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1.
Based on the Social Cognitive Model of Counselor Training (L. M. Larson, 1998), this study explored the effects of bogus performance feedback on counseling self‐efficacy and counselor anxiety. After a 10‐minute mock counseling session, 45 master's‐level trainees received either positive or negative bogus feedback regarding their performance. Results showed that (a) participants altered their counseling self‐efficacy depending on the performance feedback they received, and (b) participants reported changes in anxiety following performance feedback.  相似文献   

2.
The study focused on academic staff in a post‐1987 university, that is, a former college of advanced education which had been awarded university status as a result of the Australian Government's decision to have a Unified National System of universities. The focus of attention was motivation and self‐efficacy for teaching and research. The effect of faculty of affiliation, level of appointment, gender, qualifications, and research productivity on staff's self‐reported attributions for teaching and research were examined. Tutors, staff with bachelor degrees, academics with low research productivity, and women had higher teaching motivation. One faculty was lower in both research motivation and self‐efficacy, and associate professors and professors had high levels of research efficacy. Men and women had the same level of research motivation and self‐efficacy. Staff with higher degrees and greater research productivity were more motivated and self‐efficacious about research. The results suggest the need to understand more clearly how each individual's research motivation and self‐efficacy is constructed and to determine the best method of increasing motivation and self‐efficacy for teaching and research.  相似文献   

3.
For various reasons the practice of reviewing programs in universities is gaining increasing acceptance. After a three‐year period of discussion and planning, reviews of all academic and support units began at the University of Alberta in 1980. These reviews are organised by a four‐member President's Advisory Committee on Campus Reviews (PACCR). After the unit to be reviewed has prepared a self‐study report, discussions among PACCR, the President and the unit head lead to appointment of a Unit Review Committee (URC), usually of four members, which spends two to four days on campus. The URC report, the unit's self‐study report, and the unit's response are discussed by senior administrators and the Planning and Priorities Committee. Many changes have resulted from the reviews, including hiring of new staff members. Several important issues have been identified including how teaching loads should be assessed and how the special problems related to reviews of support units can be accommodated.  相似文献   

4.
The purpose of this study was to gain a better understanding of the relationship between anxiety and cognitive performance in older adults. We asked 27 older adults, self‐selected on the basis of their concerns about decrements in intellectual functioning, to perform a series of cognitive tasks to assess crystallized (Gc) and fluid (Gf) intellectual abilities. Volunteers also completed questionnaires concerning their beliefs about their task performance specific to each ability, as well as measures of both generalized and intellectual self‐efficacy, everyday cognitive failures, and concerns about illness and aging. Cortisol was measured as an indicator of anxiety and Epstein‐Barr virus levels were assessed to determine nonspecific physiological changes. Results indicated that in the self‐selected “anxious” sample, there was a significant negative correlation between cortisol and self‐efficacy related to the most difficult measure of Gf. The only other significant (negative) correlation was between cortisol and generalized self‐efficacy. As expected, EBV levels were not correlated with any of the performance or self‐efficacy measures taken. Possible explanations of these findings are discussed as they relate to varying levels of performance and concerns about the loss of skills among older adults.  相似文献   

5.
The aims of this study were to examine self‐efficacy and other motivation variables among high school science students (n = 502); to determine the degree to which each of the four hypothesized sources of self‐efficacy makes an independent contribution to students' science self‐efficacy beliefs; to examine possible differences between life, physical, and Earth science classes; and to investigate patterns of gender differences that may vary among the fields of science. In Earth science classes, girls earned higher grades and reported stronger science self‐efficacy. In life science classes, girls earned higher grades but did not report stronger self‐efficacy, and did report higher science anxiety. In physical science, there were no gender differences in grades or self‐efficacy, but girls again reported higher levels of science anxiety. For boys across science fields, science self‐efficacy significantly predicted course grades and mastery experiences was the only significant predictor of self‐efficacy. For girls, self‐efficacy was also the strongest predictor of science grade across fields. Mastery experiences significantly predicted self‐efficacy in Earth science for girls, but social persuasions, vicarious experiences, and physiological states were better predictors of science self‐efficacy in life and physical science classes. Results support (Bandura, A., 1997) hypothesized sources of self‐efficacy, previous research findings on self‐efficacy in the domain of science, and validate the suggestion made by Lau and Roeser (2002) to disaggregate data by science field. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 955–970, 2008  相似文献   

