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The main purpose of the current study is to examine the construct, convergent and discriminant validity of the Sources of Mathematics Self-Efficacy Scale (Usher & Pajares, 2009) in a Turkish sample. Bandura’s Social Cognitive Theory (1986) served as the theoretical framework for the current study. According to Bandura (1986), people’s self-efficacy develops from 4 sources: (1) Mastery Experiences, (2) Vicarious Experience (3) Social Persuasion and (4) Physiological States. Research studies in this area revealed that mastery experiences and social persuasion are highly correlated. Even it is not clear that these two constructs are distinct constructs. Confirmatory factor analysis was utilized to examine the construct validity of the scale. In order to see if mastery experiences and social persuasion are two distinct constructs, discriminant validity was examined. The participants were 616 secondary school students in Turkey. 3-factor and 4-factor models were nearly identical in terms of goodness of fit of data in the confirmatory factor analysis. The analysis of discriminant validity revealed that mastery experiences and social persuasion are not two different constructs.
INDONESIAN JOURNAL OF APPLIED LINGUISTICS
The interplay between pronunciation self-efficacy sources and self-efficacy beliefs: A structural equation modeling approach2019 •
This study was conducted to find the association between pronunciation self-efficacy sources and pronunciation self-efficacy beliefs. It was quantitative in nature using correlational research design. A sample of 155 Malaysian ESL university students was selected from two Malaysian universities by employing proportionate stratified random sampling. Two questionnaires were used to collect the data related to pronunciation self-efficacy sources and self-efficacy beliefs. In order to analyze the collected data, the correlational analysis was carried out with a statistical software named Smart PLS 3.0. Findings indicated that all the self-efficacy sources were significantly and positively correlated with pronunciation self-efficacy beliefs, except physiological state which was significantly but negatively correlated with pronunciation self-efficacy beliefs. Based on the outcomes of this study, implications for ESL instructors and educational policymakers were presented.
Educational Psychology Review
Academic self-concept and self-efficacy: How different are they really?2003 •
The purpose of this study is to reveal the extent to which the sources of 6th- 8th grade students’ self-efficacy beliefs predict their self-efficacy beliefs for learning and performance. The study is correlational and was conducted on a total of 1049 students during the fall term of the educational year 2010-2011. The data of the study were collected through “The Scale of Determining the Sources of Self-Efficacy” and “The Scale of Self-Efficacy for Learning and Performance”. The data were analyzed on the basis of the arithmetic mean, standard deviation, Pearson product-moment correlation coefficient and stepwise regression. The students stated that their self-efficacy beliefs were developed mostly by verbal persuasion and performance accomplishments. They also noted that psychological states and vicarious experiences develop their self-efficacy beliefs at a lower level. It is the factor “performance accomplishments” that is correlated with the students’ self-efficacy beliefs and predicts them in the strongest way. Apart from performance accomplishments, the factors “vicarious experiences” and “verbal persuasion” predict the students’ self-efficacy beliefs for learning and performance.
This research was conducted to adapt the chemistry self efficacy belief (CSEB) scale using Confirmatory Factor Analysis (CFI) and to examine pre service teachers’ CSEB in terms of some demographic features. This descriptive study was carried out Dokuz Eylul University in 2008-2010 academic years. Firstly, for validity and reliability, the scale was administered to 123 prospective chemistry teachers. In order to determine CSEB according to some variables which are gender, class level, type of high school, and giving lecture, the scale was implemented 116 prospective chemistry teachers. LISREL 8,71 and SPSS statistical programs were utilized to analyze the collected data. It was confirmed whether CSEB scale has two factors or not by calculating fit indexes. Independent and ANOVA t-tests were used to outline if there was a significant difference between self efficacies of prospective teachers according to gender, class level, type of high school and giving lecture. The results of confirmatory factor analysis showed that fit indexes values were found high and verified structure of the scale with two factors. According to the results of second research question, there was no significant difference between gender and class levels, but there was a significant difference between type of high school in favor of Anatolian teacher high school.
