This study investigated the effect of perceived self-efficacy on low and high achieving students, year level, age and gender in mathematics. The participants in the study were students aged 13-15 years in a secondary school in London. The research investigates how self-efficacy influences mathematics performance in academic settings. The distinctiveness of self-efficacy against other expectancy constructs is highlighted, followed by an exposition of the existing self-efficacy research in mathematics. Findings indicate that highly efficacious students in mathematics perform well than students with low self-efficacy. Self-efficacy is depicted as having a significant effect on mathematics performance and the year level. The study depicts that self-efficacy does not significantly influence age and gender. The measures used in the mathematics questionnaire substantiate the view that particularized or task specific measures of self-efficacy can be combined with the global measures in the explanation and prediction of academic outcomes.
This study examined the degree and frequency to which school counselors' utilized accountability measures and deliberate practice and their impact on perceived levels of counselor self-efficacy, as well as, on perceived levels of student academic success. It assessed the relationship between formal training in the American School Counseling Association Model (ASCA) or other counseling model and likelihood of using ASCA principles, the relationship between years of work experience and use of accountability measures and deliberate practice, relationship between use of accountability measures and deliberate practice on perceived levels of counselor self-efficacy, and the relationship between use of accountability measures and deliberate practice on perceived levels of student academic success; that is the degree to which counselors believe their services impact students' outcomes.
Mathematics plays a vital role in many areas of an individual’s life. In spite of the role mathematics plays results of the Kenya Certificate of Secondary Education examinations have revealed that although mathematics is a compulsory subject it is one of the poorly performed subjects. Available literature indicates that little has been done to study the role of self-efficacy on mathematics performance in Kenya’s secondary schools. The purpose of this study therefore was to establish the influence of self-efficacy on mathematics performance among students in selected public secondary schools in Gilgil Town, Nakuru County, Kenya.The study used an ex-post facto research design and selected 320 students who were randomly selected from 32 public secondary schools in Gilgil town. The target population was form three students. Stratified random sampling was used to get three strata’s based on girls only, boys and mixed schools.The study used the SPSS version 22.0 to analyze the data collected.The study established that self efficacy influencing factors which includes; student’s social-culture, gender and motivation influences the performance of students in mathematics.
"Nothing in life is to be feared, it is only to be understood." Marie Curie: Nobel Physicist This book written by a classroom teacher of mathematics brings a fresh, practical and relevant approach and a less-common perspective to the topic. The primary objective is to improve the self-efficacy of students when studying mathematics and by so doing improve the environment in which they learn and hopefully improve their cognition of the subject. All students need to be numerate citizens in the 21st century. Prior research linking self-efficacy and mathematics enrolment has largely focussed on undergraduates. This study sought input from Year 10 and Year 8 students. The research design is mixed methods with a quantitative survey followed by qualitative interviews. Self-Efficacy was measured using two variables – Self-Rating and Self-Efficacy Score. Mathematical Achievement was measured by students’ Numeracy Scores from national government testing. When students are considered by their Self-Rating category there are similarities across year levels. Self-Rating categories displayed gender differences but the Self-Efficacy sources were gender neutral.
In foreign language learning and education, social psychological variables are of utmost importance. These variables can highly affect the learners’ performance and their achievement level, especially when they learn in a community of peers. One of the most influential psycho-social domains in language pedagogy is Perceived Social Self-Efficacy; “an individual’s confidence in his/her ability to engage in the social interactional tasks necessary to initiate and maintain interpersonal relationships” (Smith and Betz, 2000). This book has aimed to focus on the relationship between the perceived social self-efficacy of EFL students and their foreign language classroom anxiety.
The purposes of this study are to investigate how mathematics achievement can be explained in terms of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control and learning beliefs, self efficacy for learning and performance and test anxiety), self-regulated learning components (cognitive strategy use and self-regulation), gender and school types and to determine the differences between two gender (girls and boys) and two school types (public schools and private schools) with respect to the variables above in the subject domain of mathematics. The study was conducted in Istanbul and Ankara, two largest cities of Turkey. Motivated Strategies for Learning Questionnaire (MSLQ) and Mathematics Achievement Test (MAT) were used. By using Linear Stepwise Regression and MANOVA, some important resuts were reached. One of these results is that the combined effect of three predictor variables (school type, self-efficacy and intrinsic goal orientation) on students’ mathematics achievement was significant. In other words, school type, self-efficacy and intrinsic goal orientation are important in mathematics achievement.
The purpose of this study was to explore the perceived self-efficacy and attitudes of primary school teachers towards the inclusion of pupils with disabilities, and to identify all factors that may contribute to influence teachers’ perceived self-efficacy and attitudes. About ten background variables were studied in relation to teachers’ self-efficacy and attitudes in teaching pupils with disabilities. It is a correlational study design and it was carried out through a survey questionnaire that involved 119 primary school teachers from Songea district, Tanzania. The findings of the ANOVA tests concludes that teachers’ training level in special needs education, number of pupils with disabilities per classroom, size of the class, and the type of disability experienced by pupils are the factors which may affect teachers’ self-efficacy and teachers’ attitudes towards teaching pupils with disabilities. However, the results of multiple regression analyses showed that only teachers training in special needs education moderately predicted teachers’ perceived self-efficacy, while the type of disability experienced by pupils in the classroom predicted teachers’ attitude with a small strength
This study focused on influential factors toward adoption of online journalism among journalists. The study was conducted to determine 1) the influence of perceived ease of use and usefulness on attitude to adopt online journalism; 2) the influence of colleagues on subjective norms to adopt online journalism; 3) the influence of self-efficacy, prior computer experience, access to technological facilities, training and computer anxiety on perceived behavioral control; 4) the influence of attitude, subjective norm and perceived behavioral control on behavioral intention to adopt online journalism; 5) the mediating influence of attitude, subjective norm and perceived behavioral control in the relationship between independent variables (IVs) and behavioral intention (DV) to adopt online journalism; 6) the influence of demographic characteristics of journalists on behavioral intention to adopt online journalism.
