Investigation of Relationship between Sources of Selfefficacy Beliefs of Secondary School Students and Some Variables

Abstract

The purpose of this study was to investigate the relationship between students' opinions about the sources of self-efficacy belief and their gender, academic achievement, the grade level, SocioEconomic Status (SES), and learning style. The study was conducted on 984 secondary school students in the fall semester of the 2011-2012 academic year. The data were collected by the scale of determining sources of self-efficacy belief, the scale of learning styles, the scale of self-efficacy belief related learning and performance which is subscale of MSLQ and personel information form. The results of the study indicated that there were significant relationships between students' opinions about sources of self-efficacy related learning and performance and their gender, academic achievement, SES, the grade level, and learning style.

The Adaptation of the Sources of Mathematics Self-Efficacy Scale for Turkish Context

“…Ülkemizde ise öz yeterlik inancı ile ilgili yapılan çalışmaların büyük bir bölümü öğretmen ve öğretmen adayları üzerinde yürütülmüştür (Akbaş ve Çelikkaleli, 2006;Azar, 2010;Çalışkan, Selçuk ve Özcan, 2010;Coşkun, 2010;Çapri ve Çelikkaleli, 2008;Çetin, 2008;Durdukoca, 2010;Ekici, 2006;İpek ve Acuner, 2011;Morgil, Seçken ve Yücel, 2004;Maden, 2010;Terzi ve Mirasyedioğlu, 2009;Yaman, Koray ve Altunçekiç, 2004;Yılmaz ve Çimen, 2008;Yılmaz, Yılmaz ve Türk, 2010). Ortaokul öğrencileriyle gerçekleştirilen çalışmaların sayısı (Arslan, 2012;Arslan, 2013;Çetin, 2009) oldukça azdır. Bu durumun nedenlerinden biri farklı alanlarda ortaokul öğrencilerinin öz-yeterlik inançlarını ve öz-yeterlik kaynaklarını belirlemek için uygun ölçme araçlarının bulunmamasıdır.…”

Modelling the Relationship among Prior English Level, Self-efficacy, Critical Thinking, and Strategies in Reading Performance

“…Finally, previous research has shown that female students report greater self-efficacy and self-regulation than males (Arslan, 2013;Huang, 2013;Mills et al, 2007;Pajares & Valiante, 2001) and use more learning strategies (Bidjerano, 2005;Oxford & Nyikos, 1989;Peacock & Ho, 2003) in language classes. Moreover, social science majors exhibit more positive attitudes toward learning a foreign language and use a greater number of strategies to facilitate their learning (Gu, 2002;Oxford & Nyikos, 1989;Rao & Liu, 2011;Rong, 1999).…”

“…Numerous studies in the literature have addressed the relationship between gender and self-efficacy in academic or language learning (Arslan, 2013;Huang, 2013;Joët, Usher, & Bressoux, 2011;Lynch, 2008Lynch, , 2010Mills, Pajares, & Herron, 2007;Pajares & Valiante, 2001). In the majority of self-efficacy studies, female students reported greater self-efficacy and self-regulation than males in language classes (Arslan, 2013;Huang, 2013;Mills et al, 2007;Pajares & Valiante, 2001). In addition, although individual differences such as students' subject specialization or academic major may influence their self-efficacy in reading an FL, no research evidence exists to support a causal relationship between them.…”

Faculty Perspectives on Underprepared Students

“…Faculty members may have already attempted to make adjustments in the classroom to no avail. Understanding selfefficacy and how it relates to faculty members' ability to affect change is essential, especially as it relates to past experiences associated with underprepared students (Abd-Elmotaleb & Saha, 2013;Arslan, 2013).…”