scholarly journals Efektivitas Terapi Kelompok terhadap Test Anxiety dan Self Efficacy pada Mahasiswa

2018 ◽  
Vol 2 (1) ◽  
pp. 31-48
Author(s):  
Ilham Anggi Putra ◽  
Lifina Dewi Pohan
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Academic Adjustment ◽  
Single Case ◽  
High Level ◽  
Significant Factors

School examination or test describes as an evaluative situation that requires students to do some task with certain limit of time and in a propriate place. Other wise, test or exam is one significant factors that influence higher level of test anxiety, so some students might fail on the test. Self efficacy plays an important role toward academic consistency, academic adjustment, better learning strategy and good academic function. The aim of this study is to decrease test anxiety and increase self efficacy among students with group therapy. The participant of this study characterized by high level of test anxiety and low self efficacy.. This study use single case AB design with 3 steps of measurement : baseline, 4 session execution and follow up. The results shown that group therapy effective to decreasing level of test anxiety and increasing level of self efficacy among college students.

Reliability and Validity of Self-Efficacy for Learning Form (SELF) Scores of College Students

2007 ◽  
Vol 215 (3) ◽  
pp. 157-163 ◽  
Author(s):  
Barry Zimmerman ◽  
Anastasia Kitsantas
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Standardized Test ◽  
Reliability And Validity ◽  
The Self ◽  
Internal Reliability ◽  
Regulatory Processes ◽  
Validity Measures ◽  
Homework Quality ◽  
High Level

Abstract. We studied psychometric properties of the SELF with 223 college students. The SELF assesses students' self-efficacy beliefs regarding their use of specific self-regulatory processes in various areas of academic functioning. To determine the validity of SELF scores, the following outcome measures were studied: perceived responsibility, homework quantity, and homework quality. In addition, students' grades, standardized test scores (SAT), and instructor ratings of students' self-regulated skills were investigated. Students' scores on both the original SELF and an abridged form of the scale (SELF-A) were found to have a unitary factor structure and high level of internal reliability. Interestingly, the SELF-A was superior in its prediction of all validity measures except the SAT, which was comparable for the two forms.

scholarly journals Research on General Self-Efficacy and Test Anxiety of Normal University Students

2018 ◽  
Vol 5 (2) ◽  
pp. 191 ◽  
Author(s):  
Jian Tang ◽  
Qingmin Sun
Keyword(s):  
College Students ◽  
University Students ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Significant Negative Correlation ◽  
Significant Difference ◽  
Normal University ◽  
The Difference ◽  
The Relationship ◽  
General Self Efficacy

<p><em>The general self-efficacy scale and test anxiety scale are utilized for the questionnaire survey among 188 normal university students. The relationship between their general self-efficacy and test anxiety, the difference of general self-efficacy in gender and major, and difference of test anxiety in gender and major are discussed. The results indicate that there is a significant negative correlation between general self-efficacy and test anxiety of normal college students; there is a significant difference in gender and major for general self-efficacy; there is no significant difference in gender but in major for test anxiety.</em></p>

scholarly journals al-Kafā’atu al-Żātiyyatu Ladā al- Ṭalabati fī Tanfīżi Istirātījiyyāti Ta’līmi ISSO (al-Ta’līmi al-Żātīy wa al-Iyhāiyyati wa al-Muţaşhili al-Mubāsyiri)

2020 ◽  
Vol 6 (1) ◽  
pp. 119-132
Author(s):  
Ade Destri Deviana
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Participant Observation ◽  
Independent Study ◽  
Face To Face ◽  
Average Value ◽  
Learning At Home ◽  
The Government ◽  
High Level

