scholarly journals Self-Efficacy Belief and the Influential Coach: An Examination of Collegiate Athletes

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Erianne Weight ◽  
Megan Lewis ◽  
Molly Harry
Keyword(s):  
Teaching Methods ◽  
Self Efficacy ◽  
Sport Management ◽  
Collegiate Athletes ◽  
Efficacy Beliefs ◽  
Contextual Factor ◽  
The Body ◽  
Management Research ◽  
Efficacy Belief ◽  
Coaching Methods

Self-efficacy beliefs related to the performance of a task have been identified as strong predictors of performance success. Research has hypothesized that the most influential contextual factor in athlete self-efficacy development is the athlete-coach relationship, yet there is little research on this relationship. The purpose of this study was to examine collegiate athletes’ perceptions of the prevalence of transformative and destructive coaches, the teaching methods athletes perceive to be transformative (strengthening self-efficacy belief), and the influence of coaching methods on sport self-efficacy belief. Just over two-thirds of the athletes expressed having transformative coaches while over one-third experienced coaches they defined as destructive, with many of these coaches utilizing overtly abusive tactics. This positive and negative exposure was significantly related to athlete self-efficacy belief. Transformative coaching methods were highlighted which add to the body of sport management research by highlighting how coaches influence performance beliefs of their athletes.

scholarly journals The Predictive Power of the Pre-Service Teachers’ Self-Efficacy Beliefs upon Their Preparedness to Teach

2019 ◽  
Vol 12 (9) ◽  
pp. 27
Author(s):  
Birsel Aybek ◽  
Serkan Aslan
Keyword(s):  
Self Efficacy ◽  
Personal Information ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Efficacy Beliefs ◽  
State University ◽  
Efficacy Belief ◽  
The Relationship ◽  
Predictive Relationship ◽  
Preparedness To Teach

The aim of this study is to reveal the relationship between pre-service teachers’ self-efficacy beliefs and preparedness to teach. In this context, the model of the research is the relational screening model. The sample of the study consisted of 407 fourth grade pre-service teachers who were studying in a state university. Data were collected using three types of data collection tools. These, personal information form, self-efficacy belief scale and being ready for teaching. In the analysis of the data, correlation analysis, descriptive and multiple linear regression analysis were used. As a result of the research, it was determined that the pre-service teachers’ readiness and self-efficacy beliefs were high. In the study, it was found that there was a moderately significant and predictive relationship between the pre-service teachers’ self-efficacy belief and preparedness to teach. Various suggestions have been made based on the results of the research.

scholarly journals Comparison of Self-Efficacy beliefs of Urdu and English Teachers on the Basis of Job Designation

2021 ◽  
Vol VI (I) ◽  
pp. 55-63
Author(s):  
Muhammad Arshad ◽  
Rashid Minas ◽  
Namra Munir
Keyword(s):  
Secondary Schools ◽  
Random Sample ◽  
Teaching Methods ◽  
Self Efficacy ◽  
New World ◽  
English Teachers ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Multi Stage ◽  
Sample Method

The decision of the Punjab Government to change teaching methods from Urdu to English has disturbed the students. They displayed less faith in their capacities and encountered difficulties adapting to the new world and providing students with education effectively. The thesis aims to examine schoolteachers self-efficacy and compare them based on career designation, i.e. PST, EST, SST or other. The sample of teachers who taught Urdu or English to Grade 1 to 10. The survey method used to collect data, and the multi-stage random sample method was stratified. Consequently, 452 taught English and 412 Urdu selected randomly from primary, elementary and secondary schools. The study concluded that Urdu teachers had a higher degree of automatic effectiveness than English teachers did on the total TSES scores and three instrument subscales.

scholarly journals ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY

2015 ◽  
Vol 14 (2) ◽  
pp. 183-193
Author(s):  
Nail Ilhan ◽  
Zeynel Abidin Yilmaz ◽  
Hülya Dede
Keyword(s):  
Science Teaching ◽  
Educational Research ◽  
Science Teachers ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Attitude Scale ◽  
Service Science ◽  
Efficacy Belief ◽  
Science Teaching Efficacy

One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted according to the survey research design. Sample of the study includes 517 pre-service science teachers (final year students) at five different universities in Turkey. ‘Teachers Attitude Scale towards Educational Research [TASTER]’ and ‘Science Teaching Efficacy Belief Instrument [STEBI]’ were used as data collection tools. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 18.0. Analysis of the data has revealed that there is a relationship between the attitudes of the pre-service science teachers towards educational research and their science teaching efficacy belief. Key words: attitude, educational research, self-efficacy, pre-service science teacher.

