scholarly journals Supportive Peer Feedback in Tertiary Education: Analysis of Pre-Service Teachers’ Perceptions

2019 ◽  
Vol 9 (4) ◽  
pp. 280 ◽  
Author(s):  
Dolors Cañabate ◽  
Lluís Nogué ◽  
Teresa Serra ◽  
Jordi Colomer
Keyword(s):  
Self Efficacy ◽  
Tertiary Education ◽  
Peer Feedback ◽  
Education Institution ◽  
The Self ◽  
Teachers Perceptions ◽  
Bachelor's Degrees ◽  
Cognitive Feedback ◽  
Highly Correlated ◽  
Collaborative Activities

To acquire knowledge about student-mediated peer-to-peer collaborative activities, pre-service teachers’ perceptions of peer feedback are analyzed and categorized as receiver, provider, or cognitive feedback. A questionnaire of 15 survey questions concerning supportive feedback from peers was designed and validated using assessments from more than 200 pre-service teachers. The questionnaire was aligned with the activities promoting supportive feedback between pre-service teachers from three bachelor’s degrees at a tertiary education institution. Their perceptions were then quantified in terms of the peer feedback categories. While there were significant correlations between the scores for all 15 questions, real insights were produced when the highest correlations were analyzed. As such, being involved as both feedback providers and receivers was highly rated. The self-efficacy of pre-service teachers receiving feedback, (i.e., the extent to which peer instructional strategies and the selected learning tasks were cognitively challenging so as to improve receiver feedback), proved to be correlated with their perceptions of involvement, autonomy, and structure. Likewise, motivation for providing or receiving feedback was also closely correlated with the self-efficacy of pre-service teachers providing feedback. Finally, all three questions in the cognitive feedback category were highly correlated. The pre-service teachers were, thus, motivated to improve their learning and considered feedback as a useful task and as a way to strengthen their relationships with their peers.

scholarly journals Sustainable Peer Feedback in Higher Education: Category-Driven Analysis on Pre-Service Students’ Perceptions

2018 ◽  
Author(s):  
Dolors Cañabate ◽  
Laura Serra ◽  
Mariona Niell ◽  
Lluís Nogué ◽  
Teresa Serra ◽  
...  
Keyword(s):  
Higher Education ◽  
Peer Support ◽  
Self Efficacy ◽  
Autonomy Support ◽  
Peer Feedback ◽  
Sustainable Education ◽  
Feedback Questionnaire ◽  
Feedback Structure ◽  
Cognitive Feedback ◽  
Collaborative Activities

Students who had been actively engaged in mediated collaborative activities, were asked for their perceptions about the sustainable peer feedback they had received and provided. Their views were then analyzed and categorized in terms of receiver and provider feedback, cognitive feedback and previously acquired feedback to further knowledge about sustainable education processes. A peer supported feedback questionnaire was created and validated, and its categories were correlated. The questionnaire was then aligned with the activities used to foster peer feedback between the pre-service students from the three bachelor’s degrees. The perceptions the students had of the feedback processes were analyzed using defined peer support feedback categories and the results showed a correlation between cognitive feedback and both provider and receiver self-efficacy feedback. In addition, there was a further correlation between both provider and receiver self-efficacy feedback as well as provider and receiver involvement and feedback structure. However, the results also revealed that neither receiver nor provider autonomy support were significant categories for supportive feedback.

scholarly journals Permissive Parenting Style and College Self-Efficacy as Determinants of College Adjustment [Pola Asuh Permisif dan College Self-Efficacy Menentukan College Adjustment Mahasiswa]

2020 ◽  
Vol 35 (2) ◽  
Author(s):  
Stella Olivia Alda Rianto ◽  
Yuspendi Yuspendi ◽  
Jane Savitri
Keyword(s):  
Parenting Style ◽  
Self Efficacy ◽  
College Adjustment ◽  
Tertiary Education ◽  
The Self ◽  
Positive Contribution ◽  
Negative Contribution ◽  
First Year Students ◽  
University Life

Many tertiary students do not complete all the steps of their tertiary education because they encounter difficulties in adjusting themselves to university life. The aim of this research was to determine the role of upbringing (by both father and mother) and the “college self-efficacy” (the self-confidence of the students in completing their study obligations) regarding college adjustment (CA) [US term] of first-year students of the Faculty of Technology of University X [name concealed], in Bandung, West Java, Indonesia. 139 students were involved in this research, and completed an instrument to measure the research variables. The research data was processed, using regression analysis, to determine the contributions of patterns of upbringing and self-efficacy of the students, regarding college adjustment. Based upon the analysis conducted in the research, the results indicated that the parenting style and college self-efficacy generally had a role in the college adjustment of the student. However, the results more especially indicated that a pattern of permissive maternal upbringing had a significant negative contribution to their CA, and that college self-efficacy had a significant positive contribution to that CA. This paper then discusses the magnitude of the role of the parent, compared to the self-efficacy of the student in his or her achievements, when undertaking tertiary education.     Banyak mahasiswa tidak menyelesaikan jenjang sarjana karena mengalami hambatan penyesuaian diri di masa kuliah. Tujuan dari penelitian ini adalah mengetahui peran pola pengasuhan (ayah dan ibu) dan college self-efficacy (keyakinan diri mahasiswa menyelesaikan kewajiban studi) terhadap college adjustment (CA) mahasiswa Fakultas Teknik tahun pertama Universitas X Bandung. 139 mahasiswa tergabung dalam penelitian ini dan mengisi instrumen yang mengukur variabel penelitian. Data penelitian diolah dengan analisis regresi untuk menentukan kontribusi pola asuh dan keyakinan diri mahasiswa terhadap college adjustment. Berdasarkan analisis yang dilakukan dalam penelitian ini, hasil penelitian menunjukkan parenting style dan college self-efficacy secara umum berperan terhadap college adjustment mahasiswa. Akan tetapi, hasil lebih khusus menunjukkan pola asuh permisif ibu berkontribusi signifikan negatif terhadap CA, dan college self-efficacy berkontribusi signifikan positif terhadap CA. Tulisan ini kemudian membahas besaran peran orangtua apabila dibandingkan dengan keyakinan diri mahasiswa dalam keberhasilannya menempuh pendidikan tinggi.

Using the Rating Scale Model to Examine the Psychometric Properties of the Self-Efficacy Scale for Driver Competence

2011 ◽  
Vol 27 (3) ◽  
pp. 164-170 ◽  
Author(s):  
Anna Sundström
Keyword(s):  
Psychometric Properties ◽  
Self Efficacy ◽  
Rating Scale ◽  
Measurement Precision ◽  
The Self ◽  
Test Theory ◽  
Self Report ◽  
Scale Model ◽  
Validity And Reliability ◽  
Two Samples

This study evaluated the psychometric properties of a self-report scale for assessing perceived driver competence, labeled the Self-Efficacy Scale for Driver Competence (SSDC), using item response theory analyses. Two samples of Swedish driving-license examinees (n = 795; n = 714) completed two versions of the SSDC that were parallel in content. Prior work, using classical test theory analyses, has provided support for the validity and reliability of scores from the SSDC. This study investigated the measurement precision, item hierarchy, and differential functioning for males and females of the items in the SSDC as well as how the rating scale functions. The results confirmed the previous findings; that the SSDC demonstrates sound psychometric properties. In addition, the findings showed that measurement precision could be increased by adding items that tap higher self-efficacy levels. Moreover, the rating scale can be improved by reducing the number of categories or by providing each category with a label.

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