scholarly journals CLIL approach in encouraging self-efficacy amongst Malaysian gifted students for Arabic tasks accomplishment

2021 ◽  
Vol 17 (2) ◽  
pp. 1001-1012
Author(s):  
Mohd Sham Kamis ◽  
Md Jais Ismail ◽  
Muhammad Nazir Alias ◽  
Damien Mikeng ◽  
Syahrul Ghani Zainal Abidin ◽  
...  
Keyword(s):  
Pilot Study ◽  
Qualitative Study ◽  
Self Efficacy ◽  
Gifted Students ◽  
Verbal Report ◽  
The Self ◽  
The Internet ◽  
Research Questions ◽  
The Individual ◽  
Classroom Task

CLIL approach refers to Content and Language Integrated Learning. This paper discusses the self-efficacy of Malaysian Gifted Students (MGS) at GENIUS@Pintar Negara in understanding Arabic tasks in the classroom, for example, understanding the Arabic terms in the lesson of Haji. These terms are; a) dam tertib and takdir, b) dam tertib and ta’dil, c) dam takhyir and takdir, d) dam takhyir and ta’dil. Besides, by employing the CLIL, the MGS can improve themselves because the CLIL approach encourages their self-efficacy to completely deal with the language task. The present study employs; qualitative study by using an interview, verbal report, and observation. This method is an instrument to answer two research questions. a) How the individual of MGS adapts his/ her situation to understand the four Arabic terms of the dam in Haji after undergo the three principles stages of classroom task in CLIL? b) What is the best method to memorize the four Arabic terms of the dam in Haji? In this study, three participants took part in the pilot study, and seven participants took part in the actual study. The present study revealed that the MGS in the Pusat GENIUS@Pintar Negara prefer to be independent learners by using the internet to understand the four Arabic terms and memorize by using keywords related to the four Arabic terms in performing Haji.

scholarly journals Self-realisation, self-actualisation and self-efficacy concepts theoretical analysis

2021 ◽  
Vol 27 (2) ◽  
pp. 7-15
Author(s):  
Tatyana Petrovna Opekina ◽  
Natalya Sergeevna Shipova
Keyword(s):  
Comparative Analysis ◽  
Theoretical Analysis ◽  
Goal Setting ◽  
Self Efficacy ◽  
Theoretical Study ◽  
The Self ◽  
Social Orientation ◽  
Similarities And Differences ◽  
The Individual ◽  
External Forces

This article presents the results of a theoretical study of self-realisation, self-actualisation and self-efficacy phenomena. The main aspects of understanding and correlating these phenomena in classical and modern Russian and foreign psychology are described. The highlighted concepts related to the phenomenon of self-realisation, both in the field of psychology and pedagogy. The similarities and differences of the self-realisation, self-actualisation, self-efficacy phenomena, as well as their correlation and comparison are presented. A comparative analysis of the studied concepts is given. According to the results of the theoretical analysis, the processes of self-realisation and self-actualisation are based on the inner motivation of a person to grow, develop personality, realise its potential. Both of these processes, due to their subjectivity, are difficult to observe and measure from the outside. We have highlighted the main differences, consisting in a greater awareness and orderliness of the process of self-realisation, as well as its predominantly "social" orientation, while self-actualisation is often associated with the struggle with external forces, the desire for self-realisation is rather approved and supported by the society. The concepts of self-realisation and self-efficacy are united by their inherent representation in the external plane of the life of the individual, as well as awareness, activity, goal-setting, and an orientation towards achieving success. In contrast to self-efficacy, self-release is a process rather than a sustainable phenomenon, and can be expressed both externally and internally through a connection with the value-semantic, motivational spheres of the individual.

Exploring Antecedents of Behavior Intention to Use Internet Banking in Korea

2011 ◽  
pp. 38-55 ◽  
Author(s):  
Kun Chang Lee ◽  
Namho Chung
Keyword(s):  
Self Efficacy ◽  
Research Question ◽  
Internet Banking ◽  
Partial Least Square ◽  
Least Square ◽  
The Self ◽  
The Internet ◽  
Behavior Intention ◽  
Facilitating Conditions ◽  
Internet Banking Services

This study is aimed at analyzing adoption and usage behavior within the context of Internet banking services in South Korea. In a country where the penetration rate of the Internet is very high, it seems that the self-efficacy would play a crucial role in affecting the Internet banking adoption. To pursue this research question, this study adopts TAM and incorporates the self-efficacy into TAM as one of antecedent variables such as risk, Internet experience, facilitating conditions. The proposed research model is tested empirically with 185 usable questionnaires and partial least square (PLS) method. Experimental results showed that the self-efficacy plays a prominent role in influencing the Internet banking usage compared to other factors.

