Self-Efficacy

Self-Regulated Learning as a Predictor of Student Academic Motivation and Self-Efficacy (Published)

In education, the learner is central and the process through which he or she learns is paramount.  To this end, various methods have been designed as to ensuring that the learner is at the best when it comes to academic performance and survival in the wider society.  One of these methods is to assist students have full control of their behaviors, emotions and thoughts with viewing to successfully go through their learning experience and this is , what self-regulated learning (SRL) is all about. This chapter therefore, takes a look at SRL as a predictor of student academic motivation and self-efficacy with emphasis on self-regulated learning as a concept, student motivation, self-efficacy, SRL as a predictor to motivation and self-efficacy and by extension student academic performance.

Keywords: : Academic Performance, Education, Learning, Motivation, Self-Efficacy, Self-Regulated Learning, Students

Using CRT-Based Forums to Develop the Self-Efficacy of Secondary EFL Teachers in Kuwait (Published)

The aim of this study was to assess the impact of critical reflective thinking (CRT)-based forums in developing EFL teachers’ self-efficacy in Kuwait. Additional aims of the study include exploring EFL teachers’ perceptions of their own teaching skills and motivational strategies both before and after CRT-based forums implementation. The quasi-experimental research design was seen to be the most appropriate for fulfilling the aims of the study. Data was collected over two phases. At the pre-intervention phase data were collected via two instruments. These were (1) Self-Efficacy Scale for Teaching Skills (SESTS) and (2) Self-Efficacy Scale for Motivation Strategies (SESMS).  To assess the impact of CRT-based forums at the post-intervention phase, participants were asked to respond to the same scales. Participants’ responses to both scales were analyzed quantitatively. The study participants were 93 female secondary school EFL teachers in Kuwait. They belonged to fairly common academic, social and cultural backgrounds. The CRT-based forums addressed thinking maps as a teaching learning strategy that could be successfully implemented in EFL contexts. The results indicated that CRT-based forums positively impacted the development of female secondary school EFL teachers’ self-efficacy in regard to their language teaching skills and motivational strategies. Findings of the study and a set of recommendations were highlighted.

Keywords: Critical-Reflective Thinking (CRT), Language Teaching Skills, Motivational Strategies, Self-Efficacy

Psychosocial Predictors of Secondary School Students’ Attitude Towards Cheating in Examination in Emuoha Local Government Area, Rivers State (Published)

The study investigated Psychosocial Predictors of Secondary School Students’ Attitude Towards Cheating In Examination In Emuoha Local Government Area, Rivers State. Five research questions and five corresponding hypotheses were formulated for the study. Correlational and descriptive research design was used for the study. The population of the study consisted of all the senior secondary school students in the 20 public schools in Obio-Akpor Local Government Area of Rivers State. A sample of 125 senior secondary school II students was drawn for the study using the multi-stage sampling technique. The instruments used for data collection in this study were the Students’ Attitude Cheating Scale (SACS) and the Psychosocial Predictors Scale (PPS). The validity of both instruments was done using experts’ assessment while their reliability was determined through Cronbach Alpha method. The reliability coefficient of 0.78 was realized for Students’ Attitude Cheating Scale (SACS) and 0.82 was realized for Psychosocial Predictors Scale (PPS) respectively. Analysis of the instruments was done using simple regression as well as t-test. Finding showed that achievement motivation (p=0.001<0.05) and self-efficacy (p= 0.000<0.05) all had significant relationship with secondary school student’s attitude towards cheating. On the contrary, there was insignificant differences (p= 0.22>0.05) between the attitude of male and female students. Based on this, it was recommended among others that school authorities should encourage the student to get involved in educational and social clubs which will help them academically and morally.

Keywords: Achievement, Gender, Motivation, Self-Efficacy, cheating

Effects of Sexuality Education on Gender Among Secondary School Students In Ekiti State, Nigeria (Published)

The study investigated the effects of Sexuality Education on gender among senior secondary school students in Ekiti State, Nigeria. The study also examined the knowledge and attitude of students on Sexuality Education. It is a descriptive survey research with a population of 150 respondents drawn from three senatorial districts of the state; seventy-three (73) males and eighty-seven female students participated in the study. A self-constructed instrument titled the Sexuality Education questionnaire was used to obtain information from the students. In contrast, a multi-stage sampling technique was used to select students from three senior secondary schools in three state senatorial districts, using a self-constructed instrument titled Sexuality Education Questionnaire (SEQ). The reliability was ensured using the test-retest method. The study’s results showed that male students recorded a higher-mean gain in the achievement of Sexuality Education, while female students recorded a higher mean increase in attitude score. The result also revealed that students with low self-efficacy recorded higher mean- gain in achievement and attitude scores towards Sexuality Education. The study concluded that teaching Sexuality Education is improved in schools to achieve the curriculum objectives. It was, therefore, suggested that more emphasis be laid on the teaching of Sexuality issues in schools. Government should also organise seminars and workshops for teachers and students on Sexuality issues. In addition, curriculum developers should extend the teaching of Sexuality Education to the primary school level, informal and non-formal settings.