Using Statistical Power Analysis in Sport Management Research

1999 ◽  
Vol 13 (2) ◽  
pp. 139-147 ◽  
Author(s):  
Janet B. Parks ◽  
Patricia A. Shewokis ◽  
Carla A. Costa
Keyword(s):  
Power Analysis ◽  
Statistical Power ◽  
Sport Management ◽  
The Body ◽  
Management Research ◽  
High Quality Research ◽  
Basic Principles ◽  
Statistical Power Analysis ◽  
Body Of Knowledge ◽  
Alpha Effect

Statistical power analysis involves designing and interpreting research with attention to the statistical power (probability) of the study to detect an effect of a specific size. Statistical power analysis, which is based on the interdependence of sample size, alpha, effect size, and power, is acknowledged by scholars of various disciplines as an indispensable component of high quality research. This paper reviews basic principles associated with power analysis and demonstrates its importance by comparing the meaningfulness of significant findings in two studies of job satisfaction. The perspective advanced in this paper is that the use of statistical power analysis will strengthen sport management research and will enable researchers to expand the body of knowledge in a systematic, coherent fashion.

scholarly journals Novice teachers’ classroom management self efficacy beliefs

2016 ◽  
Vol 13 (3) ◽  
pp. 5595 ◽  
Author(s):  
Türkay Nuri Tok ◽  
Şükran Tok
Keyword(s):  
Classroom Management ◽  
Novice Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
First Year ◽  
Efficacy Belief ◽  
Independent Variables ◽  
Significant Difference

This study aims to determine novice teachers’ classrom management self efficacy beliefs as well as the extent to which these beliefs change according to independent variables. This research which aims to determine novice teachers’ classroom management self efficacy beliefs is a survey type research. The participants of the study are 85 novice teachers on duty in their first year in Hatay Province in Turkey. Classroom Management Self-Efficacy Convictions Scale that is internally consistent and valid in measuring classroom management self-efficacy beliefs of prospective teachers devised by Çetin (2013) was used in the study. There is not any statistically significant difference in terms of school of graduation and classroom management efficacy belief and result expectation sub-dimension. There is not any statistically significant difference in classroom management efficacy belief and result expectation sub-dimension. In terms of gender, there is not any statistically significant difference in the result expectation sub-dimension but there is a statistically significant difference in classroom management efficacy belief. Male novice teachers have higher level of classroom management efficacy beliefs than female novice teachers.

Examination of self-efficacy beliefs of preservice Turkish language education teachers on educational internet use

2020 ◽  
Vol 8 (4) ◽  
pp. 866-875
Author(s):  
Bekir İnce ◽  
Keyword(s):  
Self Efficacy ◽  
Internet Use ◽  
Language Education ◽  
Efficacy Beliefs ◽  
Internet Usage ◽  
The Self ◽  
Efficacy Belief ◽  
Time Period ◽  
Class Level ◽  
Turkish Language

This study was conducted to examine the self-efficacy belief levels of preservice Turkish language education teachers on educational internet use in terms of various variables. The sample of the study was selected based on the non-random purposive sampling method and 197 preservice Turkish language education teachers who agreed to participate in and answer the questions in the scale generated the sample of the study. The study was conducted as a survey research and the data was collected via “Educational Internet Usage Self-Efficacy Beliefs Scale” which was developed by Akgün et al. (2017) and which consists of 26 items in 5-point-likert scale. The findings of the study present that the self-efficacy belief levels of preservice Turkish language education teachers on educational internet usage do not differ significantly according to the gender, class level and age variables. On the other hand, the self-efficacy belief levels of the preservice Turkish language education teachers on educational internet usage differ significantly according to computer using experience, weekly internet using time period, having an education on educational internet use and perceptions on the level of competence in using FATİH Project technologies within the education. It is highly recommended that similar studies with different and wider samples should be conducted in the future.

Self-efficacy: core of employee success

2019 ◽  
Vol 33 (3) ◽  
pp. 9-12 ◽  
Author(s):  
Paul Lyons ◽  
Randall Bandura
Keyword(s):  
Personal Growth ◽  
Self Efficacy ◽  
Practical Experience ◽  
Efficacy Beliefs ◽  
The Body ◽  
Content Type ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Individual Self

Purpose This viewpoint demonstrates the importance and significance of individual self-efficacy beliefs and perceptions with regard to performance and in relation to self-regulated learning. The concept of self-efficacy has been widely researched and reported mainly in academic journals. This viewpoint aims to clearly explain the concept and its formation, give some details of its relationship with performance and persistence in effort, and present some specific advice for managers and supervisors pertaining to guiding and assisting employees. Design/methodology/approach This paper is built upon the following: a thorough review of the literature regarding the topic of self-efficacy, the practical experience of the authors in mentoring and supervising employees, and a desire to offer specific, helpful advice to managers/supervisors in enhancing and stimulating employee self-efficacy and personal learning. Findings The body of research across several domains, such as business, education (mostly pre-college), psychology, and athletics, clearly reveals that personal self-efficacy beliefs/perceptions can be highly motivational with regard to performance and improvement in learning tactics and strategies. This study finds that little attention has been given to advising managers/supervisors in assisting employees to enhance personal self-efficacy, hence the effort to provide direct advice. Originality/value There have been a few attempts to link self-efficacy with self-regulated learning. Both concepts are valuable when it comes to individual effectiveness in performance and in one’s personal growth; and this study highlights the coordination between the two. Originality and value are represented in the advice offered for managers/supervisors using the ordered, process steps of self-regulated learning as an organizing basis.

