How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning

Smul, Mona De; Heirweg, Sofie; Keer, Hilde Van; Devos, Geert; Vandevelde, Sabrina

doi:10.1016/j.tate.2018.01.001

Cited by 76 publications

(59 citation statements)

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“…From the perspective of teaching age structure, study by Liu et al (2013) showed that teachers of 16-25 years' teaching age had the best performance in creative teaching, while Lin et al's (2009) research results show that the teachers with shorter teaching age have better creative teaching. From the educational level, Mona et al (2018) research points out that the overall innovation ability and teaching innovation of postgraduate and above teachers are higher than those of undergraduate and below teachers, and Natthapol et al (2015) has the same findings, which is consistent with the conclusions obtained in this study. From the perspective of full-time teachers, the conclusions of this study are consistent with many scholars.…”

Section: Creative Teaching Characteristics Of Pe Teachers From Differsupporting

confidence: 89%

“…From the age structure, Robert et al (2018) found that the work engagement of middle school PE teachers aged 41 to 50 was significantly higher than that of those under 30. From the educational level, Mona et al (2018) found that the work engagement of P. E. teachers with master's degree or above was significantly higher than that of those with bachelor's degree or below. From the point of view of full-time or not, some studies (Chen, 2006;Yan, 2011;Bonnie and Hannah, 2016;Zhou et al, 2018) pointed out that the transfer of PE teachers can focus more on teaching work, and thus have higher work engagement than the concurrent (Song, 2011;Lynn et al, 2013;Zhang, 2013).…”

Section: Work Engagement Characteristics Of Pe From Different Backgromentioning

confidence: 95%

“…At present, the research on self-efficacy at home and abroad mostly concentrates on two aspects: one is about the dimension of teacher self-efficacy, in order to evaluate teacher self-teaching effectiveness, and now basically forms two-way and multidimensional evaluation schools (Natthapol et al, 2015;Mona et al, 2018); The second is an empirical study on teachers' self-efficacy, whose main results are that teachers with high self-efficacy will adopt more strategies to improve students' sports performance so as to enable them to master sports skills better (Skaalvik and Skaalvik, 2010;Cristina and Andreea, 2013;Emilie et al, 2017); Teachers with high self-efficacy can carry out teaching reform and innovation in self-perception, and timely process and feedback teaching information, predict unexpected events and frequent take the initiative to check their teaching activities (David, 2009;Debra and Anthony, 2013;Andrey et al, 2016). Creative teaching is guided by certain teaching ideas, through exerting creativity and using various novel and valuable teaching strategies (Edwin, 1970;Einar and Sidsel, 2010;Yeshayahu and Sharon, 2017), in order to enhance students' learning interest and motivation, and achieve teaching objectives.…”

Section: Introductionmentioning

confidence: 99%

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The Influence of Self-Efficacy and Work Input on Physical Education Teachers’ Creative Teaching

et al. 2020

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Objectives: To explore the influence of different background factors on middle school PE teachers' self-efficacy, work input and creative teaching, and to reveal the relationship between teaching self-efficacy and work input on creative teaching. Methods: By means of self-efficacy, work engagement and creative teaching scale, a questionnaire survey was conducted among middle school PE teachers, and the data were processed and modeled by SPSS and AMOS statistical analysis software. Results: Physical education (PE) teachers' self-teaching effectiveness was influenced by background factors such as gender, age, teaching age, full-time or part-time work and educational level. Work input was only affected by age, teaching experience and educational level, while creative teaching seemed to be only related to background factors such as educational background and full-time or part-time work; PE teachers' general teaching effectiveness and personal teaching effectiveness had significant positive effects on energy input, concentration input, dedication input, cognitive creativity, skill creativity and emotional creativity; Concentration input had a significant positive impact on the three-dimensional of creative teaching, while energy input and dedication input had no impact on the three-dimensional of creative teaching; Work input as an intermediary variable of self-efficacy's influence on creative teaching had been verified, but the real intermediary role was not the whole work input, but the concentration input in its structure. Conclusion: Both general and individual teaching effectiveness had positive effects on work input and creative teaching, but the energetic and dedicated input in work input cannot promote teachers' creative teaching effectively. Therefore, the professional ethics training of PE teachers in their enthusiasm and dedication to work should be strengthened.