6.
Some children may only be able to express feelings of anxiety, frustration, stress or sadness through angry behaviours, which may prove challenging for schools (Barnes et al., 2016; Shechtman and Tutian, 2016). This is problematic when considered in relation to research evidence highlighting the negative impact such behaviours may have upon social relationships and academic outcomes (Sloan et al., 2017). The aims of this study were to explore whether a tailored emotional literacy programme can be used effectively to extend children's emotional lexicon and strategies for the self‐management of behaviours. Three children with social‐emotional difficulties were taught in twelve weekly sessions. The findings from this study suggests the positive benefits of using a programme tailored to meet a child's specific needs (rather than a programme without any adaptations), which may be an effectual tool in supporting children to change established patterns of negative behaviours.  相似文献   

7.
The purpose of this study was to investigate the degree to which A. Bandura's ( 1997 ) hypothesized sources of self‐efficacy predict the science self‐efficacy beliefs of middle school students (N = 319), to replicate previous findings that science self‐efficacy predicts science achievement, and to explore how science self‐efficacy and its antecedents differ by gender. Significant correlations were found between mastery experiences, vicarious experiences, social persuasions, physiological arousal, and self‐efficacy. Only mastery experiences significantly predicted science self‐efficacy. Girls reported stronger science self‐efficacy than did boys. Findings support and extend the theoretical tenets of Bandura's social cognitive theory. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 485–499, 2006  相似文献   

8.
The main aim of this study is to test a conceptualised framework that involved the integration of achievement goals, self‐efficacy and self‐esteem beliefs, and study‐processing strategies. Two hundred and ninety (178 females, 112 males) first‐year university students were administered a number of Likert‐scale inventories in tutorial classes. Data were analysed through structural equation modelling procedures. The results provided support, in part, for the hypothesised relationships; for example, both self‐efficacy and self‐esteem exerted positive effects on deep processing, and academic performance was influenced positively by mastery goals and deep processing. Similarly, surface processing exerted a negative effect on academic performance. One key finding was the positive effect that self‐esteem exerted on self‐efficacy. Finally, a one‐way MANOVA indicated statistically significant differences between men and women in their self‐esteem; women reported higher self‐esteem than men. This study provides support for the amalgamation of key motivational and learning theories and accentuates the importance of achievement goals, self‐efficacy and study‐processing strategies as possible mediators of students’ academic performance.  相似文献   

9.
We steer transfer research in a new direction by examining the use of Web 2.0 technologies for supporting learning transfer resulting from formal training. We report survey results from training professionals (N = 83) on how their organization uses such methods to cue and support workers’ application of learned knowledge and skills on the job. Guided by the technology acceptance model (TAM) theory, we examined predictor variables found to influence technology use based on empirical and theoretical support in the information technology (IT) literature. Results indicate that trainers are influenced by several individual factors (computer experience, computer anxiety, and computer self‐efficacy), as well as their organization's learning climate, to use Web 2.0 tools to support transfer of learning. Trainers also prefer to use social media, networking applications, and visual media to support transfer among learners. We discuss implications for using Web 2.0 technologies in support of learning transfer and provide directions for future workplace learning research.  相似文献   