Arabic Learning Concentration centered on writing skills (kitābah) is the teacher's step to perfect the student’s mastery of mahāratu al-lughawiyyah. Its achievement is in accordance with the 2013 curriculum and the needs of students are able to make sentences and practice of qawāid nahwiyah (imlā'), compile simple paragraphs (insha'), and translate (tarjamah). The teacher is also able to direct students to be confident in their ability to do the kitābah assignment which is considered difficult and monotonous by using learning strategies during the government policy for conducting e-learning at home because of the Covid-19 virus. This study uses questionnaires, interviews, and direct participant observation with a qualitative descriptive approach.  The sample is 10 grade students in their second semester of MANPK-MAN 4 Banjar Indonesia academic year 2019-2020, aiming to determine students' self-efficacy in the implementation of the kitābah learning strategy, so that students are able to maintain their confidence. The results of the study were students' self-efficacy at a high level with an average value of 3.10 and the kitābah learning strategy used was ISSO (Independent Study, suggestopedia with Online). Independent Study makes students actively study and try to be independent. Suggestopedia as a process of generating student motivation uses sound, film and games. Most students (14%) enjoy online learning because they do not have to go to school, references are available on Google and learning can be done while relaxing. Other students (86%) prefer offline or in class learning because they could meet face to face, interact, understand clearly, be focused and effective. Keywords: Self-Efficacy, Kitābah, Independent Study, Suggestopedia, Online, Covid-19

scholarly journals The Empirical Study of College Students’ E-Learning Effectiveness and Its Antecedents Toward the COVID-19 Epidemic Environment

2021 ◽  
Vol 12 ◽  
Author(s):  
Cai-Yu Wang ◽  
Yuan-Yuan Zhang ◽  
Shih-Chih Chen
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Positive Influence ◽  
Learning System ◽  
Learning Motivation ◽  
Learning Effectiveness ◽  
E Learning ◽  
The Impact ◽  
Significant Positive Influence

Due to the impact of COVID-19, universities are forced to suspend their classes, which begin to depend on the usage of online teaching. To investigate the relationship among e-learning self-efficacy, monitoring, willpower, attitude, motivation, strategy, and the e-learning effectiveness of college students in the context of online education during the outbreak of COVID-19. A 519 first- to fifth-year undergraduate students from a medical university were selected for the research in this study. Structural equation model (SEM) was used for a data analysis, which led to the results showing that: (1) e-learning self-efficacy and monitoring have significant positive influence on e-learning strategy, and indirectly influence e-learning effectiveness through e-learning strategy; (2) e-learning willpower and attitude have a significant positive influence on e-learning motivations, and indirectly influence e-learning effectiveness through e-learning motivation and strategy; (3) e-learning motivation is having significant influence on e-learning effectiveness, while e-learning strategy is playing a mediating role; (4) There is a significant positive correlation between e-learning strategy and e-learning effectiveness; and (5) The presence of e-learning experience has a moderating influence on e-learning effectiveness as well as its influential factors. Results from this study provide the necessary information as to how higher education institutions and students can enhance students’ effectiveness of the e-learning system in order to support the usage of online technologies in the learning and teaching process. These results offer important implications for online learning effectiveness.

Outcome of Group Therapy for Body-Image Emotionality and Weight-Control Self-Efficacy

1992 ◽  
Vol 20 (2) ◽  
pp. 155-165 ◽  
Author(s):  
Vivien J. Lewis ◽  
Alan J. Blair ◽  
David A. Booth
Keyword(s):  
Body Image ◽  
Group Therapy ◽  
Self Efficacy ◽  
Emotional Eating ◽  
Weight Control ◽  
Self Esteem ◽  
Significant Loss ◽  
Personal Effectiveness ◽  
Therapy Sessions

Long-term maintenance of weight loss is generally poor after clinical interventions, whether behavioural, cognitive-behavioural, dietary, pharmacological or surgical. This may be because self-assertion regarding body shape and self-efficacy in weight control are insufficiently encouraged in clients. Semi-structured group therapy sessions with written handouts were therefore designed to strengthen personal effectiveness and self-esteem. The therapy sessions also provided information about successful dieting behaviour, and encouragement of less switching between dieting strategies, less emotional eating, and more resistance to inappropriate social pressures. The clients were 24 women with a median (range) Body Mass Index of 28.9 (24.6–48.5) kg/m2, referred by their General Practitioners or self-referred. They participated in eight weekly therapeutic sessions in four groups and were followed up six months after the final session. There were large improvements during therapy in reported self-esteem, emotional overeating, personal effectiveness and self-efficacy, habit variation, and attitudes to body-size, improvements which were maintained at follow-up. In addition, there was a significant loss of body weight during therapy, with further loss observed at follow-up. Thus it is practicable to achieve marked reductions in professed problems with body image and eating control, changes that are theoretically necessary to empower clients to choose appropriate weight targets and to make progress towards them.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

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