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1. Sources of Self-Efficacy in Mathematics: A Validation Study (EJ819478)
Author(s):
Usher, Ellen L.; Pajares, Frank
Source:
Contemporary Educational Psychology, v34 n1 p89-101 Jan 2009
Pub Date:
2009-01-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Self Efficacy; Psychometrics; Middle School Students; Mathematics Instruction; Validity
Abstract: The purpose of this study was to develop and validate items with which to assess A. Bandura's (1997) theorized sources of self-efficacy among middle school mathematics students. Results from Phase 1 (N=1111) were used to develop and refine items for subsequent use. In Phase 2 of the study (N=824), a 39-item, four-factor exploratory model fit best. Items were revised to strengthen psychometric properties. In Phase 3 (N=803), a 24-item, four-factor confirmatory factor model fit best. This final model was invariant across gender and ethnicity. Subscales correlated with self-efficacy, self-concept, mastery goals, and optimism. Results suggest that the sources scale is psychometrically sound and could be adapted for use in other domains. (Contains 1 figure and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Exploring the Validity of a Teachers' Self-Efficacy Scale in Five Countries (EJ819476)
Klassen, Robert M.; Bong, Mimi; Usher, Ellen L.; Chong, Wan Har; Huan, Vivien S.; Wong, Isabella Y. F.; Georgiou, Tasos
Contemporary Educational Psychology, v34 n1 p67-76 Jan 2009
Descriptors: Foreign Countries; Teaching Conditions; Validity; Teacher Characteristics; Self Efficacy; Factor Analysis; Measures (Individuals); Job Satisfaction; Cultural Pluralism; Error of Measurement
Abstract: The purpose of this article was twofold. The first purpose was to test the validity of the Teachers' Sense of Self-Efficacy Scale (TSES) in five settings--Canada, Cyprus, Korea, Singapore, and the United States. The second purpose was, by extension, to establish the importance of the teacher self-efficacy construct across diverse teaching conditions. Multi-group confirmatory factor analysis was used to better understand the measurement invariance of the scale across countries, after which the relationship between the TSES, its three factors, and job satisfaction was explored. The TSES showed convincing evidence of reliability and measurement invariance across the five countries, and the relationship between the TSES and job satisfaction was similar across settings. The study provides general evidence that teachers' self-efficacy is a valid construct across culturally diverse settings and specific evidence that teachers' self-efficacy showed a similar relationship with teachers' job satisfaction in five contrasting settings. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Cognitive Biases in the Interpretation of Autonomic Arousal: A Test of the Construal Bias Hypothesis (EJ819475)
Ciani, Keith D.; Easter, Matthew A.; Summers, Jessica J.; Posada, Maria L.
Contemporary Educational Psychology, v34 n1 p9-17 Jan 2009
Descriptors: Research Universities; Self Efficacy; Interpersonal Relationship; Epistemology; Higher Education; College Students; School Statistics; Tests; Data Interpretation; Arousal Patterns; Hypothesis Testing; Surveys
Abstract: According to Bandura's construal bias hypothesis, derived from social cognitive theory, persons with the same heightened state of autonomic arousal may experience either pleasant or deleterious emotions depending on the strength of perceived self-efficacy. The current study tested this hypothesis by proposing that college students' preexisting efficacy beliefs may affect how physiological arousal during exams is construed as a valence of positive emotion. Survey data were collected from 172 students in a statistics course at a large research university in the Midwest. Students provided self-reported intensity of autonomic arousal during previous exams, statistics self-efficacy, and positive affect toward a proximal final exam. The construal bias hypothesis was supported by a significant interaction between autonomic arousal and self-efficacy on the dependent variable positive affect. Results revealed that as autonomic arousal increased, so did the moderating effect of self-efficacy. Specifically, as physiological arousal intensified, students with high or low self-efficacy reported divergent levels of positive emotion. Implications for theory, research, and practice are discussed. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. The Impact of Teleconferencing with Native English Speakers on English Learning by Taiwanese Students (EJ820820)
Wu, Wen-Chi; Marek, Michael
International Journal on E-Learning, v8 n1 p107-125 Jan 2009
Journal Articles; Reports - Evaluative
Descriptors: Distance Education; Pilot Projects; Foreign Countries; Teleconferencing; Internet; Native Speakers; English (Second Language); Computer Mediated Communication; Synchronous Communication; Student Motivation; Self Efficacy; Student Surveys; Likert Scales; Participant Satisfaction
Abstract: Because there are few native speakers of English in Taiwan, students of English in Taiwan are often poorly motivated, having few opportunities to develop their skills and learn about American culture outside of class. Recent advancements in distance education allow live audio and video teleconferences via the Internet, a technology that has the potential to connect native English speakers with students learning the language. This paper presents initial findings from an ongoing pilot project in which Taiwanese students of English as a Foreign Language (EFL) interact with an American via "live" Internet teleconferencing, followed by one-on-one discussion. Quantitative and qualitative methodologies were used to evaluate changes in student motivation, confidence, and ability resulting from the presentations via the Internet. After the teleconferences, all three factors increased at a modest level, with motivation increasing most, followed by confidence, and ability. Students appreciated the American cultural information contained in the presentations and the ability to hear authentic American pronunciation and usage, and found the experience of talking with the American via the Internet to be less stressful than expected. This technique holds potential for significant increases in student motivation, confidence, and ability. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Ideas and Thoughts of Italian Teachers on the Professional Future of Persons with Disability (EJ821496)
Nota, Laura; Soresi, S.
