scholarly journals Self-Regulation in Early Years of Learning Mathematics: Grade R Observed Self-Efficacy Skills Shared and Aligned

2019 ◽  
Author(s):  
Nosisi Nellie Feza
Keyword(s):  
Self Efficacy ◽  
Self Regulation ◽  
Early Years ◽  
Learning Mathematics

scholarly journals MELATIH METAKOGNISI SISWA DALAM MENUMBUH KEMBANGKAN EFIKASI DIRI (SELF-EFFICACY PADA PEMBELAJARAN MATEMATIKA

2021 ◽  
Vol 5 (2) ◽  
pp. 253-262
Author(s):  
N Erni Susiani
Keyword(s):  
Self Efficacy ◽  
Self Regulation ◽  
Two Dimensions ◽  
Metacognitive Awareness ◽  
Research Approach ◽  
Self Awareness ◽  
Library Research ◽  
Learning Mathematics ◽  
Regulation Of Cognition ◽  
Thinking Process

Abstract The aims of this study is to find out the way how to train students' metacognition in developing self-efficacy in the Mathematics subject matter. The writing of this article uses a library research approach. In general, metacognition relates to how to explore one's thoughts about thinking. Self-efficacy is a form of belief or belief related to one's own ability to organize, do something to achieve a goal, produce something, and also implement actions in order to achieve a certain form of skill.Based on the study of literature, training students' metacognition in developing self-efficacy in learning mathematics includes two dimensions of thinking, namely the awareness that a person has about his or her thinking (self-awareness of cognition) and a person's ability to use his/her consciousness to regulate his thinking process (self-regulation of cognition). By training to develop students' metacognitive awareness, it is hoped that students can arrange the information they face in solving problem-based questions so that they can develop students' mathematical self-efficacy.

scholarly journals MELATIH METAKOGNISI SISWA DALAM MENUMBUH KEMBANGKAN EFIKASI DIRI (SELF-EFFICACY PADA PEMBELAJARAN MATEMATIKA

2021 ◽  
Vol 1 (1) ◽  
pp. 31-38
Author(s):  
N. ERNI SUSIANI
Keyword(s):  
Self Efficacy ◽  
Self Regulation ◽  
Two Dimensions ◽  
Research Approach ◽  
Self Awareness ◽  
Literature Study ◽  
Library Research ◽  
Learning Mathematics ◽  
Regulation Of Cognition ◽  
Thinking Process

This study aims to find out how to train students' metacognition in developing self-efficacy in the Mathematics subject matter. The writing of this article uses a library research approach or literature study literature. Metacognition in general relates to how to explore one's thoughts about thinking. Self-efficacy is a form of belief or belief related to one's own ability to organize, do something to achieve a goal, produce something, and also implement actions in order to achieve a certain form of skill. Based on the literature study, training students' metacognition in developing self-efficacy in learning mathematics includes two dimensions of thinking, namely the awareness that a person has about his or her thinking (self-awareness of cognition) and a person's ability to use his/her consciousness to regulate his thinking process (self-regulation of cognition). By training to develop students' metacognitive awareness, it is expected that students can organize the information they face in solving problem-based questions so that they can develop students' mathematical self-efficacy.

SELF-EFFICACY DALAM PEMBELAJARAN MATEMATIKA SISWA MADRASAH ALIYAH

2019 ◽  
Vol 20 (1) ◽  
pp. 110-121
Author(s):  
Maria Ulpah
Keyword(s):  
Data Collection ◽  
Cooperative Learning ◽  
Student Success ◽  
Learning Process ◽  
Self Efficacy ◽  
Observation Data ◽  
Know How ◽  
Learning Mathematics ◽  
Mathematical Problems

Self-efficacy of students plays a role in determining student success in learning, including learning mathematics. Affective aspects such as self-efficacy, play a major role when students work and use mathematics, because to be able to solve mathematical problems is not enough just to know how to do it, but must be accompanied by self-efficacy about the truth of the concepts and procedures they have. This research was conducted in two groups of students using an instrument in the form of a questionnaire to measure students' self-efficacy. Observation data collection techniques were also conducted to determine the learning process of the two groups. The results showed that groups of students who used active and cooperative learning had higher self-efficacy. Keywords: self-efficacy, mathematics, cooperative learning.

