self-Efficacy of 1st Time e-Learners by Gender and Age

2011 ◽  
Author(s):  
Julia M. Matuga
Keyword(s):  
Self Efficacy ◽  
Gender And Age

Looking at Our STEM Teacher Workforce: How to Model Self-Efficacy

2020 ◽  
pp. 089124242097375
Author(s):  
Brandon Ofem ◽  
Samuel J. Polizzi ◽  
Gregory T. Rushton ◽  
Michael Beeth ◽  
Brock Couch ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Teaching Experience ◽  
The United States ◽  
High Turnover ◽  
Cognitive Approach ◽  
Gender And Age ◽  
Teacher Workforce ◽  
And Mathematics ◽  
Stem Teacher

There is currently a severe shortage of teachers in the U.S. workforce. The problem is especially acute among science, technology, engineering, and mathematics (STEM) teachers and exacerbated by high turnover among new teachers—those with less than 5 years of teaching experience. In this article, the authors investigate one piece of the puzzle. The authors model a social cognitive approach to understanding self-efficacy, a key precursor to job performance and retention. Their interactionist approach accounts for both demographic (i.e., gender and age) and relational variables (i.e., social networks). The authors test their ideas on a sample of 159 STEM teachers across five geographic regions in the United States. Their analysis reveals patterned differences in self-efficacy across gender that are contingent on the communities of practice in which the teachers are embedded. Together, their theory and findings highlight the value of taking a holistic, interactionist view in explaining STEM teacher self-efficacy.

A Population-Based Survey to Determine Association of Perceived Social Support and Self-Efficacy With Self-Care Among Elderly With Diabetes Mellitus (Kerman City, Iran)

2017 ◽  
Vol 85 (4) ◽  
pp. 504-517 ◽  
Author(s):  
Vahidreza Borhaninejad ◽  
Mohsen Shati ◽  
Devender Bhalla ◽  
Abedin Iranpour ◽  
Reza Fadayevatan
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Self Care ◽  
Population Based ◽  
Foot Care ◽  
Gender And Age ◽  
Kerman City ◽  
Population Based Survey

This survey examined association between social support and self-efficacy with self-care in elderly with diabetes. A total of 374 subjects were identified in Kerman city, Iran who responded to questionnaires on self-care, social support, and self-efficacy. Data were analyzed by using SPSS. Along with customary descriptive statistics, we also determined group difference for self-care, and Pearson correlation, and prediction value of various variables by using hierarchical multiple regression. And 67.37% of subjects were classified as poor adherence to self-care; 55.9% patients reportedly had good foot care habits, while 68.4% patients were not taking adequate physical activity. There was a significant correlation between self-care with social support and self-efficacy. Independent variables accounted for 44.3% of the variance in self-care. Diabetes care programs should aim to implement (a) weekly free-of-cost mass physical activity programs, (b) mass education adapted for gender- and age-based needs, and (c) informal social cohesion and companionship among general public.

Evaluating the Influence of Self-Efficacy, Trepidation of Stigma, and Previous Counseling Experience on University Students’ Attitudes Toward Psychological and Social Counseling: Implications for Intervention

2019 ◽  
Vol 40 (2) ◽  
pp. 115-123
Author(s):  
Yordanos Yibeltal Yedemie
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Correlation Coefficients ◽  
Important Variable ◽  
Analysis Of Covariance ◽  
Counseling Experience ◽  
Gender And Age ◽  
Attitudes Toward Counseling ◽  
Students Attitudes ◽  
Social Counseling

The purpose of this research was to evaluate the influence that self-efficacy, trepidation of stigma, and previous counseling experience had on university students’ attitudes toward counseling. Participants’ data were examined separately for students with earlier counseling experience and no earlier counseling experience. One-way analyses of variance showed the group that had no previous counseling reported more concerns of being stigmatized by counseling, rated themselves as more encouraged individuals, and had lower perceptions of self-efficacy than the group with previous counseling experience. These results suggest that students who have not experienced counseling are a varied group, ranging from very encouraged individuals to those doubting their own capabilities. Pearson Product–Moment correlation coefficients were calculated to examine the relationships between stigma, self-efficacy, and attitude toward counseling for student participants. Results indicated that more optimistic attitudes toward counseling were positively related to female. These analyses also revealed that self-efficacy was associated with being male and with higher levels of encouragement. Two multiple regressions were calculated to investigate which of the variables listed earlier were the best predictors of participants’ attitudes toward counseling. Among participants who had previous counseling experience, gender and age were the significant predictors of attitude toward counseling. An analysis of covariance revealed that the majority of the variance in attitudes toward counseling was accounted for previous counseling experience. Findings suggest that although the trepidation of being stigmatized may not affect students’ attitudes toward counseling, it remains an important variable in the decision to seek or not seek counseling services.

