The relationship between sources of self-efficacy in classroom environments and the strength of computer self-efficacy beliefs

Srisupawong, Yuwarat; Koul, Ravinder; Neanchaleay, Jariya; Murphy, Elizabeth; Francois, Emmanuel Jean

doi:10.1007/s10639-017-9630-1

Cited by 15 publications

(20 citation statements)

References 82 publications

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“…With respect to computing emotions, computer anxiety has remained the predominant focus of hundreds of empirical articles published on the topic since the 1980s (Powell 2013), with researchers having extensively explored its varied antecedents (e.g., gender, age, level of education and major, other anxieties, personality traits) and psychosocial correlates (e.g., self-efficacy, attitudes, perceived ease of use, perceived usefulness, satisfaction). Concerning relations with motivational variables, findings also consistently reveal a negative correlation between anxiety and self-efficacy specific to academic computing in university students (e.g., Cazan et al 2016;McIlroy et al 2007;Scott and Walczak 2009;Srisupawong et al 2018;Thatcher et al 2008). Both general and application-specific computer self-efficacy has been found to correlate negatively with computer anxiety (Hasan 2006;Johnson 2005), with computer anxiety corresponding more strongly with computer self-efficacy than computer use or experience (Wilfong 2006).…”

Section: Motivation and Emotions In Academic Computing Contextsmentioning

confidence: 67%

When Academic Technology Fails: Effects of Students’ Attributions for Computing Difficulties on Emotions and Achievement

2018

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As education experiences are increasingly mediated by technology, the present research explored how causal attributions for academic computing difficulties impacted emotions and achievement in two studies conducted with post-secondary students in North America and Germany. Study 1 (N = 1063) found ability attributions for computer problems to be emotionally maladaptive (more guilt, helplessness, anger, shame, regret, anxiety, and boredom), with strategy attributions being more emotionally adaptive (more hope, pride, and enjoyment). Study 2 (N = 788) further showed ability attributions for computer problems to predict poorer academic achievement (grade percentage) over and above effects of attributions for poor academic performance. Across studies, the effects of effort attributions for computer problems were mixed in corresponding to more negative computing-related emotions despite academic achievement benefits. Implications for future research on students' academic computing attributions are discussed with respect to domain-specificity, intervention, and technical support considerations.

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Section: Motivation and Emotions In Academic Computing Contextsmentioning

confidence: 67%

When Academic Technology Fails: Effects of Students’ Attributions for Computing Difficulties on Emotions and Achievement

2018

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“…Bandura (1997) and Klassen and Klassen (2018) stressed that self-efficacy is concerned with what people believe they can do with the necessary knowledge and skills to achieve their goals, not with how many sub-skills they possess. Self-efficacy is task-and situationspecific (Bandura, 1997), and assessing self-efficacy at a micro-analytic level is necessary to a comprehensive theory of selfefficacy (Schunk et al, 2008;Srisupawong et al, 2018). Under the influence of a range of factors, for example, physical conditions (mood or health conditions) and other environmental factors (classroom environment, resources), students' levels of efficacy vary as they perform different learning tasks, challenges, or endeavours in different contexts.…”

Section: Self-efficacy Beliefsmentioning

confidence: 99%

“…Under cultural influences, forms of self-efficacy information sources may vary in different contexts and situations (Phan& Locke, 2015). As a result, inconsistent findings have been found among studies conducted in diverse settings (Keefe, 2013;Srisupawong et al, 2018;Wyatt, 2018).…”

Section: Self-efficacy Beliefsmentioning

confidence: 99%

Development of the Self-efficacy Beliefs of Engineering Undergraduates Preparing for an International Contest

Chen¹,

Phan²

2021

JSSH

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This study was designed to understand the everyday experiences influencing the self-efficacy of a group of engineering students preparing for the TECO Green Tech International Contest. It also aimed to understand whether participants’ self-efficacy levels fluctuated under the influences of these experiences. The paper takes a qualitative approach using focus group discussion, journaling, and one-to-one interviews as data gathering tools. Our study confirms previous theoretical assumptions and empirical findings that four sources of self-efficacy information are related to self-efficacy beliefs. In addition, the study also supports the role of collective efficacy and context in influencing engineering students’ self-efficacy. During the first two weeks of the contest preparation period, participating students experienced a low sense of self-efficacy under the influence of perceived lack of knowledge and skills, contest pressure, doubt of team ability, and negative feelings. A couple of weeks prior to the contest, as the students draw inspiration from a growth in knowledge and skills, verbal feedback, and positive feelings, their self-efficacy was enhanced. Comparison with team members and trust in the advisor’s credibility also strengthened their sense of self-efficacy. This research has the potential to inform the development of engineering undergraduates’ contest self-efficacy.

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“…Some researchers have sought to identify the factors affecting the scalability of interventions across diverse contexts and to explain how these factors limit or expand the effects of a specific intervention [3,26,27]. Other research into the effects of context can be found in the literature on classroom learning environments as well as on problem-based, inquirybased, engagement-based, and active teaching and learning classrooms in STEM [28][29][30]. However, more work is needed to identify, measure, and track the specific contextual factors that influence the portability of interventions across settings.…”

Section: Accounting For Contextmentioning

confidence: 99%

Three critical issues that shape and complicate STEM self-efficacy intervention research: Reflections and analysis from an interdisciplinary research team

Sedberry¹,

Beatty²,

Gerace³

et al. 2020

2019 Physics Education Research Conference Proceedings

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A student's academic self-efficacy is a variable that predicts student achievement and persistence in STEM, and substantial research has focused on developing and testing interventions to increase STEM self-efficacy. Results have been inconsistent: Some efforts produced desired outcomes while others show weak or null effects. What factors affect whether a self-efficacy intervention is successful? Based on our experiences with an NSF-funded project that developed and tested a classroom-based self-efficacy intervention in university Physics courses, we identify three critical research issues that shape and complicate STEM student self-efficacy research, ground them in the literature, and illustrate them in practice. They are: (1) defining and measuring self-efficacy, (2) accounting for context, and (3) understanding related psychosocial factors. We conclude with implications for future research.

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The relationship between sources of self-efficacy in classroom environments and the strength of computer self-efficacy beliefs

Cited by 15 publications

References 82 publications

When Academic Technology Fails: Effects of Students’ Attributions for Computing Difficulties on Emotions and Achievement

When Academic Technology Fails: Effects of Students’ Attributions for Computing Difficulties on Emotions and Achievement

Development of the Self-efficacy Beliefs of Engineering Undergraduates Preparing for an International Contest

Three critical issues that shape and complicate STEM self-efficacy intervention research: Reflections and analysis from an interdisciplinary research team

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