The College Academic Self-Efficacy Scale (CASES); An Indonesian Validation to Measure the Self-Efficacy of Students

Yusri

et al. 2021

CJES

This study aims to investigate the influence of teachers’ language politeness on students’ academic motivation and self-efficacy during online learning (school from home) and to examine the relationship between students’ academic motivation and self-efficacy during online learning. This study used a quantitative approach with the correlational method. The participants of the study were 150 elementary students (male: 47%; female: 53%). Three types of scales were used in this study, namely the teachers’ language politeness scale, the academic motivation scale and the self-efficacy scale. The hypothesis of the study was tested using analysis of variance assisted with SPSS version 26. The study found that teachers’ language politeness significantly influences students’ academic motivation and self-efficacy during online learning. Teachers’ language politeness was more likely to have greater influence on students’ self-efficacy than on students’ academic motivation. As shown in the model, the value of the relationship between students’ academic motivation and self-efficacy was 0.497. Keywords: Language politeness, academic motivation, self-efficacy, school from home.

Section: Y1 Y2mentioning

confidence: 99%

Teachers’ language politeness, students’ academic motivation and self-efficacy during school from home

Yusri

et al. 2021

CJES

“…Furthermore, this study provides additional results, namely self-efficacy as a moderating variable to achieve better learning performance. As stated in the previous study, selfefficacy is the spirit of the growth of learning motivation (Ifdil et al, 2019). Self-efficacy is needed to achieve a more perfect learning achievement (Illyin et al, 2021).…”

Section: Any Positive Pressure Comes From Outside Of You?mentioning

confidence: 90%

“…The third questionnaire is the Generalized Self-efficacy Scale (GSES), which was developed by Ralf Schwarzer and updated by Ifdil et al as the College Academic Self-Efficacy Scale (CASES) (Ifdil et al, 2019). All items used have a validity of 0.931 in a sample of 342 Indonesian students.…”

Section: Data Collection and Instrumentsmentioning

confidence: 99%

“…The process of maturity grows through knowing oneself, accepting it as it is, and reflecting on it. In interactions, self-efficacy is classified into three categories: task self-efficacy, situational self-efficacy, and global selfefficacy (Ifdil et al, 2019;Bao & Liu, 2021). Self-efficacy plays a significant role because during learning a second language, students lose the opportunity to use their mother tongue and ways of expressing it.…”

Section: Introductionmentioning

confidence: 99%

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Affective Factors and Eustress-Distress of Nursing English Students: A Comparison Analysis

Anwar¹,

Maruf

Arifani

et al. 2023

jees

Studies outside of cognitive aspects, especially on psychological and affective factors, still have limited findings. These two issues contribute greatly to the success of EFL learning. This study aims to identify the level of eustress-distress, anxiety-self-efficacy, and comparisons between these variables on the learning performance of nursing students. This study uses a mixed method, a comparative study using closed and open questionnaires, and an English language proficiency test (EAP reading test) for 95 nursing students in the program of English for Academic Purposes (EAP). Certainly, the analysis uses correlation and comparison tests through PLS-SEM and qualitative analysis of open questionnaires. The results showed that level of eustress-distress, and anxiety-self-efficacy of students were quite satisfactory. This means that students can adapt positive reactions to learning pressure, are more enthusiastic, and develop good self-confidence. Distress has no impact on self-efficacy and learning performance, but distress has a strong effect on eustress. There is a strong impact and correlation between anxiety on self-efficacy and self-efficacy on learning performance. So self-efficacy shows a strong moderating variable to bridge anxiety and learning performance. Qualitative findings also show that there are internal and external factors for the growth of eustress and self-efficacy. Further recommendations on these findings are also presented at the end of this study.

“…Academic behavioral confidence contains students' self-evaluations about whether they have the ability to fulfill the responsibilities the university education requires from them or not. The construct validity of the ABC shows the items are valid (Ifdil, Bariyyah, Dewi & Rangka, 2019), and for this reason, data were collected using the ABC scale as originally published (Appendix 1)…”

Section: Literature Reviewmentioning

confidence: 99%

Test Completion Time, Subject Scores and Academic Self-Efficacy. How Do They Relate?

Kihoro

2023

EJES

Educators always endeavor to unravel the myriad of unexplained variables in learning environments. Examination taking is one such variable. Given the importance attached to examination results, educators seek answers as to why some students have shorter completion time than others and whether they end up scoring better than those who finish later. Is this phenomenon related to their levels of academic self-efficacy? This study set out to investigate the relationship between academic behavior confidence, test scores and test completion time. It was grounded on the self-efficacy theory by Albert Bandura. In an exam-taking situation, twenty-five early finishers and twenty-five late finishers were identified in a common unit examination in a public university in Kenya. They later filled out the Academic Behavior Confidence scale developed by Sander & Sanders (2019). The relationships between the completion time, the test scores on the common unit and their Academic Behavior Confidence scores were investigated using non-parametric approaches, specifically the Spearman’s rho and Mann-Whitney U test. Results show a significant difference between completion time and test scores. Paradoxically, there is no significant difference between completion time and ABC scores. However, there is a positive relationship between test scores and Academic Behavior Confidence scores. It is recommended that educators should use mastery experiences, verbal persuasion and vicarious experiences to enhance Academic Self-efficacy, which may, in turn, improve test scores.. Article visualizations:<img src="/-counters-/edu_01/0028/a.php" alt="Hit counter" />