scholarly journals The Mediating Effect of Vocational Self-Efficacy Beliefs in the Relationship between Big Five and Professional Attitude

2021 ◽  
Vol 7 (3) ◽  
pp. 885-909
Author(s):  
İsa Yıldırım
Keyword(s):  
Personality Traits ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Quantitative Methods ◽  
Efficacy Beliefs ◽  
Teaching Profession ◽  
Mediating Effect ◽  
Spring Semester ◽  
Professional Attitude ◽  
The Relationship

In this study, the mediator role of self-efficacy in the relationship between personality traits and attitude towards teaching profession was examined for prospective teachers. The sample of the study consisted of 487 3rd and 4th grade students (356 females and 131 male) studying at Atatürk University Kazım Karabekir Education Faculty in the Spring Semester of 2018-2019 Academic Year and these students were determined by simple random cluster sampling method. This study was designed as a relational study and quantitative methods were used. Three different measurement tools were used in order to determine the personality traits, professional attitude, and self-efficacy beliefs of prospective teachers. The data were analyzed with different statistical package programs. As a result of tested SEM models and Bootstrap analyses, it was found that self-efficacy had a partial mediator effect on the relationship between agreeableness and neuroticism and attitudes towards teaching profession, and a full mediator effect on the relationship between conscientiousness, extraversion and openness to experience and attitude towards teaching profession. The results were discussed in the light of related studies and certain conclusions and recommendations were presented.

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).

scholarly journals The effect of pedagogical formation certificate program on prospective teachers’ professional self-efficacy and attitudes: A mixed-method studyFormasyon programının öğretmen adaylarının mesleki öz yeterlik inançlarına ve tutumlarına etkisi: Bir karma yöntem araştırması

2016 ◽  
Vol 13 (3) ◽  
pp. 3807 ◽  
Author(s):  
Sedat Kanadlı ◽  
Fazilet Karakuş
Keyword(s):  
Prospective Teachers ◽  
Mixed Method ◽  
Self Efficacy ◽  
Qualitative Data ◽  
Efficacy Beliefs ◽  
Teaching Profession ◽  
Certificate Program ◽  
Before And After ◽  
Professional Self ◽  
Beliefs And Attitudes

The purpose of this study is to investigate the effect of the Pedagogical Formation Certificate Program (PFCP) on prospective teachers’ professional self-efficacy beliefs and attitudes towards the teaching profession. The study was conducted through convergent parallel mixed method design (Creswell & Plano Clark, 2015). In the quantitative phase, one group pretest-posttest design was used. The data relating to prospective teachers’ professional self-efficacy beliefs before and after the PFCP were collected through “Teaching Self-Efficacy Perception Scale” developed by Tschannen-Moran & Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu & Sarıkaya (2005). “Attitudes towards Teaching Profession Scale”, developed by Çetin (2006), was utilized for exploring prospective teachers’ attitudes towards the teaching profession. In the qualitative phase, the data were collected through open-ended questions. The participants consisted of 150 prospective teachers who attended the PFCP held at Mersin University in the 2014-2015 academic year and who were accessible before and after the PFCP. Quantitative data were analyzed through paired-samples t-test; and deductive qualitative analysis (Patton, 2014) was utilized for the qualitative data. As a result of the quantitative data analysis, there was no significant difference between prospective teachers’ professional self-efficacy beliefs and attitudes towards the teaching profession before and after the PFCP.  After the qualitative data analysis, it was determined that the quantitative and qualitative results of the professional self-efficacy beliefs partially converged, but the quantitative and qualitative results of the attitudes towards the teaching profession diverged.  The possible reasons for these results were discussed in light of the related literature. ÖzetBu araştırmanın amacı pedagojik formasyon sertifika programı (PFSP)’nın öğretmen adaylarının mesleki öz yeterlik inançlarına ve öğretmenlik mesleğine yönelik tutumlarına etkisini incelemektir. Araştırma karma yöntem araştırma desenlerinden yakınsayan paralel desen (Creswell & Plano Clark, 2015) yaklaşımıyla yürütülmüştür. Araştırmanın nicel aşamasında deneysel desenlerden tek grup öntest-sontest deseni kullanılmış, nitel aşamasında ise veriler açık uçlu sorularla toplamıştır. Araştırmanın nicel verilerinin toplanması için çalışma grubuna eğitim öncesi ve sonrasında Tschannen-Moran & Hoy (2001) tarafından geliştirilen, Türkçe’ye uyarlama çalışması Çapa, Çakıroğlu ve Sarıkaya (2005) tarafından yapılan Öğretmen Öz-Yeterlik Algısı Ölçeği ve Çetin (2006) tarafından geliştirilen Öğretmenlik Mesleği Tutum Ölçeği uygulanmıştır. Nitel aşamada ise veriler açık uçlu sorular yoluyla toplanmıştır. Araştırmanın çalışma grubunun 2014-2015 eğitim-öğretim yılında Mersin Üniversitesi’nde düzenlenen PFSP’na katılan ve program öncesi ve sonrasında erişilebilen 150 öğretmen adayı oluşturmaktadır. Nicel verilerin analizinde ilişkili örneklemler için t-testi, nicel verilerin analizinde ise tümdengelimsel nitel analiz (Patton, 2014) kullanılmıştır. Nicel verilerin analizi sonucunda öğretmen adaylarının PFSP’ndan önce ve sonra mesleki öz yeterlik inançları ve mesleğe karşı tutumları arasında istatistiksel olarak anlamlı bir fark bulunamamıştır. Nitel verilerin analizinden sonra, nitel sonuçların öğretmen adaylarının mesleki öz yeterlik algılarına ilişkin nicel sonuçları kısmen desteklediği; ancak öğretmen adaylarının mesleğe karşı tutumlarına ilişkin nicel sonuçları desteklemediği belirlenmiştir. Bu sonuçların olası nedenleri alanyazın ışığında tartışılmıştır.