scholarly journals Self-efficacy and enjoyment of physical activity in children: factorial validity of two pictorial scales

PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e7402 ◽  
Author(s):  
Milena Morano ◽  
Laura Bortoli ◽  
Montse C. Ruiz ◽  
Francesca Vitali ◽  
Claudio Robazza
Keyword(s):  
Physical Activity ◽  
Factor Structure ◽  
Self Efficacy ◽  
Factorial Validity ◽  
Fit Indices ◽  
Single Factor ◽  
Psychological Constructs ◽  
Gender And Age ◽  
Human Endeavor ◽  
Confirmatory Factor

Background Self-efficacy and enjoyment are two main constructs proposed within many motivational theories in any human endeavor, sport and physical activity included. Methods The purpose of this study was to examine the factor structure of two pictorial scales measuring self-efficacy and enjoyment levels in a sample of 14,035 Italian schoolchildren (7,075 boys and 6,960 girls, 6- to 7-year-olds). An important feature of the two scales is that they are in a pictorial format in order to prompt a straightforward understanding in children. The whole sample was randomly split in two subsamples according to gender and age and the factor structure of the measures was examined across subsamples. Results Data were subjected to confirmatory factor analysis, which yielded satisfactory fit indices on the measures of both subsamples. Overall findings supported the single factor structure of the scales, which can be easily administered to 6- to 7-year-old children to assess two relevant psychological constructs in physical education.

scholarly journals Faculty's acceptance of computer based technology: Cross-validation of an extended model

2010 ◽  
Vol 26 (2) ◽  
Author(s):  
Tunku Badariah Tunku Ahmad ◽  
Kamal Basha Madarsha ◽  
Ahmad Marzuki Haji Zainuddin ◽  
Nik Ahmad Hisham Ismail ◽  
Mohamad Sahari Nordin
Keyword(s):  
Self Efficacy ◽  
Cross Validation ◽  
Causal Structure ◽  
Faculty Members ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Age Group ◽  
Tam Model ◽  
Gender And Age ◽  
Computer Self Efficacy

<span>The first aim of the present study is to validate an extended technology acceptance model (TAME) on the data derived from the faculty members of a university in an ongoing, computer mediated work setting. The study extended the original TAM model by including an intrinsic motivation component - computer self efficacy. In so doing, the study assessed the direct and indirect effects of computer self efficacy on the use of the technology, via the perceived usefulness and intention to use the technology voluntarily. The second purpose of the study is to evaluate gender and age invariants of the causal structure of TAME. This cross-validation procedure determined whether gender and age group moderated the causal structure of the model, and thus the generality of TAME. The data were collected from a self reported questionnaire administered to 731 faculty members of a public university in Malaysia. The results of structural equation modeling supported the adequacy of TAME. Although the TAME's causal structure was applicable to both male and female staff, age group appeared to moderate the structural relationships among the constructs of interest.</span>

scholarly journals How self-efficacy beliefs in dealing with negative emotions are associated to negative affect and to life satisfaction across gender and age

PLoS ONE ◽  
2020 ◽  
Vol 15 (11) ◽  
pp. e0242326
Author(s):  
Mariagiovanna Caprara ◽  
Laura Di Giunta ◽  
José Bermúdez ◽  
Gian Vittorio Caprara
Keyword(s):  
Life Satisfaction ◽  
Negative Affect ◽  
Self Efficacy ◽  
Negative Emotions ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Moral Emotions ◽  
Spanish Population ◽  
Gender And Age ◽  
Shame And Guilt

