A study on preservice English teachers’ self-efficacy perceptions and tendency towards academic dishonesty

Küçüktepe, Seval Eminoğlu

doi:10.1016/j.sbspro.2010.03.807

Cited by 4 publications

(1 citation statement)

References 7 publications

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“…Self-efficacy is a set of beliefs that individuals hold about their motivation, cognitive ability and action capacity to achieve goals. These beliefs greatly influence the effect of English learning, because the English performance of a student hinges on his/her mood and attitude in learning [5].…”

Section: Introductionmentioning

confidence: 99%

Correlation between Self-Efficacy and English Performance

Chen

2020

Int. J. Emerg. Technol. Learn.

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Self-efficacy may affect our behaviours, thoughts and emotions. The students with strong self-efficiency tend to have good autonomous learning ability. However, there is little report on the correlation between self-efficacy and English performance. To make up for the gap, this paper explores the influence of self-efficacy on English performance based on the theories on self-efficacy. Specifically, a questionnaire survey was carried out among male and female students in three grades, covering all aspects of English learning (e.g. listening, speaking, reading and writing). The collected data were analysed statistically on the SPSS. The results show that self-efficacy influences the selection of environment and behaviour; the students with strong self-efficacy can flexibly use various cognitive and learning methods, and achieve excellent self-management and regulation; the students with good English performance have high self-efficacy scores, revealing a positive correlation between self-efficacy and English performance. The research findings lay a theoretical basis for improving English performance based on self-efficacy.

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Section: Introductionmentioning

confidence: 99%

Correlation between Self-Efficacy and English Performance

Chen

2020

Int. J. Emerg. Technol. Learn.

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Enhancing Iranian EFL In-Service Teachers’ Self-Efficacy Beliefs for Technology Integration

Rigi¹

2015

IJLL

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In recent decades successful teachers' using technology in their classrooms has been the center of vigorous debates in the field of teacher education. The present study investigated the self-efficacy beliefs of Iranian EFL in-service English as a foreign language teachers' for technology integration. The study first explored the perceived self-efficacy beliefs for technology integration. Second, it investigated the factors that might influence the teachers' technology integration practices; as a result, whether there was a mismatch between the teachers' self-efficacy beliefs and their technology integration. The participant who took part in this research were 30 in-service English language teachers working in the high schools of Zahedan. The necessary information is collected via Self-efficacy for Technology Integration Scale. In the qualitative phase, structured interviews were conducted with 12 volunteer teachers of English. The findings indicated that the participants had high levels of perceived self-efficacy for technology integration. Further, the interview results explored external/environmental and personal factors affecting teachers' technology integration practices. The study specifically concluded that there was a mismatch between the teachers' perceived self-efficacy beliefs for technology integration and their actual practices in the classroom.

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The Relationship Between Educational Internet Self-Efficacy and Primary School Teachers ‘Self-Efficacy

Keskin

Aktay

2021

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi

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Araştırma verilerinin analizi sonucunda sınıf öğretmenlerinin internet öz-yeterlik algıları araştırma alt boyutunda en yüksek ortalamaya, yaratıcılık boyutunda en düşük ortalamaya sahiptir. Sınıf öğretmenlerinin internet öz-yeterlik algıları cinsiyet, mesleki deneyim ve günlük internet kullanım sürelerine göre anlamlı farklılık göstermemektedir. Ancak ölçek genelinde 2 saat ve altı internet kullanan öğretmenler ile 2 saatten fazla 4 saatten az internet kullananlar arasında anlamlı bir farklılık görülmüştür. Sınıf öğretmenlerinin öğretmenlik öz-yeterlikleri olumlu sınıf ortamı oluşturma alt boyutunda en yüksek, akademik gelişim alt boyutunda en düşük ortalamaya sahiptir. Sınıf öğretmenlerinin öğretmenlik öz-yeterlikleri cinsiyet, mesleki deneyim ve günlük internet kullanım saati değişkenlerine göre anlamlı farklılık göstermemektedir. Sınıf öğretmenlerinin internet kullanım öz-yeterlikleri ile öğretmen öz-yeterlikleri arasında, pozitif yönde, anlamlı ve orta düzeye yakın bir ilişki olduğu sonucuna ulaşılmıştır. Sınıf öğretmenlerinin internet kullanım öz-yeterliği arttıkça öğretmen öz-yeterliği de artmaktadır.

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A study on preservice English teachers’ self-efficacy perceptions and tendency towards academic dishonesty

Cited by 4 publications

References 7 publications

Correlation between Self-Efficacy and English Performance

Correlation between Self-Efficacy and English Performance

Enhancing Iranian EFL In-Service Teachers’ Self-Efficacy Beliefs for Technology Integration

The Relationship Between Educational Internet Self-Efficacy and Primary School Teachers ‘Self-Efficacy

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