Keywords: Ekiti State, Gender, Self-Efficacy, Sexuality Education, Students

The effect of active learning strategies on developing self-efficacy and academic achievement for seventh grade students in Jordan (Published)

The study aimed to investigate the impact of active education strategies on developing self-efficacy academic achievement. The number of the study members reached (59) students from the seventh primary grade. They were chosen from the seventh primary grade students. To achieve the goals of the study, a measure was used in the subjective effectiveness, and an achievement test in the subject of Islamic education. The results of the study revealed the presence of statistically significant differences between the results of students in the two groups in the study of self-efficacy and academic achievement, in favor of the experimental group. This study concluded with a number of proposals calling for concern to employ active learning strategies in the various subjects.

Keywords: Academic Achievement, Self-Efficacy, Students, active learning

Early Childhood Teachers’ Characteristics and Self-Efficacy Variances: The Case of Kindergarten Teachers in Central Region, Ghana (Published)

The focus of the study was to examine the self-efficacy variances of kindergarten teachers based on their background characteristics in Central Region, Ghana. A descriptive cross-sectional survey was employed. Data were gathered from 1413 KG teachers using a questionnaire adapted from the Ohio Teachers Efficacy Scale. The teachers were randomly selected from ten districts in the Central Region of Ghana. Data were analysed using MANOVA. It came to light that statistically significant differences exist between urban and rural teachers (p =.010); young, middle aged and old teachers (p = .000); professional and non professional teachers (p = .018); novice, experienced and more experienced teachers’ (p = .000) level of combined self-efficacy. However, there was no difference in male and female teachers’ self-efficacy. It was recommended heads of schools should develop peer assessment and mentoring models for teachers to facilitate interaction between less experienced and young KG teachers and the older and more experienced ones; qualified teachers should be posted to teach in kindergartens.

Keywords: Early Childhood, Kindergarten, Self-Efficacy

Using CRT-Based Forums to Develop Self-Efficacy of Secondary EFL Teachers’ In Kuwait (Published)

The aim of this study was to assess the impact of critical reflective thinking (CRT)-based forums in developing EFL teachers’ self-efficacy in Kuwait. Subsidiary aims of the study include: ascertaining EFL teachers’ perceptions of their own teaching skills and motivation strategies both before and after CRT-based forums implementation. The quasi-experimental research design was seen to be the most appropriate for fulfilling the aims of the study. Data were collected over two phases. At the pre-intervention phase data were collected via two instruments. These were (1) Self-Efficacy Scale for Teaching Skills (SESTS) and (2) Self-Efficacy Scale for Motivation Strategies (SESMS).  To assess the impact of CRT-based forums at the post-intervention phase, participants were asked to respond to the same scales in addition to a self-reflection form that asked them to articulate their reactions and assessments of the professional development experience they participated in. Participants’ responses to both scales were analyzed quantitatively whereas their responses to the self-reflection form were analyzed qualitatively. The study participants were 93 female secondary school EFL teachers in Kuwait. They belonged to fairly common academic, social and cultural backgrounds. The CRT-based forums addressed thinking maps as a teaching learning strategy that could be successfully implemented in EFL contexts. Analysis of data indicated a positive impact of the CRT-based forums on developing female secondary school EFL teachers’ self-efficacy as for their own language teaching skills and motivation strategies. Findings of the study were discussed and a set of implications and recommendations were highlighted. 

Keywords: Critical-Reflective Thinking (CRT), Language Teaching Skills, Motivation Strategies, Self-Efficacy, Thinking Maps

PREDICTING PROBLEM SOLVING ABILITY FROM METACOGNITION AND SELF-EFFICACY BELIEFS ON A CROSS VALIDATED SAMPLE (Published)

Grounded in social cognitive theory of self-efficacy and self-regulation, this study examined the influence of metacognition and self-efficacy beliefs on genetics problem solving ability among high school students in Kenya using a quasi-experimental research design. The study was conducted in Western Province, Kenya. A total of 2,138 high school students were purposively sampled. Data were collected using a Self-efficacy questionnaire, a biology ability test, a genetics problem solving test, and metacognitive prompting questionnaire. Data were analyzed through descriptive statistics, correlations, and multiple regressions. The hypothesized regression model was tested for its stability through cross-validation. Findings revealed that metacognition and self-efficacy significantly predicted genetics problem-solving ability. Furthermore, self-efficacy moderated the relationship between metacognition and genetics problem-solving ability. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya.

Keywords: Metacognition. Problem solving, Prompting, Self-Efficacy

Predicting Problem Solving Ability from Metacognition and Self-efficacy Beliefs on a Cross Validated Sample (Review Completed - Accepted)

Grounded in social cognitive theory of self-efficacy and self-regulation, this study examined the influence of metacognition and self-efficacy beliefs on genetics problem solving ability among high school students in Kenya using a quasi-experimental research design. The study was conducted in Western Province, Kenya. A total of 2,138 high school students were purposively sampled. Data were collected using a Self-efficacy questionnaire, a biology ability test, a genetics problem solving test, and metacognitive prompting questionnaire. Data were analyzed through descriptive statistics, correlations, and multiple regressions. The hypothesized regression model was tested for its stability through cross-validation. Findings revealed that metacognition and self-efficacy significantly predicted genetics problem-solving ability. Furthermore, self-efficacy moderated the relationship between metacognition and genetics problem-solving ability. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya

Keywords: Metacognition. Problem solving, Prompting, Self-Efficacy