Social models in the cognitive appraisal of self-efficacy information

Ahn, Hyun Seon; Bong, Mimi; Kim, Sŭng-il

doi:10.1016/j.cedpsych.2016.08.002

Cited by 53 publications

(53 citation statements)

References 42 publications

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“…In the interviews, democratic students said that their parents do not have any science specific or achievements expectations from them. These findings are in line with results of previous studies (e.g., Ahn et al, ; Bouchey & Harter, ; Butz & Usher, ) but refine the distinction between the influence of different types of messages parents convey to their children.…”

Section: Discussionsupporting

confidence: 92%

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Students' self‐efficacy for science in different school systems

Dorfman

Fortus

2019

J Res Sci Teach

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The important role of self-efficacy (SE) in students' motivation, engagement, persistence, and academic achievements has been reconfirmed by ample research, both in general and for STEM disciplines. As most studies focused on traditional school systems, additional research is needed on how science SE develops in different educational environments, which was the goal of this study. Data were collected from 1979 students in Grades 5-9 from 19 traditional, Waldorf, and democratic schools in Israel. Students completed a questionnaire that assessed their science self-efficacy (SSE), general and academic selfefficacy (GASE), and the sources of their SSE: teachers', parents', and peers' social persuasions, vicarious experiences and mastery experiences. Results revealed that SSE and GASE differed in their levels and in the way they changed with grade. These differences, and variations in the roles of the various sources of SSE, appeared to be influenced by the schools' cultures and curricula. Quantitative results are accompanied by verbal illustrative examples from interviews with students and teachers.

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Section: Discussionsupporting

confidence: 92%

“…Studies have shown that SE is influenced by what others, such as teachers, parents, and friends say (e.g., Ahn, Bong, & Kim, ; Butz & Usher, ) about one's competence. Bouchey and Harter () showed that SE is influenced by what one perceives others as thinking regarding one's competence.…”

Section: Discussionmentioning

confidence: 99%

Students' self‐efficacy for science in different school systems

Dorfman

Fortus

2019

J Res Sci Teach

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“…The social persuasion scale was also composed of three subscales: Social persuasion by family (four items; e.g., ‘My family tells me that I can do well in math’), social persuasion by teacher (four items; e.g., ‘My teacher tells me that I can do well in math’), and social persuasion by peers (four items; e.g., ‘My friends tell me that I can do well in math’). The reliability coefficients for these scales ranged between .77 and .89 in the previous validation study (Ahn et al ., ). We excluded one item from the vicarious experience from family scale (‘I have a family member who has a math‐related career’) due to a reliability concern.…”

Section: Methodsmentioning

confidence: 97%

“…The vicarious experience and social persuasion scales validated in a previous study (Ahn, Bong, & Kim, ) were used. The vicarious experience scale consists of three subscales: Vicarious experience from family (three items; e.g., ‘I have a family member who is really good at math’), vicarious experience from teacher (four items; e.g., ‘My math teacher is really good at math’), and vicarious experience from peers (six items; e.g., ‘I have a friend who is really good at math’).…”

Section: Methodsmentioning

confidence: 99%

Cultural differences in the understanding of modelling and feedback as sources of self‐efficacy information

Ahn

Usher

Butz

et al. 2015

Brit J of Edu Psychol

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“…The differences in the provision of information and job skills training for individuals with special needs could lead them to feel like their disabilities are a barrier to achieving their desired career (perceived career barrier) [8]. Social support is needed to help individuals with special needs build the confidence to accomplish tasks [9]. Social support derived from figures such as family members, friends, teachers and community members could help the career development of individuals with sensory and motor impairment [10].…”

Section: Introductionmentioning

confidence: 99%

Career Decision Self-Efficacy as a Mediator to Bridging the Effect of Social Support on Career Adaptability (Study in Individuals With Special Needs)

Amalia¹,

Kurniawati²

2020

Proceedings of the Proceedings of the 1st International Conference on Religion and Mental Health, ICRMH 2019, 18 - 19 September

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The present study examines the mediation effect of career decision selfefficacy on bridging the association between social support and career adaptability in individuals with special needs. Measurements of career adaptability, career decision selfefficacy and social support were by conducted using the Career Adapt-Abilities Scale (CAAS) [4], Career Decision-Making Self-Efficacy-Short Form (CDSE-SF) [21] and the verbal persuasion and vicarious experience dimensions of the Career Exploration and Decision Learning Experience (CEDLE) scales [6]. The study involved 210 individuals with special needs including visual impairment, hearing impairment and physical disability. Statistical analysis was performed via a multiple regression with mediation role tests analyzed using the PROCESS macro developed by Hayes [35]. The results demonstrated that career decision self-efficacy sucessfully mediate the relationship between social support from family, friends, and teachers in developing career adaptability. The study concludes that family, friends, and teachers have a significant role in developing the confidence of individuals with special needs to determine which career path they will take. This also influences their ability to adapt to changes in the working environment.

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Social models in the cognitive appraisal of self-efficacy information

Cited by 53 publications

References 42 publications

Students' self‐efficacy for science in different school systems

Students' self‐efficacy for science in different school systems

Cultural differences in the understanding of modelling and feedback as sources of self‐efficacy information

Career Decision Self-Efficacy as a Mediator to Bridging the Effect of Social Support on Career Adaptability (Study in Individuals With Special Needs)

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