Insight into strategies adopted by the residents who passed exit fellowship examination in first few attempts

2020 ◽  
Vol 14 (1) ◽  
pp. 10-15
Author(s):  
Humera Zafar Ali Khan ◽  
Amina Ahmad ◽  
Abid Ashar ◽  
Hamid Mahmood
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Structural Description ◽  
Snowball Sampling ◽  
Emotional Wellbeing ◽  
Self Directed Learning ◽  
Self Confidence ◽  
Helpful Factors ◽  
Emotional Burnout

Background: The residents who pass exit fellowship examination in few attempts adopt certain strategies for early success. The lived experiences of residents passing FCPS final examination in few attempts, barriers to success and strategies to overcome those barriers were studied. Participants and methodology: This phenomenological research study was conducted at Services Hospital, Lahore, Pakistan from June 2015 to May 2017. Purposeful snowball sampling was done. Eleven residents who passed their Final FCPS examination in few attempts, in the last 15 years were included in the study. Semi-structured open-ended interview of the residents was audio-recorded and transcribed. Three themes of helpful factors, barriers encountered and suggestions to overcome those barriers to get through the final FCPS examination and the emerging sub-themes were analyzed and textural and structural description were assigned. Results: Three themes were based on the aim of study and their related emerging sub-themes were found. The helpful factors included self-directed learning, peer assisted learning, interactive educational environment, rehearsal and self-determination. Barriers encountered were related to learning difficulties, competing responsibilities and physical and emotional burnout. Lastly, suggestions to overcome the barriers were use of multiple technology based learning strategies, developing self-confidence and self-efficacy together with prioritization of emotional and physical wellbeing. Conclusions: This study found that self-regulation and internal motivation were important strategies for success in the FCPS exit examination. Barriers can be overcome through technology based learning and increased self-efficacy and prioritizing physical and emotional wellbeing.

Effects of Compassion on Employees' Self-regulation

2016 ◽  
Vol 44 (7) ◽  
pp. 1173-1190 ◽  
Author(s):  
Hyung Jin Choi ◽  
Sangmin Lee ◽  
Se-Ri No ◽  
Eung Il Kim
Keyword(s):  
Theoretical Model ◽  
Self Efficacy ◽  
Negative Emotions ◽  
Self Regulation ◽  
Self Esteem ◽  
Workplace Deviance ◽  
Intention To Quit ◽  
Mediating Effects ◽  
Positive Effects ◽  
Dependent Variables

We examined how compassion can alleviate employees' negative emotions, behaviors, and thoughts. On the basis of self-regulatory resources theory, we hypothesized that there would be relationships between the 2 mediating variables of self-esteem and self-efficacy, and the dependent variables of anxiety, burnout, workplace deviance, and intention to quit. We collected data on these variables from 284 nurses, who work in a stressful job that necessitates compassion from colleagues, to test our theoretical model. The results revealed that compassion alleviated negative emotions (anxiety and burnout), behavior (workplace deviance), and thoughts (intention to quit), with both self-esteem and self-efficacy having mediating effects. Thus, we demonstrated the specific path through which compassion can have positive effects on an organization's employees. We discuss the observed relationship between compassion and self-regulation, and theoretical contributions regarding differences between self-esteem and self-efficacy, as well as between anxiety and burnout.

scholarly journals Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

2020 ◽  
Vol 10 (2) ◽  
pp. 381-402
Author(s):  
Åsa Mickwitz ◽  
Marja Suojala
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Self Efficacy ◽  
Self Regulation ◽  
Writing Skills ◽  
Efficacy Beliefs ◽  
Traditional Learning ◽  
Multiple Choice Questions ◽  
Regulatory Strategies ◽  
Academic Settings

Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

The Irritation Scale as an Instrument to Measure Stress among University Students

2013 ◽  
Vol 16 ◽  
Author(s):  
Enrique Merino-Tejedor ◽  
Joan Boada-Grau ◽  
José C. Sánchez-García ◽  
Pedro Miguel Hontangas-Beltrán
Keyword(s):  
Structural Equation Modeling ◽  
University Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Self Regulation ◽  
Equation Modeling ◽  
International Studies ◽  
Two Factors ◽  
Workplace Setting ◽  
General Self Efficacy

AbstractThe objective of this study was to verify the factor validity and structure of the “Irritation Scale” in a sample of 578 Spanish university students. At the same time, the study aimed to verify the criterion-related validity of the scale, analyzing the results obtained through correlation with other variables, such as general self-efficacy, self-regulation, depression, and certain personality dimensions. The results obtained through the Exploratory Structural Equation Modeling approach (ESEM) using Mplus confirmed the presence of two factors in the Irritation Scale, as observed in other international studies within a workplace setting. The significant correlations obtained between the Irritation Scale and the variables considered in the study confirmed the construct validity and verified that irritation is significantly and positively associated with depression and academic burnout, and is negatively associated with general self-efficacy and self-regulation.

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