Revision with unchanged content. In the last three decades the numbers of women working in the workforce have increased considerably. Of course successes do not come without challenges. This study examines one of those challenges: the implemented strategies and the influential situational factors that impact how executive women are heard by their male colleagues in the workplace. Self-efficacy, women’s adult development theory, and mentoring theory informed the design of this explorative descriptive study. The research design used study participants’ reactions and perceptions to a video of a 30-second vignette depicting a board meeting in which a woman executive interacts with men colleagues who ignore her suggestions for improving a company’s status. In addition, respondents completed semi-structured interviews and a pencil-and-paper assessment of self-efficacy. Qualitative responses to the vignette and interview revealed nine strategies among the women. Fifteen of the study participants found situational factors to be influential. The general self-efficacy scale showed that the study cohort, as a group, achieved an overall higher mean score than that of the average score on the general self-efficacy scale. The use of multiple strategies, strong perceived self-efficacy, and a mentor appear to be influential in helping executive women feel they are heard by their male colleagues in the workplace.
Many studies have been done on the impact of school climate on teachers'' efficacy in Malaysian primary and secondary schools but no study was found in this area in Malaysian nursing schools. In this sense, this is a unique study that has brought an insight understanding about the school climate such as institutional vulnerability, collegial leadership; professional teacher behavior and achievement press and its relationship with the efficacy of nurse educator in Malaysian nursing schools. Result shows that some of the elements of school climate are strongly related with some of the dimensions of teachers'' self efficacy whereas some are found with no impact. The findings of this study provide important information for the policy makers, educational managers and especially for the nursing teachers concerned with the improvement of well-being of the nursing schools/colleges in Malaysia.
Mathematics as a subject is perceived to be fundamental in the understanding and mastery of science in the modern society. Despite the fact that mathematics is critical for many careers and technological advancement, currently there is a public outcry concerning the low standard of Mathematics performance in most countries. In relation to the factors perceived to influence students’ performance, many studies have so far indicated that students’ academic self-concept and attitudes are among the most important psychological constructs that can explain any academic achievement. Research shows that many children begin schooling with a positive attitude towards Mathematics; however these attitudes tend to become negative as children grow up. The changes and variations of students’ attitudes is great concern to educational stakeholders in many parts of the world. Therefore, this book provides research based findings mainly focusing on: the causes of variations in students’ attitude and Academic self-concept towards Mathematics and the extent to which students’ attitude and Academic Self-concept predict Mathematics performance.
This study looks at the effects of cognitive coaching (CC) on Initially Licensed Teachers (ILT). Specifically the study examines if CC increases an ILTs level of self-efficacy and if it increases a teacher''s intentions to remain in the field of education. Using Bandura''s 30-item “Teacher Self Efficacy Scale” ILTs rated their perceived self- efficacy. The ILTs also completed a Teacher Intentions Survey. The mentors completed an assessment to measure their current knowledge of cognitive coaching which was compared to the ILTs level of self efficacy. Lack of valid data made it impossible to compare mentor knowledge and ILT intentions to stay in the field. However, a relationship was found between the ILTs level of self-efficacy and the mentor''s knowledge. A follow-up focus group was held to further understand ILTs opinions of the cognitive coaching process and induction program. Analysis revealed several themes from the focus group dialogue. These themes indicate that teachers value the actual cognitive coaching process, but teachers hold many concerns about the time, effort, and relevance of mandated meetings and paperwork.
The monograph discusses the educational insights of the IVth form (10-11 year) learners’ Mathematical competence conception and the theoretical assumptions of the information technology application in teaching Mathematics in primary school, peculiarities of using the computer for teaching (learning) of fourth-formers in home and school environments and basically positive impact of the ICT integration into Mathematical competence development (self-development) process by three distinguished Mathematical education content fields and two learners’ cognitive ability groups (in particular for boys). Based on the survey results, the model of the IVth form (10-11 year) learners’ Mathematics teaching (learning) environments enriched with the ICT is constructed, and the links between the factors related to computer use and learners’ achievements in Mathematics as well as the attitude towards learning it are defined.
In response to the seemingly pervasive and intractable question of the academic achievement gap between minority Black and Hispanic students on the one hand and their urban white counterparts on the other, most scholarly efforts have hitherto been directed at the so-called hard variables such as family structure and family process, the student’s environment both at home and at school and the socio-economic status of their parents as the likely culprits. Taking a cue from other studies that have attracted little scholarly and which have showed students pointing at psychological factors as having the greatest effect on their academic achievement, this study set out to examine the influence of two of such factors - perceived self-efficacy and locus of control - on two identical groups of students. The consistent difference in the scores between these two groups of students on the instruments devised to measure the two factors identified the so-called soft variables - perceived self-efficacy and locus of control - as trumping all other factors and as worthy of more attention by researchers as well as stakeholders in education.