scholarly journals The Big Five, Self-efficacy, and Self-control in Boxers

2018 ◽  
Author(s):  
Xin Chen ◽  
Bing Li ◽  
Jiaqiong Xie ◽  
Yun Li ◽  
Guodong Zhang
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Self Efficacy ◽  
Mediating Effect ◽  
Self Control ◽  
Mediation Model ◽  
Physical And Mental Health ◽  
Psychological Indicators ◽  
Neo Five Factor Inventory ◽  
The Relationship

AbstractInviting 210 boxers of national athletes in China as participants, this study applied the NEO Five-Factor Inventory and self-control and self-efficacy scales for athletes to examine the relationship between personality traits and self-control, as well as any effect of self-efficacy as a mediator between the two variables. The data analysis indicated that, firstly, the boxers’ overall level of self-control is high, and the higher the competitive level, the higher the level of self-control. Secondly, there were significant correlations among the Big Five, self-control, and self-efficacy. Thirdly, the mediation model showed that self-efficacy has a significant mediating effect between the Big Five and self-control. These results suggest that formulating training and intervention programs based on the personality traits of boxers and focusing on training their self-efficacy (1) to help them enhance their self-control ability, thereby improving athletic performance and promoting physical and mental health, and (2) to support the inclusion of personality traits, self-efficacy, and self-control among psychological indicators to be assessed in boxers.

Investigation of the Relationship between the Attitudes of Prospective Teachers towards the Teaching Profession and Their Perception of Information Literacy Self-efficacy Level

2017 ◽  
Vol 28 (1-2) ◽  
pp. 130-138
Author(s):  
Elif Ustun ◽  
Suheyla U. Erbilen ◽  
Hatice N. Hasipoglu ◽  
Bulent Kizilduman ◽  
Suha Kocakusak ◽  
...  
Keyword(s):  
Information Literacy ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Teaching Profession ◽  
The Relationship

Multilevel study of factors for cultivating self-efficacy in the online game industry

2017 ◽  
Vol 25 (5) ◽  
pp. 672-694
Author(s):  
Chia-Ying Li ◽  
Chiun-Yi Tsai
Keyword(s):  
Self Efficacy ◽  
Affective Commitment ◽  
Efficacy Beliefs ◽  
Mediating Effect ◽  
Mediation Effect ◽  
Theoretical Development ◽  
Learning Orientation ◽  
Group Efficacy ◽  
The Individual ◽  
The Relationship

