Determining the Relationship between Academic Self-efficacy and Student Engagement by Meta-analysis

Chang, Dian-Fu; Chien, Wei cheng

doi:10.2991/ermm-15.2015.37

Cited by 24 publications

(30 citation statements)

References 14 publications

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“…Student self-efficacy arises when students get information from four main sources, such as experiences of self-mastery, experience in observing others, social persuasions students receive from others, and emotional and psychological states (Betoret, et al 2017). Chang and Chien (2015) revealed that self-efficacy refers to individual abilities that can be used to complete studies, control behavioral abilities, and assess academic achievement. Putwain et al (2013) concluded that self-efficacy can predict student academic performance and can predict emotions related to learning through academic performance.…”

Section: Introductionmentioning

confidence: 99%

Self Efficacy and Emotional Quotient in Mediating Active Learning Effect on Students’ Learning Outcome

Kustyarini¹

2020

INT J INSTRUCTION

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The purpose of this study is to analyze the self-efficacy and emotional intelligence in mediating the effect of implementing active learning methods on student learning outcomes. The population of this study is the population in this study were Indonesian language and literature education students in East Java who were taking Indonesian Language courses with a sample size of 160 students. Data analysis in this research uses Structural Equation Modeling. The results showed that the active learning method had a significant influence on the learning outcomes of students studying Indonesian. The role of students in active learning such as actively expressing opinions related to the material delivered by lecturers, participating groups in working / discussing the tasks given, interacting well during the lessons, being able to explain the subject matter well and having feedback on the learning process has an impact on increased self-efficacy such as encouraging students to have the ability to self-evaluate the ability or competence to carry out a task, achieve goals or overcome obstacles. The existence of active learning helps students improve emotional intelligence such as trying to hold excessive emotional emotions, trying not to do things from the encouragement of negative traits and think about what they want before acting, and have the spirit to become a better person, happy to face challenges to solve problems and not giving up when doing difficult tasks. When self-efficacy and emotional intelligence are achieved, it will have an impact on improving student learning outcomes through Indonesian Language courses.

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Section: Introductionmentioning

confidence: 99%

Self Efficacy and Emotional Quotient in Mediating Active Learning Effect on Students’ Learning Outcome

Kustyarini¹

2020

INT J INSTRUCTION

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“…This made learners participate more actively in writing skill activities. Several researchers (Chang & Chien, 2015;Dogan, 2015;Kanaparan, Cullen, & Mason, 2017) explained that self-efficacy is highly correlated with learners' engagement and academic achievement. Therefore, students who learned via mastery learning instruction had better motivational levels than the control group.…”

Section: Students' Motivation Towards Learning Writing Skillsmentioning

confidence: 99%

Effects of Mastery Learning Instruction on Engineering Students’ Writing Skills Development and Motivation

Birhan

2018

JLE

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This study was aimed to investigate the effects of mastery learning instruction on engineering students’ academic writing skills and motivation in an EFL context. The participants were software engineering and computer science first-year students, and they were selected using a multistage sampling technique. Observation, a questionnaire, and pre- and post-tests were employed as data gathering instruments. The research was designed through a time series quasi-experimental research design. The data were analysed through repeated measure ANOVA, independent t-tests, as well as descriptive statistics. The findings indicated that there was a statistical difference between the experimental and the control groups. Hence, students who participated in mastery learning instruction improved their writing skills and achieved better scores in writing skills assessment. Particularly, learners who learned through mastery learning instruction were able to develop paragraphs and essays with clear topic sentences and thesis statements. They also developed paragraphs with proper punctuation and minimized various mechanical errors that were observed during the pre-test. Furthermore, the students who engaged in mastery learning instruction had better levels of motivation. Thus, individualized instruction and continuous feedback helped them improve their engagement in writing activities. Hence, this study calls for more attention to self-paced instruction, regular feedback, assessment, and continuous support in writing classrooms.

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“…As a result, HEAAD works to address the three domains of learning by: (1) allowing students to acquire information and facts (cognitive domain), (2) enabling the ability to build links and bridges to use this knowledge in making responsible choices (psychomotor domain), which is designed to (3) impact and influence their values, beliefs, and behavior (affective domain). Not only does the engagement within the three domains of learning across the disciplines have a positive impact related to the effectiveness of the messages provided (Literat & Chen, 2013), but research has also shown that students can benefit further from improved academic self-efficacy levels (Chang & Chien, 2015).…”

Section: Healthmentioning

confidence: 99%

“…At a later date, health educators, as well as educators in other academic disciplines, had identified that they implemented the activities used by HEAAD in their curriculum. They reported back, anecdotally, that the activities incorporated with HEAAD enhanced engagement and interaction throughout the classroom, expectantly leading to the positive effect on the students' self-efficacy (Chang & Chien, 2015) and improved critical thinking and decision-making skills used to partake in positive health behaviors.…”

Section: Figurementioning

confidence: 99%

Health Education across Academic Disciplines (HEAAD)

Sbarbaro

Smith

2015

CALIF J HEALTH PROMOT

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Background and Purpose: Studies have shown that teens who hypertext are at a higher risk to engage in other health risk behaviors including binge drinking, tobacco use, illicit drug use, partaking in physical fights, engaging in risky sexual behavior, and driving distracted. Interventions addressing excessive use of mobile devices have mainly focused on mobile phone use while driving. The aim is to describe the Health Education Across Academic Disciplines (HEAAD) teaching tool and implementation, which may help to educate and raise awareness of the risks associated with excessive cell phone use among adolescents and young adults. Educational Teaching Tool: HEAAD includes introductory activities ranging from identifying risks related to excessive cell phone use to follow-up interactive activities with examples applied across academic disciplines other than health. HEAAD targets students in grades nine through twelve and can be adapted to the college population for freshmen and sophomores enrolled in personal health and wellness classes and/or other health orientation and first year experience classes. Conclusion: HEAAD intends to engage students in practicing decision-making skills related to excessive cell phone use, which may be applicable to their lives. Pilot testing of HEAAD is recommended to determine its effectiveness and potential.

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Determining the Relationship between Academic Self-efficacy and Student Engagement by Meta-analysis

Cited by 24 publications

References 14 publications

Self Efficacy and Emotional Quotient in Mediating Active Learning Effect on Students’ Learning Outcome

Self Efficacy and Emotional Quotient in Mediating Active Learning Effect on Students’ Learning Outcome

Effects of Mastery Learning Instruction on Engineering Students’ Writing Skills Development and Motivation

Health Education across Academic Disciplines (HEAAD)

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