The present study examines the extent to which individuals’ self-efficacy beliefs about their capacity to manage distinct emotions, such as anger, sadness, fear, shame and guilt, are associated with negative affect and life satisfaction in a Spanish population of diverse ages. The results attest to the validity of the Multidimensional Negative Emotions Self-Regulatory Efficacy Scale (MNESRES) and show that self-efficacy beliefs related to basic and self-conscious/moral emotions are associated differently with negative affect and life satisfaction. These findings corroborate previous findings from American and Italian populations, and they support the view that discrete emotions deserve distinct attention, either regarding their management or their association with individuals’ well-being and adjustment.

scholarly journals AUTOEFICACIA DEL PROFESORADO DE PRIMARIA EN FORMACIÓN ANTE LA ENSEÑANZA DE CIENCIAS EXPERIMENTALES SELF-EFFICACY OF PRIMARY TEACHERS IN TRAINING ABOUT TEACHING EXPERIMENTAL SCIENCES

2016 ◽  
Vol 5 (1) ◽  
pp. 81
Author(s):  
Mª Jesús Fernández Sánchez ◽  
Ana Belén Borrachero Cortés ◽  
María Brígido Mero
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Primary Education ◽  
Self Efficacy ◽  
Primary Teachers ◽  
Future Teachers ◽  
Gender And Age ◽  
Education Degree ◽  
Science Classes ◽  
Number Of Classes

Abstract.The teacher affectivity and the reflection about own attitudes on future teachers’ are a key aspect in Science Teaching. There is controversy about the effect that different variables could have in this attitude. For this reason, we carry out a research to know the situation of the future science teachers’ self-efficacy, who are studying Primary Education teacher at University of Extremadura (UEX). Also, we wanted to explore the influence of different variables on self-efficacy. In this research participated a total of 227 students of a subject named “practicum”, which belong to the curricula of second year of Primary Education Degree at UEx (Spain). They completed a Likert scale questionnaire about science teachers’ self-efficacy and emotions after their first science classes like teachers; although in this study only speak about the findings related to self-efficacy. The results show that future teachers, after their first science classes like teachers, have high self-efficacy if we compared with their self-efficacy before their practice like teachers. About influence that some variables have over science teachers’ self-efficacy in training, we obtained that gender and age did not affect the aspect measured. However, we observed that science teachers’ self-efficacy has been affected by the subject (Physics and Chemistry, and Natural Sciences) and the number of classes that they have been developed about this subject (3 or less than 3, and 4 or more than 4).Keywords: Self-efficacy, science teaching, primary teachers.Resumen.La afectividad del profesorado y la reflexión de los docentes en formación sobre las propias actitudes constituyen un aspecto fundamental en la Didáctica de las Ciencias, existiendo gran controversia en relación al efecto que diversas variables pueden tener en dicho constructo actitudinal. Por ello, nos planteamos realizar una aproximación a la autoeficacia ante la didáctica de las Ciencias del profesorado de Primaria en formación de la Universidad de Extremadura (UEx). Además, pretendíamos explorar la influencia que sobre ella pueden tener determinadas variables. En el estudio participaron un total de 227 alumnos que se encontraban cursando la asignatura “Practicum” del plan de estudios del 2º curso del Grado de la especialidad de Primaria de la UEx (España). Los participantes cumplimentaron un cuestionario, de escala Likert, sobre emociones y autoeficacia docente ante la enseñanza de las ciencias tras la realización de las primeras prácticas docentes; aunque, en este trabajo, únicamente analizaremos los hallazgos relacionados con la autoeficacia. Los resultados obtenidos muestran que el profesorado en formación, tras las prácticas, posee una autoeficacia elevada ante la enseñanza de las ciencias si lo comparamos con la que presentaban antes de dicho periodo formativo. En cuanto a las variables que inciden en la autoeficacia experimentada, podemos observar que el género y la edad no afectan al constructo medido. Sin embargo, se observa que la autoeficacia de los docentes en formación ante la enseñanza de las Ciencias se ha visto afectada por dos aspectos; por una parte, se ve influida por la asignatura sobre la que se han impartido contenidos (Física y Química, y Ciencias Naturales) y, por otra, por el número de sesiones que se han desarrollado sobre la misma (3 o menos de tres, y 4 o más de 4).Palabras claves: Autoeficacia, enseñanza de las ciencias, profesorado de Primaria

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