Perceived Competence: A Common Core for Self-Efficacy and Self-Concept?

Hughes, Amanda; Galbraith, David; White, David G.

doi:10.1080/00223891.2011.559390

Cited by 111 publications

(98 citation statements)

References 50 publications

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“…Similarly, perceived competence, which is a related construct that reflects broader perceptions and knowledge (Bong and Skaalvik 2003;Hughes et al 2011;Klassen and Usher 2010), also affects academic motivation and learning outcomes (Bong and Skaalvik 2003;Harter 1990;Ma and Kishor 1997). Moreover, when students' confidence in their own capabilities increases, they tend to use more cognitive and metacognitive strategies irrespective of previous achievement or ability (Pajares 2006) and the willingness to invest mental effort in a task changes as well (Bandura 1977;Salomon 1983Salomon , 1984.…”

Section: Model-observer Similaritymentioning

confidence: 99%

Learning from video modeling examples: does gender matter?

2015

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Online learning from video modeling examples, in which a human model demonstrates and explains how to perform a learning task, is an effective instructional method that is increasingly used nowadays. However, model characteristics such as gender tend to differ across videos, and the model-observer similarity hypothesis suggests that such characteristics may affect learning. Therefore, this study investigated whether the effectiveness of learning how to solve a probability calculation problem from video modeling examples would vary as a function of the model's and observer's gender. In a 2 (Model: Female/Male) 9 2 (Observer: Female/Male) between-subject design, 167 secondary education students learned how to solve probability calculation problems by observing video modeling examples. Results showed no effects of Model or Observer gender on learning and near transfer. Male students reported higher self-efficacy than female students. Compared to a female model, observing a male model enhanced perceived competence more from pretest to posttest, irrespective of observers' gender. Furthermore, learning from a male model was less effortful and more enjoyable for male students than for female students. These results suggest that gender of both model and observer can matter in terms of affective variables experienced during learning, and that instructional designers may want to consider this when creating (online) learning environments with video modeling examples.

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Section: Model-observer Similaritymentioning

confidence: 99%

Learning from video modeling examples: does gender matter?

2015

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“…Ehrman, Leaver, & Oxford, 2003;Mills, Pajares, & Herron, 2007;Tremblay & Gardner, 1995). According to Hughes, Galbraith, and White (2011), self-efficacy and the competency self-concept do not represent totally separate and distinct constructs, as they both have perceived competence at their core. Bong and Skaalvik (2003) also argued that both concepts are highly similar, although they also distinguished important differences.…”

Section: The Present Studymentioning

confidence: 96%

The effect of peer group performance on the self-concept of reading in a foreign language

Janssen

Wouters

Huygh

et al. 2013

Educational Psychology

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According to the big-fish-little-pond (BFLP) model, the self-concept is not only influenced in a positive way by one's own achievement, but also in a negative way by one's relative achievement in comparison with one's immediate peers. This study investigates whether the BFLP effect also holds for second language acquisition. A random sample of 9167 Dutch-speaking students from Grade 8 took a reading comprehension test in French followed by a short background questionnaire in which they were asked for their self-concept of reading French. Multilevel regressions of the latter on individual and group achievement confirmed the BFLP effect but did not confirm an interaction of the effect with gender, individual achievement or class size. Moreover, in line with the local dominance hypothesis, it was shown that the negative effect of the average performance of peers is stronger for classmates than for schoolmates.

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“…Not surprisingly, it also comprises matters of competence. Hughes, Galbraith, and White (2011) contended that self-efficacy signifies the cognitive perception of competence, which bear comparison with Pajares and Schunk (2002), who noted that perception of self-efficacy answers "Can I" questions. Additional refinements have appeared in the literature.…”

Section: Self-efficacymentioning

confidence: 99%

“…Also, attitudes were highly positive to begin with and did not change over time. Creating a scale to measure self-efficacy and attitudes toward child welfare work is another limitation since there are existing scales for self-efficacy (Chen & Scannapieco, 2010;Ellett, 2000;Hughes et al, 2011). Although reliability of those scales were tested and presented, further study needs to examine the validity of the scale.…”

Section: Strengths and Limitations Of The Study And Future Researchmentioning

confidence: 99%

Competency Curriculum Intervention: Student Task Self-Efficacy and Attitudes in Child Welfare

Pierce

Park

2017

ASW

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Three cohorts of Keywords: Child welfare students; competencies; task self-efficacy; work attitudesFor too long social work organizations that specialize in public child welfare have faced considerable difficulties in recruiting and retaining qualified, experienced practitioners. As a result, the ability of organizations to provide effective services to their clients may be compromised (Daly, Dudley, Finnegan, Jones, & Christiansen, 2001). While the status quo of public child welfare invites many, often conjectural explanations, the hereand-now of how to curb or even to fix the endemic turnover in public child welfare demands increased vigilance and attention. Through their research, Ellett, Ellis, Westbrook, and Dews (2007) have already established the structural persistence of such turnover. Willis, Chavkin, and Leung (2016) agree but go a step further to indicate that turnover is to be expected for a variety of reasons, some of which can be healthy for the agency. These authors describe means by which agencies work not to cut the rates of turnover but to reduce its impact on the agency. Their study does not necessarily take into account the disruption to children and families when they lose a caseworker for reasons such as low pay or high caseloads. The negative impact of turnover on children in the foster care system is well-documented. For example, Flower, McDonald, and Sumski (2005) indicate that higher permanency outcomes for children occur when they have the same caseworker throughout their time with the agency.Much of the research on turnover and retention strategies has addressed two key concerns: the importance of retaining highly educated and skilled workers; and, absent that, the negative impacts on the worker, client, and agency experience in the wake (Mor Barak, Nissly, & Levin, 2001). As noted above, Flower and colleagues (2005) established that

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Perceived Competence: A Common Core for Self-Efficacy and Self-Concept?

Cited by 111 publications

References 50 publications

Learning from video modeling examples: does gender matter?

Learning from video modeling examples: does gender matter?

The effect of peer group performance on the self-concept of reading in a foreign language

Competency Curriculum Intervention: Student Task Self-Efficacy and Attitudes in Child Welfare

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