Exploring Antecedents of Behavior Intention to Use Internet Banking in Korea

2009 ◽  
Vol 1 (3) ◽  
pp. 30-47 ◽  
Author(s):  
Kun Chang Lee ◽  
Namho Chung
Keyword(s):  
Self Efficacy ◽  
Research Question ◽  
Internet Banking ◽  
Partial Least Square ◽  
Least Square ◽  
The Self ◽  
The Internet ◽  
Behavior Intention ◽  
Facilitating Conditions ◽  
Internet Banking Services

This study is aimed at analyzing adoption and usage behavior within the context of Internet banking services in South Korea. In a country where the penetration rate of the Internet is very high, it seems that the self-efficacy would play a crucial role in affecting the Internet banking adoption. To pursue this research question, this study adopts TAM and incorporates the self-efficacy into TAM as one of antecedent variables such as risk, Internet experience, facilitating conditions. The proposed research model is tested empirically with 185 usable questionnaires and partial least square (PLS) method. Experimental results showed that the self-efficacy plays a prominent role in influencing the Internet banking usage compared to other factors.

Self-Actualization in Junior High Students: A Pilot Study

1993 ◽  
Vol 73 (2) ◽  
pp. 639-642 ◽  
Author(s):  
Joan D. Lewis
Keyword(s):  
Pilot Study ◽  
Junior High ◽  
Gifted Students ◽  
The Self ◽  
Seventh Grade ◽  
Junior High Students ◽  
Average Group ◽  
Self Actualization ◽  
Raven's Standard Progressive Matrices ◽  
Gifted Girls

The self-actualization scores of 63 junior high students were measured with the Reflections of Self By Youth (ROSY) and the Maslowian Scale. 14 students identified as gifted did not score significantly higher than their more intellectually average peers; however, gifted girls scored slightly higher on the ROSY and two Maslowian Scale subscales. Seventh-grade students scored significantly higher only on the Maslowian Scale-Psychological subscale. Raven's Standard Progressive Matrices identified 10 students among the average group who scored between the 90th and 99th percentiles suggesting some gifted students may have been unidentified.

scholarly journals Computer Science beyond Coding: Partnering to Create Teacher Cybersecurity Microcredentials

2021 ◽  
Vol 12 (1) ◽  
pp. 4
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Bekir Mugayitoglu
Keyword(s):  
Computer Science ◽  
Educational System ◽  
Self Efficacy ◽  
Quantitative Methods ◽  
Research Study ◽  
The Self ◽  
The Third ◽  
Teachers Beliefs ◽  
Research Questions ◽  
Systems Thinking Approach

Computer science, cybersecurity education, and microcredentials are becoming more pervasive in all levels of the educational system. The purpose of this study was partnering with precollegiate teachers: (1) to investigate the self-efficacy of 30 precollegiate teacher participants towards computer science before, during, and after three iterations of a cybersecurity microcredential, and (2) to make changes to the cybersecurity microcredential to improve its effectiveness. The authors explored what teachers need in a microcredential. The first Cohort (n = 5) took the microcredential sequence over 28 days in the summer of 2020, the second Cohort (n = 16) took it over 42 days in the fall of 2020, and the third Cohort (n = 9) took it over 49 days in the summer of 2021. The authors investigated three research questions and used a systems thinking approach while developing, evaluating, and implementing the research study. The researchers used quantitative methods in the collection of a self-efficacy subscale survey to assess whether the precollegiate teachers’ beliefs about computer science changed, and then used qualitative methods when conducting semi-structured teacher participant interviews to address the research questions. The findings show that the precollegiate teachers’ self-efficacy scores towards computer science increased, and that there are areas in need of attention, such as resources and implementation, when creating microcredentials. The implications of this research include the importance of purposefully crafting microcredentials and professional developments, including aspects of creating effective partnerships.

scholarly journals APPLICATION OF IZOF MODEL FOR ANXIETY AND SELF-EFFICACY IN VOLLEYBALL ATHLETES: A CASE STUDY

2019 ◽  
Vol 25 (4) ◽  
pp. 338-343
Author(s):  
Francine Caetano de Andrade Nogueira ◽  
Maurício Gattás Bara Filho ◽  
Lelio Moura Lourenço
Keyword(s):  
Athletic Performance ◽  
Self Efficacy ◽  
Case Series ◽  
The Self ◽  
Level Of Evidence ◽  
Psychological Variables ◽  
Self Confidence ◽  
Important Time ◽  
The Individual ◽  
Individual Self