10.
The purpose of the present study was to test a model explaining self‐efficacy and anxiety by the interrelationships with task value, cognitive strategies (rehearsal, elaboration and organisation) and metacognitive self‐regulation in the domain of chemistry. Data were collected from 518 college students in Turkey. Findings of structural equation modelling indicated that chemistry self‐efficacy and anxiety were predicted as a function of task value, cognitive strategies and metacognitive self‐regulation, supporting the proposed model. That is, students with high levels of task value tended to use more learning strategies which promoted the use of regulatory strategies. In turn, these students may decrease their chemistry anxiety, leading to an increase in chemistry self‐efficacy indirectly.  相似文献   

11.
Mobile phones are an essential part of an adolescent's life, leading them to text, phone, or message into the night. Longitudinal latent growth models were used to examine relations between changes in adolescent night‐time mobile phone use, changes in sleep behavior, and changes in well‐being (depressed mood, externalizing behavior, self‐esteem, and coping) for 1,101 students (43% male) between 13 and 16 years old. Both night‐time mobile phone use and poor sleep behavior underwent positive linear growth over time. Increased night‐time mobile phone use was directly associated with increased externalizing behavior and decreased self‐esteem and coping. Changes in sleep behavior mediated the relation between early changes in night‐time mobile phone use and later increases in depressed mood and externalizing behavior and later declines in self‐esteem and coping.  相似文献   

12.
The Feeling of Thinking in Professional Self‐study   总被引：1，自引：0，他引：1  
Studying one's own professional work is no straightforward matter and adopting the reflective mode is not simply a cerebral activity. As we study our teaching, we are studying the images we hold of ourselves as teachers. Where these established self‐images are challenged, questioned and perhaps threatened in the learning process we may experience feelings of instability, anxiety, negativity, even depression. This is especially so if the ‘self we come to see in self‐study is not the “self we think we are, or the ‘self we would like to be. Thinking about our work In self‐evaluation can thus be a highly charged emotional experience, one from which we may be tempted to retreat, thus endangering further learning. If, on the other hand, we have the support of caring, sensitive and interested critical friends to help us through these potentially dangerous processes of self‐evaluation, we are more likely to remain open to further learning and professional development. The company we keep and the circumstances under which we enter into self‐study may have a significant effect, for better or worse, on our professional learning. These issues are illustrated by the experience of two award‐seeking teacher action researchers who used video in their classrooms to aid their self‐study. The paper argues for greater attention to be given to the nature of the learning climate in which self‐study, self‐evaluation and developmental self‐appraisal take place. If the learning climate is not ‘right’, self‐study may become self‐defeating.  相似文献   

13.
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14.
The communication apprehension (CA) construct is based on the assumption that information about a person's tendency to experience anxiety in communication situations provides unique information, beyond that provided by assessing that person's predisposition to experience anxiety in general, in predicting anxiety when forced to communicate. However, the validity of this assumption is uncertain. In the present study, the predictive power of the PRCA‐24 and a general anxiety measure was examined at three separate intervals during a semester long public speaking course. Results indicated that, at the outset, the PRCA‐24 and the general anxiety measure predicted anxiety experienced during public speaking with equal power. By the end of the semester, the PRCA‐24 was clearly superior to the general measure in predicting self‐reported performance anxiety.  相似文献   

15.
This study examined cognitive patterns involved in communication anxiety, particularly in public speaking situations. The cognitive patterns were represented by Motley's (1990) theoretical‐clinical conceptualization of either a “performance” or a “communication” orientation to public presentations. The mediating role of public self‐consciousness in these anxious cognitive patterns was also examined.