In this study, 187 prospective mathematics teachers' teaching efficacy beliefs and sources of their beliefs were investigated through the administration of Teachers' Sense of Efficacy Scale (TSES) and The Sources of Self Efficacy Inventory (SOSI) scales. Furthermore, this study explored how well hypothesized sources (mastery experiences, vicarious experiences, verbal persuasions, physiological and affective states) predict participants' teaching efficacy beliefs. The calculated mean scores (out of 9) for dimensions of TSES were: 6,35 for Efficacy for Student Engagement, 6,57 for Efficacy for Instructional Strategies, 6,35 for Efficacy for Classroom Management. Multiple regression analysis results showed that combination of hypothesized sources significantly predicted overall teaching efficacy beliefs and all dimensions of TSES.
This research was conducted to adapt the chemistry self efficacy belief (CSEB) scale using Confirmatory Factor Analysis (CFI) and to examine pre service teachers’ CSEB in terms of some demographic features. This descriptive study was carried out Dokuz Eylul University in 2008-2010 academic years. Firstly, for validity and reliability, the scale was administered to 123 prospective chemistry teachers. In order to determine CSEB according to some variables which are gender, class level, type of high school, and giving lecture, the scale was implemented 116 prospective chemistry teachers. LISREL 8,71 and SPSS statistical programs were utilized to analyze the collected data. It was confirmed whether CSEB scale has two factors or not by calculating fit indexes. Independent and ANOVA t-tests were used to outline if there was a significant difference between self efficacies of prospective teachers according to gender, class level, type of high school and giving lecture. The results of confirmatory factor analysis showed that fit indexes values were found high and verified structure of the scale with two factors. According to the results of second research question, there was no significant difference between gender and class levels, but there was a significant difference between type of high school in favor of Anatolian teacher high school.
Alberta Journal of Educational Research
Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach2013 •
2017 •
Journal of Vocational Behavior
Latent Structure of the Sources of Mathematics Self-Efficacy1996 •
Electronic Journal of Research in Educational Psychology
Electronic Journal of Research in Educational Psychology, 17 (2), 241-266. ISSN:1696-2095. 2019. no. 48 241 Relations among Engagement, Self-Efficacy, and Anxiety in Mathematics among Omani Students2019 •
International Journal of Linguistics
Emotional Intelligence and Self-Efficacy: A Case of Iranian EFL University Students2011 •
Elementary Education Online
Pre-Service Elementary Science Teachers' Science Teaching Efficacy Beliefs and Their Sources2010 •
Journal of Career Development
Argentinean Validation of the Factorial Structure of the Learning Experiences Questionnaire (LEQ)2019 •
Mediterranean Journal of Social Sciences
The Influence of Information Quality, System Quality and Service Quality on Student’s Self-Efficacy at Institutions of Higher Learning in South AfricaSocial Sciences
Self-Efficacy in Social Work: Development and Initial Validation of the Self-Efficacy Scale for Social Workers2013 •
Journal of Educational Psychology
Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout2007 •
Journal of Computers in Mathematics and Science …
Self-efficacy, motivational email, and achievement in an asynchronous math course2006 •
World Journal on Educational Technology
Adaptation of creative self-efficacy scale into Turkish language2020 •
Self-Concept Theory, Research and Practice: …
Swimming in the school: expanding the scope of the Big Fish Little Pond Effect2000 •
Self-Concept Theory, Research and Practice: …
Cognitive Strategies, Metacognitive Beliefs and Confidence: An Individual Differences Perspective2000 •
Educational Psychology
Quest for the best non-cognitive predictor of academic achievement2014 •
European Journal of Social Psychology
Perceived political self-efficacy: Theory, assessment, and applications2009 •
Sense Publishers. M.S. Khine (ed.), Application of Structural Equation Modeling in Educational Research and Practice
The Effects of Psychosocial Learning Environment on Students' attitudes towards Mathematics2013 •
2002 •
2016 •