ABSTRACT Introduction: The relation between psychological variables and their influence on athletic performance have been considered a crucial differential at important time points of the season. Objectives: This study aimed to examine the validity of the IZOF model from a multidimensional perspective of anxiety, and to investigate the possibility of extending the IZOF theory to the self-efficacy construct. Methods: Seven male professional volleyball players participated in the study. The Individual Self-Efficacy Scale for Volleyball and the Competitive State Anxiety Inventory – 2 reduced version were answered by the players before all matches throughout a season. At the end of each match, athletic performance was obtained through the Data Volley program. Results: The results showed the IZOF of self-efficacy and of each subscale of anxiety for the professional team athletes who participated in more than 10 matches during the season. The athletes showed significant variability in scores, ranging from 3 to 5 points for cognitive anxiety, 2 to 7 points for somatic anxiety, 2 to 14 points for self-confidence, and 12 to 54 points for self-efficacy. The findings also indicated that IZOFs are different in an intra- and inter-individual way. We also observed that the number of matches, in percentages across all zones (below, in, and above the IZOF), indicated that Middle Blocker 1 and Opposite 1 presented the best profiles among the 7 players analyzed, as all their variables are in the IZOF zone in the majority of matches, a fact that represents a desired profile for these athletes. Conclusion: Through the analysis of the data, we can attest to the applicability of the IZOF theory for professional volleyball athletes from the multidimensional perspective of anxiety and the possibility of extending the theory to the self-efficacy construct in an attempt to predict the performance of volleyball athletes from this variable. Level of evidence IV; Case series.

Self-Efficacy Impact on Students Academic Performance

2015 ◽  
Vol 5 (1) ◽  
pp. 191
Author(s):  
Fatbardha Osmanaga
Keyword(s):  
Academic Performance ◽  
Social Work ◽  
Self Efficacy ◽  
The Self ◽  
Bachelor Degree ◽  
The People ◽  
Research Questions ◽  
Educational Sciences ◽  
General Self Efficacy ◽  
Item Scale

In this paper it is treated the self-efficacy topic. Self-efficacy is important for the people. It is, also, important for the students. Self-efficacy has great impact on students motivation, on their academic performance, on their expectations. The paper aims to measure self-efficacy of students of Psychology branch of the Faculty of Educational Sciences,Department of Psychology and Social Work, University "Luigj Gurakuqi", Shkodër, Albania, Bachelor degree. The paper aims, also, to analyze opinions of these students about the self-efficacy in general and about their self-efficacy. The research questions are: 1. What is the self-efficacy of students of Psychology branch of the Faculty of Educational Sciences, Department of Psychology and Social Work, University "Luigj Gurakuqi", Shkodër, Albania, Bachelor degree? 2. What are the opinions of these students about the self- efficacy in general? 3. What are the opinions of these students about their self-efficacy? This study made use of the technique of questionaire. The measuring instrument is the General Self Efficacy Scale (GSE) (R.Schwarzer, M. Jerusalem (1995)). The GSE is a 10-item scale with a score for each question ranging from 1 to 4. Higher scores indicate stronger student’s belief in self-efficacy. It is used, also, the the interview technique in order to understand the opinions of students of Psychology branch of the Faculty of Educational Sciences, Department of Psychology and Social Work, University "Luigj Gurakuqi", Shkodër, Albania, Bachelor degree, about the self- efficacy in general and about their self-efficacy. The data collected from the questionnaire was analyzed by means of the SPSS program, variant 20. There are given the appropriate conclusions and suggestions about self-efficacy of students of Psychology branch of the Faculty of Educational Sciences, Department of Psychology and Social Work, University "Luigj Gurakuqi", Shkodër, Albania, Bachelor degree.

“I’m in contact with foreign languages every day”

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Anne Huhtala ◽  
Anta Kursiša ◽  
Marjo Vesalainen
Keyword(s):  
Qualitative Study ◽  
Everyday Life ◽  
Language Use ◽  
Foreign Languages ◽  
Dynamic Nature ◽  
Language Competence ◽  
Open Questions ◽  
Research Questions ◽  
The Individual ◽  
The University

AbstractThe focus of this article is the multilingualism of advanced university students of languages other than English. Our research questions are the following: 1) How many foreign languages do students know and use in their everyday life? 2) In which contexts do they use their various languages? 3) How do they reflect on their multilingualism? The data were collected at the University of Helsinki by means of an electronic questionnaire, through which students were invited to answer open questions about their language use. In all, 53 students of French, German, and Swedish answered the questionnaire. The results of this qualitative study have been presented from a holistic perspective, focusing on the dynamic nature of individual multilingualism (Jessner 2008). In the paper, we also discuss how the languages in the students’ language repertoire could be interpreted as being a part of (or outside) theirdominant language constellation(Aronin and Singleton 2012). The results show that students were aware of their language competence in their various L2s, although many of them did not seem to experience themselves as multilingual. Many students were strongly focused on one specific L2, but in some cases, it could be possible to talk about a more holisticmultilingual identity(Henry 2017) beyond the individual language-specific identifications.

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