scholarly journals Personality and Attitude towards Teaching Profession: Mediating Role of Self Efficacy

2017 ◽  
Vol 5 (9) ◽  
pp. 70 ◽  
Author(s):  
Mehmet Üstüner
Keyword(s):  
Personality Traits ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Teaching Profession ◽  
The Self ◽  
Equation Modeling ◽  
Efficacy Belief ◽  
Mediating Role ◽  
Teacher Self Efficacy

The objective of the present study is to examine the correlation between the five factor personality traits of pre-service teachers and their attitudes towards the teaching profession and to test the mediating role of the pre-service teachers’ self-efficacy beliefs. The study population included pre-service teachers that attended the "pedagogical formation course" instructed / applied in İnönü University, Faculty of Education, Department of Educational Sciences in 2015-2016 academic year. The survey sample included 382 pre-service teachers who voluntarily responded to the measurement instruments utilized in the study. The study data were collected with the "five factor personality scale", "attitudes towards the teaching profession scale" and "teacher self-efficacy scale". The obtained data were analyzed with path analysis of structural equation modeling. In conclusion, it was observed that there was a significant positive correlation between the five factor personality traits of extraversion, conscientiousness, openness and agreeableness and teacher self-efficacy belief, and there was a significant negative correlation between neuroticism personality trait and teacher self-efficacy belief. It was observed that the self-efficacy beliefs of pre-service teachers played a full mediating role between their neuroticism, openness and extraversion personality traits, and the same played a partial mediating role in the correlation between conscientiousness and agreeableness personality traits and the attitude towards the teaching profession. The implementation of a curriculum in pre-service teacher training that would increase the self-efficacy beliefs on teaching would also improve their attitudes towards the profession positively.

scholarly journals The Effect of Metacognitive Strategies on Prospective Teachers’ Metacognitive Awareness and Self Efficacy Belief

2017 ◽  
Vol 5 (12) ◽  
pp. 30
Author(s):  
Hatice Yıldız ◽  
Mustafa Akdağ
Keyword(s):  
Science Teaching ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Metacognitive Strategies ◽  
Metacognitive Awareness ◽  
Efficacy Belief ◽  
Significant Difference ◽  
Post Test ◽  
Teacher Self Efficacy

The purpose of the research study was to investigate the effects of the metacognitive strategies used in the course Science and Technology Instruction-II on prospective teachers’ metacognitive awareness, science teaching self efficacy belief and teacher self efficacy belief. The research group was composed of 87 third grade students from the Primary Education Department at the Faculty of Education at Cumhuriyet University in Sivas, Turkey. Experimental method with pre-test and post-test control group was used in the study. Metacognitive Awareness Inventory, Science Teaching Efficacy Beliefs Inventory-B (STEBI-B) and Teacher Self Efficacy Beliefs Inventory were utilized as pre-test and post-test. Journals and metacognitive questions were used in experimental group training. The research findings indicated that metacognitive strategies increased the prospective teachers’ metacognitive awareness and teacher self efficacy belief but they did not increase students’ science teaching self efficacy belief so much as to constitute a significant difference between the pre-test.

scholarly journals Discipline approaches and interpersonal self-efficacy on elementary school teachers

2012 ◽  
Vol 2 (2) ◽  
pp. 15-28
Author(s):  
Öner Çelikkaleli ◽  
Yusuf İnandı
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
School Discipline ◽  
Efficacy Beliefs ◽  
The Other ◽  
School Teachers ◽  
Student Centered ◽  
Efficacy Belief ◽  
Significant Relationships

The purpose of this study is to examine the reletionship between teachers discipline approachs and interpersonal self-efficacy belief. Furthermore, this research is to examine whether teacher' discipline approachs and interpersonal self-efficacy beliefs are varying according to gender, working experiences and professional positions. Participants of this study consistent of 198 (94 women, 95 man) elementary school teachers. In order to gathered data, School Discipline Aproach Scale and Teachers Interpersonal Self-efficacy Scale are used. According to tte findigs, there is negatively significant relationships between teachers' oppresive and compliance discipline approachs and teachers' interpersonal self-efficacy from colleagues, administrators and total interpersonal self-efficacy. There are no difference teachers' discipline approach and interpersonal self-efficacy accorging to gender. On the other hand, equitable and student-centered discipline approach are difference according to teachers working experince. Finally, I. Gradulal teachers' equitable and student-centered discipline approach scores more high II. Gradual teachers scores.

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