Science Self-Efficacy in the Primary Classroom: Using Mixed Methods to Investigate Sources of Self-Efficacy

Webb-Williams, Jane

doi:10.1007/s11165-016-9592-0

Cited by 55 publications

(53 citation statements)

References 62 publications

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“…Firstly, in the current study, the association of 'self-efficacy sources' with 'reading comprehension' was investigated via mediation. Previously, several studies indicated that 'self-efficacy sources' are significant predictors of numerous types of achievements (i.e., academic achievement, mathematics achievement, English achievement, and science performance) (Arslan, 2012;Kaya & Bozdag, 2016;Williams, 2017;Yurt, 2014;Zarei & Naghdi, 2017). However, there was a shortage of studies regarding the relationship of 'self-efficacy sources' and 'reading comprehension'.…”

Section: Discussionmentioning

confidence: 99%

Self-efficacy Sources and Reading Comprehension: The Mediating Role of Reading Self-efficacy Beliefs

Shehzad¹,

Alghorbany

Lashari

et al. 2019

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The study aimed at identifying the association between Bandura's four hypothesized self-efficacy sources and reading comprehension by employing reading self-efficacy beliefs as a mediating variable. A correlational research design was used. A total of 351 Saudi EFL learners were selected from eight public universities of Kingdom of Saudi Arabia by employing proportionate stratified random sampling. Two questionnaires including 'questionnaire for sources of reading self-efficacy', and 'reading self-efficacy beliefs questionnaire', and an IELTS reading comprehension test were used to collect the data. Path analysis by AMOS 23 was utilised in order to test the hypotheses. Findings provided support for the proposed conceptual framework, disclosing that all the four self-efficacy sources were significantly associated with reading self-efficacy beliefs. Also, reading self-efficacy beliefs were significantly associated with reading comprehension. Lastly, reading selfefficacy beliefs mediated the association between self-efficacy sources and reading comprehension. This study offered several theoretical and practical implications for EFL learners, instructors, and educational policymakers on the need of inculcating self-efficacy beliefs among learners to facilitate them in English reading comprehension.

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Section: Discussionmentioning

confidence: 99%

Self-efficacy Sources and Reading Comprehension: The Mediating Role of Reading Self-efficacy Beliefs

Shehzad¹,

Alghorbany

Lashari

et al. 2019

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“…Responses also referred to social comparative information, teacher practices and help availability. One reason for these different findings could be the influence of contextual and cultural factors on self-efficacy [22]. In high school, the social relations and the social norms concerning the school context can be considered important factors in the development of self-efficacy and school satisfaction.…”

Section: Students' Self-efficacymentioning

confidence: 99%

School Social Context, Students’ Self-Efficacy and Satisfaction in High School

Pedditzi¹,

Passarelli²

2018

TOPSYJ

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Background: Several studies have focused on the relationship between context variables and self-efficacy. Among the social variables, limited attention has been given to social capital and teacher-student relationship in the school community. Objective: This study aims to explore how social capital in the school community and teacher-student relationship may influence students’ self-efficacy and school satisfaction. Furthermore, is it suggested that these relations change according to school grade or transition point,i.e. first and final year of high school, and in relation to the student’s gender. Methods: A total of number of 2,623 high school students in their first and final years filled in questionnaires in Italy. We used Structural Equation Modelling (SEM) to test an ad hoc model that aimed to assess how the school context variables considered may influence students’ self-efficacy beliefs and school satisfaction. Results: Four different models were developed to categorise four different school grade sub-groups,i.e. first and final year students, and gender, i.e. boys and girls. The analyses of the results within the sub-samples reveal that social capital and teacher-student relationships influence students’ self-efficacy and school satisfaction differently. Conclusion: The results remarked the importance of differentiating guidance counselling for students in relation to specific transition and gender. Further implications for relevant educational practice are discussed at the end of this article.

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“…Previous studies reported that academic self-efficacy of students is in the average range (Chemers et al, 2001;Thompson & Verdino, 2018), thus it needs to be increased to a satisfactory level. In fact, self-efficacy is an essential psychological factor influencing achievement, academic motivation, persistence, learning success, and future career choice (Schunk, 1989;Thompson & Verdino, 2018;Webb-Williams, 2018). In another study, Alhadabi and Karpinski (2019) associated low self-efficacy with dishonest academic behavior.…”

Section: Introductionmentioning

confidence: 98%

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Saputro¹,

Atun²,

Wilujeng³

et al. 2020

EUROPEAN J ED RES

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Self-efficacy and critical thinking represent two vital components for university graduates in the 21st century learning. However, several studies reported that these two important outcome predictors were unsatisfactory. This study aimed at investigating the effects of problem-based learning (PBL) on pre-service teachers' self-efficacy and critical thinking. A quasiexperimental nonequivalent pretest-posttest control group design was utilized. A total of 44 pre-service elementary school teachers (aged 19-22) at a private university in Indonesia were assigned as experimental (n = 22) and control (n = 22) groups. The experimental group learning received PBL, while the control group learning with traditional college instruction. The Self-Efficacy Scale (SES) and the Critical Thinking Questionnaire (CTQ) were administered before and after the intervention in both groups. Independent and paired samples t-tests were employed to analyze the pretests and posttests data. The results indicated that PBL was more effective in increasing self-efficacy and critical thinking of pre-service elementary teachers than traditional teaching. It is suggested that PBL should be used more frequently in science learning to further enhance students' self-efficacy and critical thinking skills in higher education.

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Science Self-Efficacy in the Primary Classroom: Using Mixed Methods to Investigate Sources of Self-Efficacy

Cited by 55 publications

References 62 publications

Self-efficacy Sources and Reading Comprehension: The Mediating Role of Reading Self-efficacy Beliefs

Self-efficacy Sources and Reading Comprehension: The Mediating Role of Reading Self-efficacy Beliefs

School Social Context, Students’ Self-Efficacy and Satisfaction in High School

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

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