An assessment of the factors that influence biology teacher candidates’ levels of academic self-efficacy

Altunsoy, Sultan; Çimen, Osman; Ekici, Gülay; Atik, Ali Derya; Gökmen, Ahmet

doi:10.1016/j.sbspro.2010.03.340

Cited by 18 publications

(32 citation statements)

References 8 publications

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“…The finding of this study that academic self-efficacy of male students is higher than females is consistent with the results of some of the studies in the related literature [27,28]. On the other hand, the findings contradict with some of the studies claiming that academic self-efficacy of female students is higher than males [29,30].…”

Section: Discussionsupporting

confidence: 68%

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Investigating Academic Self-efficacy of University Students in Terms of Socio-demographic Variables

Satıcı¹,

Can²

2016

ujer

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In this study whether academic self-efficacy of university students differ in terms of various socio-demographic features has been investigated. The study was conducted on 1679 students who were attending Anadolu University. In the study, the Academic Self-Efficacy Scale and Personal Information Form were used as data collection tools. In the analysis of the data, independent sample t test and one-way analysis of variance were used. The findings of the study suggested that there are significant differences between academic self-efficacy, and gender, grade level, economic situation of the family, and perceived academic achievement. It was also suggested by the findings of the study that there are no significant differences between academic self-efficacy of university students, and field of study, education levels of the parents, number of family members and sibling numbers, perceived academic achievement in the high school, and the dwelling unit where the student lived the longest. Findings were discussed in line with relevant literature and conclusions were made.

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Section: Discussionsupporting

confidence: 68%

“…As a matter of fact, there are ambiguous results consistent with this study. While some studies suggest that academic self-efficacy gets higher in upper grade levels [27,31], some others claimed that as the grade levels get lower, academic self-efficacy of the students lower accordingly [17].…”

Section: Discussionmentioning

confidence: 99%

Investigating Academic Self-efficacy of University Students in Terms of Socio-demographic Variables

Satıcı¹,

Can²

2016

ujer

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“…However, sociodemographic factors such gender and age, revealed not to be differentiating factors of the academic self-efficacy level. These results are consistent with some researches [13,30] and contradictory with other researches in which male students have higher levels of academic self-efficacy [19,[31][32][33][34].…”

Section: Resultssupporting

confidence: 86%

“…However, the level of academic self-efficacy was the same taking into account factors such: type of degree, year attended, and degree with or without integrated internship. Concerning the academic factors, several researches revealed statistically significant differences in students' academic self-efficacy level when the year attended was considered [13,31,33,35]. In fact, in these researches, students in the most advanced years registered a higher level of academic self-efficacy.…”

Section: Resultsmentioning

confidence: 99%

Academic Self-Efficacy in Portuguese Public Higher Education Students

Ribeiro¹,

Fernandes²

2020

INTED Proceedings

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Academic self-efficacy refers to the belief of an individual successfully attaining an academic task or achieving a specific academic goal. Self-efficacy is critical to student success because it influences the choices students make along their academic and professional path. This study aimed to determine the level of academic self-efficacy in higher education students and to verify if there were differences statistically significant, taking into account the sociodemographic variables, namely, gender, age and nationality, and the academic variables, such as scientific area, degree, course year, course with or without integrated internship and attendance regimen. To achieve these objectives, an observational, cross-sectional, quantitative and analytical study was carried out based on a random sample of 2152 individuals from a total of 8200 students enrolled, in the 2018/2019 school year, in a public higher education institution located in the Northern of Portugal. The margin of error was 1.81%. The students were aged between 17 and 52 years old. The students registered a moderate level (4.42 ± 0.092) of academic self-efficacy out of 7. It was observed that 45.5% of the students registered a high level of academic self-efficacy; 17.9% revealed a low level; and the remaining 36.6% showed a moderate level. Statistically significant differences were found in academic self-efficacy taking into account the nationality of students (p-value = 0.041). The foreign students registered a highest academic selfefficacy level. Additionally, the comparison analysis demonstrated that there were significant differences between the students' scientific area (p-value = 0.004) and attendance regimen (p-value = 0.043). It was the Technology and Management students as well as the worker students who had the highest levels of academic self-efficacy. Nationality, scientific area and attendance regimen showed to be differentiator factors of academic self-efficacy. Foreigner students, worker students and students from the technology and management scientific area showed more confidence to achieve their academic goals. In fact, students' confidence in succeeding in their academic assignments will affect their lifelong learning. Therefore, higher education institutions should be able to improve the academic self-efficacy of students, creating innovative learning environments adapted to the needs and knowledge of their students.

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“…Schunk (1991) describing academic self-efficacy stated that academic self-efficacy refers to individuals'beliefs that they can fulfill given academic tasks. Altunsoy et al (2010) state that academic self-efficacy includes beliefs in the capabilities to achieve the academic tasks. According to Marsh & Shavelson (1985) academic self-concept incorporates many forms of self-knowledge and self-evaluative feelings.…”

Section: Introductionmentioning

confidence: 99%

School Students’ Motivation for Learning Sciences: How is it Influenced by Self-confidence in Science and Inquiry-based Teaching Approach?

Pečiuliauskienė

Belakoz

2019

PED

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The article deals with the Lithuanian school students’ motivation for learning science on the basis of TIMSS 2015 data. This article analyses the influence of two factors on motivation for learning science: the self-confidence in science of school students’ and teaching science using inquiry-based approach. The purpose of the research is to analyze the influence of self-confidence in science and the influence of teaching science by inquiry approach on students’ motivation for learning science.

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An assessment of the factors that influence biology teacher candidates’ levels of academic self-efficacy

Cited by 18 publications

References 8 publications

Investigating Academic Self-efficacy of University Students in Terms of Socio-demographic Variables

Investigating Academic Self-efficacy of University Students in Terms of Socio-demographic Variables

Academic Self-Efficacy in Portuguese Public Higher Education Students

School Students’ Motivation for Learning Sciences: How is it Influenced by Self-confidence in Science and Inquiry-based Teaching Approach?

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