Academic Self-efficacy and Its Influence on Teachers’ Postgraduate Study Experiences: Voices from the Field

Dixon, Helen; Ward, Gillian

doi:10.1007/978-981-16-8240-7_14

Cited by 2 publications

(1 citation statement)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Self-reported answers to survey questions may generally assess the self-efficacy of a person (Fakhrou and Habib, 2022 ; Huang, 2022 ; Mubarrak et al, 2022 ). In the past, researchers have relied on general, multiple-scale self-efficacy determinants available around the world to gauge academic performances (Multon et al, 1991 ; Tsai et al, 2021 ; Dixon and Ward, 2022 ). Determinants of self-efficacy are most telling and useful for predicting areas with an absence of self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

Confirmatory and validation studies on experimental self-efficacy scale with applications to multiple scientific disciplines

2023

View full text Add to dashboard Cite

Laboratory education is essential for enhancing both the understanding of concepts and skills of students. A significant barrier to excelling in laboratory practices relates to a lack of self-efficacy. Being complementary to mainstream theoretical learning, the contribution of laboratory education to impart knowledge and hands-on proficiency is often under-represented. The aim of this research was to validate a novel experimental self-efficacy (ESE) scale and explore its relationship with laboratory outcomes, using gender and year of study as mediating variables. ESE refers to students' faith in their potential to carry out experiments and achieve desired outcomes in laboratory settings. When students possess strong ESE, they display more confidence in their abilities, accept tasks of greater difficulty levels, and have more tenacity to overcome obstacles. Data from 1,123 students were analyzed, focusing on the link between ESE constructs and laboratory experiments. Results indicated that ESE had a significant impact on laboratory performance in students of both genders and was related to factors such as laboratory hazards, conceptual understanding, the sufficiency of laboratory resources, and procedural complexities. The study affirms the validity and applicability of the ESE-scale to not only multiple disciplines such as chemistry, physics, and biology but also its relationship with students' academic outcomes in laboratories.

show abstract