Journal of Intellectual Disability Research, v53 n1 p65-77 Jan 2009
Descriptors: Quality of Life; Attitudes toward Disabilities; Disabilities; Teacher Attitudes; Differences; Down Syndrome; Mental Retardation; Foreign Countries; Employment Patterns; Futures (of Society); Job Satisfaction; Comparative Analysis; Elementary School Teachers; Middle School Teachers; Specialists; Self Efficacy
Abstract: Background: The literature places special focus on the quality of life (QoL) of individuals with disability and on their self-determination and social and work participation. The field of vocational guidance also considers the satisfaction these individuals experience concerning their future crucial to their QoL. At the same time, however, persons with disability are at great risk of not making highly advantageous choices for their future. Hence, teachers and career counsellors can play an important role in vocational guidance for persons with disability. Methods: The present study was aimed at investigating the ideas of a group of teachers asked to describe in writing the future of hypothetical students with disability. Their descriptions were first analysed to verify whether any reference was made to the construct of QoL and whether a significant role was attributed to aspects of work inclusion and work satisfaction. Response category differences were then compared for curricular teachers vs. specialised teachers, elementary school teachers vs. middle school teachers, and low self-efficacy vs. high self-efficacy teachers. Results: Teachers describing the future of a hypothetical student with Down's syndrome mentioned some aspects of QoL and emphasised certain features over others. Several category type differences teachers emerged, although not always in line with expectations. Conclusions: Teachers' ideas on the future of individuals with intellectual disability are characterised by a certain bias towards the restrictions that impairment can imply. In consideration of our findings, the need for training actions is highlighted. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Assessing Assessment: Examination of Pre-Service Physics Teachers' Attitudes towards Assessment and Factors Affecting Their Attitudes (EJ821707)
Ogan-Bekiroglu, Feral
International Journal of Science Education, v31 n1 p1-39 Jan 2009
Descriptors: Preservice Teachers; Constructivism (Learning); Self Efficacy; Physics; Foreign Countries; Science Teachers; Student Teacher Attitudes; School Policy; Teaching Methods; Student Evaluation; Pedagogical Content Knowledge; Evaluation Methods; Test Construction; Teaching Conditions; Qualitative Research; Statistical Analysis; Classroom Techniques
Abstract: The purpose of this study was to determine pre-service physics teachers' attitudes towards assessment. It was also aimed to examine the factors affecting their attitudes. Two factors were considered. The first was difficulties that pre-service teachers experienced relating to assessment. The second factor was teachers' self-efficacy regarding their ability to assess. The difficulties were divided into external and internal. Internal difficulties depended on pre-service teachers' assessment skills and their subject matter knowledge, and represented the difficulties that they encountered during preparation and evaluation of assessment methods. External difficulties, on the other hand, depended on the external factors such as school policy and facilities that might affect pre-service teachers' classroom assessment implementation. A parallel mixed-methodology approach was utilized during the data collection and analysis. This paradigm combined both qualitative and quantitative methods to give both breadth and scope to the research. The pre-service physics teachers' general attitude towards assessment was determined as close to constructivist. Knowledge about the subject assessed and university entrance examination were found to be the common factors that affected pre-service teachers' predispositions for action. Conclusions carry implications for science teacher education in Turkey and other countries where educational reforms have been implemented. (Contains 4 figures and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. The Negative Impact of Death Anxiety on Self-Efficacy and Willingness to Donate Organs among Chinese Adults (EJ821644)
Wu, Anise M. S.; Tang, Catherine So-Kum
Death Studies, v33 n1 p51-72 Jan 2009
Descriptors: Foreign Countries; Death; Anxiety; Human Body; Donors; Self Efficacy; Attitudes; Cultural Differences; Adults; Multiple Regression Analysis