AbstractSelf-efficacy is not a phenomenon solely applicable to the individual; it may be applicable to several levels within an organisation. Although the theoretical development of efficacy beliefs has been discussed, few studies have investigated how to enhance self-efficacy through individual motivation or management policies. After collecting data from 414 employees of 38 research and development teams, multilevel analyses are conducted to empirically integrate efficacy beliefs at the individual and team levels in a moderated mediation model. The results indicate that self-efficacy mediates the effects of both learning orientation and affective commitment on group efficacy, which further facilitates innovation effectiveness. Training not only affects self-efficacy, but also moderates the mediation effect of self-efficacy on the relationship between learning orientation and group efficacy. Moreover, goal clarity moderates the mediating effect of self-efficacy on the relationship between affective commitment and group efficacy.

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.

MEDIATING EFFECT OF SELF-EFFICACY ON THE RELATIONSHIP BETWEEN INSTRUCTION AND STUDENTS’ MATHEMATICAL REASONING

2021 ◽  
Vol 12 (1) ◽  
pp. 73-92
Author(s):  
Angel Mukuka ◽  
Védaste Mutarutinya ◽  
Sudi Balimuttajjo
Keyword(s):  
Cognitive Abilities ◽  
Self Efficacy ◽  
Mathematical Reasoning ◽  
Efficacy Beliefs ◽  
Mediating Effect ◽  
Instructional Approach ◽  
Before And After ◽  
Quasi Experimental ◽  
The Relationship ◽  
Mathematics Self Efficacy

Literature is well-stocked with studies confirming that an instructional approach, self-efficacy, and mathematical reasoning skills are critical for enhancing students’ conceptual understanding and achievement in mathematics. However, there has been little emphasis on establishing whether being able to reason mathematically depends only on the instructional approach or students’ self-efficacy beliefs about mathematics also play a hidden role. A quasi-experimental study involving 301 grade 11 students from six public secondary schools in one district was carried out to investigate the mediating effect of self-efficacy on the relationship between instruction and students’ mathematical reasoning. Participants of the study were selected using the cluster random sampling method. Data were collected before and after the intervention via a mathematical reasoning test and a mathematics self-efficacy beliefs questionnaire. A Parallel Multiple Mediator Model in SPSS using the PROCESS custom dialogue version 3.4 was employed for data analysis. Findings suggest that mathematics self-efficacy and task-specific self-efficacy beliefs collectively and significantly mediate the effect of the instructional approach on students’ mathematical reasoning. The Student Teams-Achievement Division (STAD) was found to be an effective approach for enhancing students’ mathematical reasoning alongside self-efficacy beliefs. These findings provide evidence on the need to select an instructional approach that does not only focus on developing students’ cognitive abilities such as mathematical reasoning but also fosters students’ affective attributes such as maths self-efficacy beliefs.

Cyberbullying: Shaping the use of verbal aggression through normative moral beliefs and self-efficacy

2018 ◽  
Vol 20 (12) ◽  
pp. 4787-4806 ◽  
Author(s):  
Ana Margarida Vieira da Veiga Simão ◽  
Paula Ferreira ◽  
Sofia Mateus Francisco ◽  
Paula Paulino ◽  
Sidclay Bezerra de Souza
Keyword(s):  
Content Analysis ◽  
Self Efficacy ◽  
Verbal Aggression ◽  
Efficacy Beliefs ◽  
Mediating Effect ◽  
Intervention Programs ◽  
Moral Beliefs ◽  
The Relationship

This study investigates the mediating effect of normative moral beliefs about cyberbullying behavior and self-efficacy beliefs to solve cyberbullying incidents in the relationship between adolescents’ personal moral beliefs and the use of the content from verbal aggressions they witnessed in situations of cyberbullying. A total of 1607 students responded to an open-ended question regarding the content of verbal aggression they observed in cyberbullying situations, as well as questionnaires concerning personal and normative moral beliefs about cyberbullying behavior and self-efficacy beliefs to solve cyberbullying situations. Through content analysis, findings revealed nine distinct categories of content, which are in line with verbal aggression in cyberbullying behavior. Normative moral beliefs and self-efficacy beliefs mediated the relationship between adolescents’ personal moral beliefs and using the content from verbal aggressions to communicate online. These results offer insights to develop authentic and interactive intervention programs that teach adolescents to communicate assertively, as a step toward preventing cyberbullying.

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