scholarly journals Examining the Relationship between the Research Training Environment, Course Experiences, and Graduate Students’ Research Self-Efficacy Beliefs

10.28945/2310 ◽  
2015 ◽  
Vol 10 ◽  
pp. 399-418 ◽  
Author(s):  
Steven Chesnut ◽  
Kamau Oginga Siwatu ◽  
Haeni Young ◽  
Yi Tong
Keyword(s):  
Qualitative Research ◽  
Graduate Students ◽  
Self Efficacy ◽  
Research Training ◽  
Efficacy Beliefs ◽  
Training Environment ◽  
Quantitative And Qualitative Research ◽  
Course Experience ◽  
Research Training Environment ◽  
The Relationship

This study examined the relationship between graduate students’ research training environment, course experience, and research self-efficacy beliefs. The findings of the descriptive and regression analyses suggest that graduate students’ (n = 161) general research, quantitative, and qualitative research self-efficacy beliefs varied and that these beliefs were related to different aspects of the research training environment and course experiences, including their own personal research experiences. While course experience variables were significant predictors of quantitative and qualitative research self-efficacy, they were not predictive of general research methods self-efficacy. Also, while mentorship was a significant predictor of general research methods self-efficacy, it was not a significant predictor of quantitative and qualitative research self-efficacy. The implications of this study for research and graduate education are discussed.

Research Training Environment, Attitudes toward Research, and Research Self-Efficacy

1996 ◽  
Vol 24 (2) ◽  
pp. 304-322 ◽  
Author(s):  
Charles J. Gelso ◽  
Brent Mallinckrodt ◽  
Ann Brust Judge
Keyword(s):  
Self Efficacy ◽  
Doctoral Programs ◽  
Research Training ◽  
Self Esteem ◽  
Training Environment ◽  
Several Variables ◽  
Research Training Environment ◽  
Relationship Of ◽  
The Relationship

This study sought to enhance the reliability of the Research Training Environment Scale (RTES) at the subscale level and to determine the relationship of the research training environment to several variables theorized to be either related or unrelated to that environment. One hundred seventy-three graduate students from 6 doctoral programs in counseling, clinical, and school psychology responded to the measures. Internal consistency and retest reliability of the RTES were substantially improved Consistent with our hypotheses, all 9 subscales and the total score of the revised RTES correlated positively with research self-efficacy and changes in attitudes toward research during graduate education; likewise, as expected, the RTES was unrelated to participants' interest in the practitioner role and minimally related to their general self-esteem. Contrary to the hypotheses, RTES was minimally related to interest in the role of scientist.

Research self-efficacy sources of DBA candidates: A qualitative comparative analysis (QCA) study in China

2021 ◽  
pp. 002072092098352
Author(s):  
Hui Liu ◽  
Minhui Tang ◽  
Hanliang Huang ◽  
Yan Sun
Keyword(s):  
Environmental Factors ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Research Training ◽  
Qualitative Comparative Analysis ◽  
Collective Effects ◽  
Training Environment ◽  
Course Experience ◽  
Core Conditions

Based on social cognitive theory, this research examines the collective effects of individual behaviours (learning motivations and learning strategies) and environmental factors (mentorship effectiveness, course experience, and research training environment) on DBA candidates’ research self-efficacy. Based on data from 156 questionnaires collected from Jinan University and Shanghai Jiaotong University in China, this study adopts an fsQCA approach and concludes that (1) DBA candidates’ research self-efficacy stems from all three sets of factors, including learning motivations, learning strategies, and environmental factors. These factors, at either a high level or a low level, combine to generate a number of antecedent configurations; (2) environmental factors, especially mentorship effectiveness and course experience, substantially boost DBA students’ research self-efficacy; (3) unlike environmental factors, learning motivations and learning strategies seem to have limited effects on the development of research self-efficacy and act more as contributing conditions than core conditions. This paper makes theoretical contributions to the research fields of both DBA and research self-efficacy.

The Study of Relationship Between Pre-Service Teachers' Self-Efficacy Beliefs and Attitudes Towards the Teaching Profession

2021 ◽  
pp. 23-32
Author(s):  
Şenol Şen
Keyword(s):  
Preservice Teachers ◽  
Regression Analysis ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Sense Of Efficacy ◽  
Correlational Research ◽  
Teachers Attitudes ◽  
The Relationship

The purpose of this study was to examine the relationship between preservice teachers' attitudes towards the teaching profession (ATP) and teachers' self-efficacy beliefs (TSEB). In particular, the study aimed to understand the effect of preservice teachers' self-efficacy beliefs (TSEB), age, gender and discipline on their attitudes towards the teaching profession (ATP). The study was conducted with a correlational research design. Sample for the study comprised 157 preservice teachers attending a public university. Attitude Scale towards the Profession of Teaching (ASPT) and the Teachers' Sense of Efficacy Scale (TSES) were used as tools for data collection. The data were analyzed using correlation and multiple regression analysis techniques. The results showed that there were positive and significant relations between the variables selected for the study. Regression analysis revealed that preservice teachers' selfefficacy beliefs (TSEB) have a positive and significant effect on their attitudes towards teaching profession (ATP).