Abstract: Chinese people are consistently reported to be less likely to commit to posthumous organ donation than the Westerners. This study aims at investigating how death anxiety may hinder them from expressing their willingness to donate organs. Among 290 Hong Kong Chinese adults (age greater than or equal 25 years), a higher level of death anxiety was associated with a greater expectation of medical neglect and a lower level of self-efficacy. Moreover, a higher level of death anxiety was also correlated with a lower likelihood of donor card signing and discussion of organ donation. The results of regression analyses suggested a mediating role of self-efficacy on the relationship between death anxiety and these behaviors. That is, death anxiety, by lowering one's perceived self-efficacy, reduces his/her likelihood to sign the donor card or to tell his/her donation decision. Findings suggest that death education program should be included in promotion campaigns for Chinese adults. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Influence of Self-Efficacy and Working Memory Capacity on Problem-Solving Efficiency (EJ821867)
Hoffman, Bobby; Schraw, Gregory
Learning and Individual Differences, v19 n1 p91-100 2009
2009-00-00
Descriptors: Reaction Time; Self Efficacy; Problem Solving; Short Term Memory; Multiplication; Mental Computation; Mathematics Skills; Hypothesis Testing; Student Motivation; Learning Strategies
Abstract: We investigated the influence of self-efficacy beliefs and working memory capacity on mathematical problem-solving performance, response time, and efficiency (i.e., the ratio of problems solved correctly to time). Students completed a letter-recoding task (Experiment 1) or an operation span task (Experiment 2), rated their self-efficacy for solving mental multiplication problems, and then solved similar problems of varying complexity. We tested the "motivational efficiency hypothesis", which predicted that motivational beliefs, such as self-efficacy, increase problem-solving efficiency through focused effort and strategy use. Experiments 1 and 2 reported a significant effect for self-efficacy on problem-solving performance and efficiency, but limited effects for time. A self-efficacy by working memory interaction occurred in Experiment 1, suggesting self-efficacy is beneficial as demands on working memory increase. These findings suggested that self-efficacy increased problem-solving efficiency through strategic performance rather than faster solution times, and were consistent with the motivational efficiency hypothesis. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. The Development of an Instrument for a Technology-Integrated Science Learning Environment (EJ822597)
Wu, Weishen; Chang, Huey-Por; Guo, Chorng-Jee
International Journal of Science and Mathematics Education, v7 n1 p207-233 Feb 2009
2009-02-00
Descriptors: Student Attitudes; Grade 9; Classroom Environment; Secondary School Students; Science Instruction; Test Construction; Test Validity; Technology Integration; Teaching Methods; Secondary School Science; Secondary School Teachers; Grade 7; Grade 8; Inquiry; Equal Education; Interpersonal Relationship; Competition; Self Efficacy; Questionnaires; Teacher Attitudes
Abstract: This study developed, validated, and utilized the Technology Integrated Classroom Inventory (TICI) to examine technology-integrated science learning environments as perceived by secondary school students and teachers. Using technology-oriented classroom climate instruments and considering the science classroom's characteristics, TICI was developed. More than 1,100 seventh through ninth grade science students validated the instrument, revealing eight scales: technological enrichment, inquiry learning, equity and friendliness, student cohesiveness, understanding and encouragement, competition and efficacy, audiovisual environment, and order, with alpha reliabilities ranging between 0.69 and 0.91 (0.93 for the entire questionnaire). In measuring actual and preferred learning environments, TICI results indicated that both students and teachers ranked equity and friendliness highest. The largest actual-preferred discrepancy was order (students) and inquiry learning (teachers). TICI offers additional utilities for technology-enriched science leaning environments. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. HIV/AIDS Educators: The Challenges and Issues for Namibian Bachelor of Education Students (EJ822538)
McGinty, Sara; Mundy, Karen
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n1 p141-148 Jan 2009
Journal Articles; Reports - Descriptive
Descriptors: Self Efficacy; Sexually Transmitted Diseases; Health Education; Acquired Immunodeficiency Syndrome (AIDS); Foreign Countries; Daily Living Skills
Abstract: The Life Skills course is offered to Namibian students in grades eight through twelve. It includes lessons on HIV/AIDS, imparting information and equipping them with the necessary psycho-social skills to assist in reducing the risk of becoming infected. Teachers are the impetus for the success of the course. As such, research was undertaken to understand the knowledge, attitudes, and concerns of Namibian Bachelor of Education students in order to be effective HIV/AIDS educators. Findings determine a gap in knowledge about HIV/AIDS-related issues. Moreover, many students indicated reluctance and a lack of self-efficacy to properly implement HIV/AIDS education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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