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Section: Creative Teaching Characteristics Of Pe Teachers From Differsupporting

confidence: 89%

Section: Work Engagement Characteristics Of Pe From Different Backgromentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

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The Influence of Self-Efficacy and Work Input on Physical Education Teachers’ Creative Teaching

et al. 2020

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“…Ultimately, this would lead to improving the effectiveness and efficiency of teaching and learning. All this would only be possible if instructors fit their ways of teaching to the corresponding new technology for teaching and learning adopted in the institutions (De Smul et al 2018).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance

Azlan

Kamal

et al. 2020

Educ Inf Technol

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This quasi-experimental study examined a guided learning approach towards the use of mobile devices and investigated the performance of language learners who were guided in the usage. A total of 419 students from two faculties were invited to participate in this 8-week intervention, 155 participants in the control group and 264 in the experimental group. In the experimental group, the researchers incorporated guided activities Module Intervention Model (MIM) using mobile devices into the ESL lessons whereas the control group lessons were without guided activities. Participants from both groups were asked to record their daily mobile device use for activities related to English language learning using an online form. These data were compared to the results of the tests conducted pre-and post-treatment. At the end of the study, students who received guided language activities utilizing the mobile devices had significantly higher levels of language performance than control group students. However, treatment group students who spent more time using mobile devices to learn the language did not display better performance compared to those who spent minimal time. This finding re-established the importance of guided activities as intervention to facilitate students' learning and points to the need for curricular modernization and faculty development in the instructional use of technology. Due to the increased need for online instruction precipitated by "social distancing and isolation' required to overcome the coronavirus pandemic, the need for faculty to acquire skills in guided use of mobile devices for school-related learning is anticipated to be greater than ever.

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“…Una Revisión Teórico-Bibliográfica González Formación Universitaria Vol. 12 Nº 6 -2019 199 secundarios (Bruning et al, 2013;Villalón et al, 2013;Demir, 2018); uno (6,25%) en adultos encarcelados (Jones, 2012); uno (6,25%) en profesores de primaria (De Smul et al, 2018); uno (6,25%) en estudiantes de primaria y secundaria (Andrade et al, 2009); y uno (6,25%) en personal académico de distintas universidades (Kavanoz y Yüksel, 2016). El hecho de que el foco de interés sean los estudiantes de educación superior podría deberse a que, en las últimas décadas, tanto en el ámbito anglosajón como hispanohablante, se han concretado diversas iniciativas en torno a la escritura en la educación superior tendientes a fortalecer la escritura académica, hasta constituir un campo de investigación diverso y en desarrollo (Sabaj, 2009).…”

Section: Características Técnicas Y Propiedades Psicométricas De Los unclassified

Medición de la Autoeficacia para la Escritura Académica. Una Revisión Teórico-Bibliográfica

2019

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Autora a quien debe ser dirigida la correspondencia. ResumenSe realiza una revisión de investigaciones publicadas en la literatura nacional e internacional sobre autoeficacia asociada a la competencia para la escritura académica. En especial se analizan aquellas donde se utilizan instrumentos estandarizados de medición para analizar las características principales de esos instrumentos y las conclusiones de los estudios. Se desarrolla un estudio teórico-bibliográfico, cuya muestra quedó constituida por 16 artículos que cumplieron con los criterios de inclusión establecidos. Los resultados centrales indican que el idioma predominante de los instrumentos es el inglés y que los estudios se desarrollan principalmente en Estados Unidos. En Latinoamérica, prácticamente no existen investigaciones sobre el tema. Además, el 62,5% de los estudios no cumplen con los actuales estándares para la validación de instrumentos. En conclusión, se requiere estudiar de forma más rigurosa la relación entre la autoeficacia para la producción de textos académicos y el desempeño objetivo de los estudiantes en este ámbito, especialmente, considerando textos propios de disciplinas altamente especializadas.Palabras clave: autoeficacia; escritura académica; instrumentos de percepción de autoeficacia; validación de instrumentos; autoeficacia y escritura académica. AbstractA review of investigations published in the open national and international literature on self-efficacy associated with the performance of academic writing. Especial consideration is given to those in which standardized measuring instruments are used, for analyzing the main characteristics of such instruments and the conclusions of the corresponding studies. A theoretical-bibliographic research, whose sample consisted of 16 articles that met the inclusion criteria, was developed. The main results show that the English language predominates in the instruments, and that the studies are mainly conducted in the United States. In Latin America practically there is no research published on the subject. In addition, 62.5% of the investigations does not meet the current standards for instrument validation. In conclusion, it is required to conduct more rigorous research on the relationship between self-efficacy for the production of academic texts and the performance of students in this area, especially considering texts of highly specialized disciplines. INTRODUCCIÓNLa escritura es, o debería ser, una actividad central en el currículum universitario, puesto que saber escribir no solo se relaciona con la capacidad de comunicarse adecuadamente, sino que involucra también el desarrollo conjunto de una serie de destrezas cognitivas. Asimismo, la competencia para comunicarse por escrito de manera pertinente a los requerimientos de cada profesión no es fácil de alcanzar y, además, no siempre se enseña de manera explícita durante la formación de pregrado. El logro gradual de esta habilidad se relaciona también con el incremento del logro en las otras materias del currículum de pregrado y co...

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How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning

Abstract: How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher selfefficacy scale to implement self-regulated learning.

Cited by 76 publications

References 61 publications

The Influence of Self-Efficacy and Work Input on Physical Education Teachers’ Creative Teaching

The Influence of Self-Efficacy and Work Input on Physical Education Teachers’ Creative Teaching

A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance

Medición de la Autoeficacia para la Escritura Académica. Una Revisión Teórico-Bibliográfica

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