Self-Efficacy Sources, Reading Self-Efficacy, Metacognitive Reading Strategies and Reading Comprehension Performance: A Correlational Study in Saudi EFL Context

2021 ◽  
Vol 7 (2) ◽  
pp. 19-35
Author(s):  
Muhammad Waleed Shehzad ◽  
Ishtiaq Hussain ◽  
Amer Akhtar ◽  
Saadia Fatima
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Reading Strategies ◽  
Structural Equation ◽  
Physiological State ◽  
Positive Association ◽  
Efficacy Beliefs ◽  
Correlational Design ◽  
Metacognitive Reading Strategies ◽  
The Relationship

Abstract The intended aim of this research was to identify the connection of Self-Efficacy Sources (SES) and Metacognitive Reading Strategies (MCRS) with Reading Comprehension (RC) by deploying reading Self-Efficacy Beliefs (SEB) as a mediating construct. A correlational design was utilized. Proportionate stratified random sampling was deployed to select a sample of 383 Saudi EFL university learners. Questionnaires and a reading comprehension test were employed to gather the data. Structural equation modelling was used to test the relationships. Results indicated that SES were substantially associated with SEB except physiological state. Moreover, all the three MCRS showed significant and positive association with SEB. Also, SEB were substantially associated with RC. Regarding mediation, it was discovered that SEB mediated the relationship among SES and RC except one source, i.e., physiological state. Moreover, SEB mediated the association between all the three MCRS and RC. This study provides several implications for learners, teachers, and policymakers. Keywords: Metacognitive Reading Strategies, Self-efficacy Sources, Reading Self-efficacy Beliefs, Reading Comprehension, Saudi EFL Learners

Should I Stay or Should I Go? The Role of Impostorism in STEM Persistence

2018 ◽  
Vol 43 (2) ◽  
pp. 151-164 ◽  
Author(s):  
Karen W. Tao ◽  
Alberta M. Gloria
Keyword(s):  
Self Efficacy ◽  
Research Training ◽  
Sense Of Self ◽  
Academic Persistence ◽  
Doctoral Degree ◽  
Numerical Representation ◽  
Multiple Mediation ◽  
Training Environment ◽  
Academic Context ◽  
Representation Of Women

Impostor phenomenon or “impostorism” refers to the experience of high-achieving individuals (particularly women) who, despite being successful, attribute their accomplishments to luck, and fear being exposed as frauds. In the current study, we examined the association between impostorism and graduate student self-efficacy, perceptions of the research-training environment, and attitudes toward academic persistence of 224 women completing a science, technology, engineering, and mathematics (STEM)-related doctoral degree. As hypothesized, participants who identified more strongly with impostor characteristics reported a lower sense of self-efficacy, more negative views of their academic context, and more pessimistic outlooks toward attaining their doctorate. However, results from a multiple mediation analysis revealed that women’s levels of self-efficacy and perceptions of their doctoral environment accounted for the effects of impostorism on their attitudes about academic persistence. Also, the relation between impostorism and persistence attitudes strengthened as numerical representation of women in a STEM program increased. Results illuminate the potential role STEM departments can have on students’ persistence by developing early opportunities for research collaborations and fostering an early sense of accomplishment. Parents and teachers might also draw from our findings to develop strategies to inoculate younger students from the insidious effects of gender-based stereotypes. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index

scholarly journals The Inappropriateness of English for Specific Purposes (ESP) with Learner’s Goals: A Need Analysis on Communication and Islamic Broadcasting Program

2021 ◽  
Vol 3 (3) ◽  
Author(s):  
St. Hartina ◽  
Syahrir Syahrir
Keyword(s):  
Qualitative Research ◽  
Mixed Methods ◽  
Graduate Students ◽  
Short Duration ◽  
English For Specific Purposes ◽  
Learning Method ◽  
Reading And Writing ◽  
Quantitative And Qualitative Research ◽  
Need Analysis ◽  
Repetitive Learning

The course of English for Specific Purposes (ESP) is supposed to prepare students for the professional sector, yet the course at IAIN Palopo in Indonesi is designed in general English without any professional input or assessment of the learner's needs. This research is motivated by the Communication and Islamic Broadcasting program students’ complaints of unsatisfaction with the course since it does not meet their needs. This research aims to examine the English needs of students studying in the communication and Islamic broadcasting program. The researchers used a mixed-methods strategy that incorporates both quantitative and qualitative research. The participants in this study were 60 undergraduates and 30 graduate students. Data was gathered through questionnaires and interviews. The data was then analyzed using the comprehensive concept of need analysis proposed by Dudley-Evans & St. John (1998). The results revealed that the majority of students learn English to help them advance in their careers. Their top priority in ESP is to improve their speaking skills, followed by listening, reading, and writing. Due to the repetitive learning method, inappropriate textbook, and short duration, according to the interview results, the students were also unsatisfied with the present ESP course.

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