Results indicated that Motley's measurement of performance orientation (i.e. the presentation has to be perfect and will be closely scrutinized for delivery by the audience) was not associated with communication apprehension, public speaking anxiety, nor with public self‐consciousness. Although other scales performed as expected, the Performance/Communication Orientation scale proved to be multi‐factored and internally unreliable.  相似文献   

16.
Abstract This research note describes the rationale and methods used in a pilot single case‐study of teaching subtraction to an adolescent with specific learning difficulties. The rationale is derived from Bloom's theory of school learning with its emphasis on mastery of objectives and on the contributory influence of self‐concept of ability on learning outcomes. This is linked to Bandura's theory of self‐efficacy which is associated with a methodology for assessing self‐efficacy in relation to objectives. The results indicated that self‐efficacy judgements could predict subsequent subtraction performance and that there could have been some transfer in self‐efficacy from one task to another related task. The results are discussed in terms of assessment methodology and of future areas for theoretical and practical developments.  相似文献   

17.
The present study evaluated 64 children and their primary caregivers who were living in poverty. The children were administered a stress measure, a social support measure, and a measure of self‐esteem. Caregivers completed a stress measure, a measure of child adjustment, and a demographic questionnaire. Social support was not found to moderate the relationship between stress and child outcome. However, social support was found to be one possible mediator of the child's reported stress on their self‐esteem. According to the mediating model, enhancing children's social support may positively influence their self‐esteem. Greater levels of self‐esteem can affect many aspects of children's lives, such as improving school performance and efforts toward achieving goals. Because of the important role that social support can play on children's self‐esteem, social support should be actively promoted through school and community groups and organizations, especially with children from disadvantaged economic situations. © 2001 John Wiley & Sons, Inc.  相似文献   

18.
We investigated what factors would be related to students' achievement in mathematics courses offered at a virtual high school. This was an attempt to understand why some succeed and some do not as well as to suggest what should be done to help with student success. Seventy‐two students responded to a self‐report survey on motivation (ie, self‐efficacy, intrinsic value), mathematics achievement emotions (ie, anxiety, anger, shame, hopelessness, boredom, enjoyment, pride), and cognitive processes (ie, cognitive strategy use, self‐regulation). A three‐step hierarchical multivariate regression was employed to examine which of the factors predict student achievement. Results showed that motivation accounted for approximately 13% of the variance in student achievement and self‐efficacy was the significant individual predictor of student achievement. However, when achievement emotions were added to the analysis, self‐efficacy failed to predict student achievement and emotions accounted for 37% of the variance in student achievement. Cognitive strategy use and self‐regulation did not explain any additional variance in the final scores. Findings are discussed and implications for future research and development are also suggested.  相似文献   

19.
This study examined ways in which high school students used mobile devices in physics classrooms and after school, and the impact of in‐class and after‐school mobile technology use on their physics learning performance and interest. We collected data from 803 high school freshmen in China after they had used mobile devices for over five months. A fixed‐effects model was employed to control the undetected variances. Results indicated that the students frequently used their mobile devices for physics learning in class and after school. Students also perceived the mobile devices as very useful for their physics learning, and their perception of usefulness was positively correlated with their frequency of use. Both the in‐class and after‐school duration and frequency of mobile technology use positively influenced students' physics learning achievement and interest. However, we also found that mobile technology was mainly used to augment rather than to transform instructional practices in physics classrooms. The paper concludes with a discussion of implications and limitations of these results for research and practice.  相似文献   

20.
Beliefs about the validity and merit of self‐, peer‐ and group‐assessment practices are presented from 213 pre‐service primary teachers and 30 staff who teach them. Both groups were surveyed using comparable items. A subset of seven staff participated in semi‐structured interviews. Staff were far more supportive of peer‐ and self‐assessment practices than their students with both groups indicating modest support for group assignments. While pedagogical factors best represent the staff support for engaging students in assessment of their own and their peers’ work, several staff in interviews revealed that their high level of support for peer‐assessment was closely linked to a time‐saving factor. Peer‐assessment was more often used than self‐assessment while both practices were reported to have increased over the past two to three years. These findings are consistent with the reported increase in participative assessment practices in higher education generally. An important implication of this research is that in order to optimise the use of participative assessment, staff need to better prepare their students by modelling and communicating their reasons for adopting such practices.  相似文献   

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