How failure experience combined with high teacher self-aspect importance puts self-efficacy at risk among student teachers

2022 ◽  
Author(s):  
Thibault Coppe ◽  
Christelle Devos ◽  
Stéphane Colognesi
Keyword(s):  
At Risk ◽  
Student Teachers ◽  
Self Efficacy ◽  
Failure Experience

scholarly journals Condom negotiation self-efficacy and preparatory behaviors among Mozambican women at sexual risk

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A L Patrão ◽  
T McIntyre
Keyword(s):  
At Risk ◽  
Sexual Risk ◽  
Behavioral Change ◽  
Self Efficacy ◽  
Public Hospital ◽  
Demographic Variables ◽  
African Women ◽  
Final Model ◽  
Condom Negotiation ◽  
Additional Variance

Abstract Background Preparatory behaviors (intention to use and buy/get condoms) are extremely important for sexual protection among African women, because the intentions to use and get condoms are the best predictors of effective condom use in some African contexts. However, these preventive behaviors are not as successful as desired, because they are often associated with negative meanings in the context of the sexual relationship. This study aims to identify whether condom negotiation self-efficacy is associated with sexual preparatory behaviors among Mozambican women at risk for HIV/AIDS infection. Methods Women (173), patients at a public Hospital and at risk for HIV infection, completed measures of sociodemographic and marital characteristics, condom negotiation self-efficacy, and sexual preparatory behaviors. Results Socio-demographic variables (age and education) explained 16.1% of variance (ΔF(2, 170)=16.30, p <.001), and marital variables, “marital status” and “talking about AIDS with partner” explained 22.3% of additional variance (ΔF(2, 168)=30.36, p <.001) in preparatory behaviors. The final model with condom negotiation self-efficacy explained 11.7% of additional variance (ΔF(1, 167)= 39.14, p <.001), this being the most important correlate in the model (β = .48). We observed that higher condom negotiation self-efficacy is associated with higher levels of preparatory behaviors. The overall model explained 48.6% of variance in sexual preparatory behaviors. Conclusions These results seem to support an exploratory predictive model of sexual preparatory behaviors that can inform interventions directed at behavioral change among Mozambican women at sexual risk. Key messages Women who were younger, had a higher level of education, were single, and talked about AIDS, had higher levels of preparatory behaviors. Women who had a higher level of condom negotiation self-efficacy, had higher levels of preparatory behaviors.

scholarly journals Application of Hellison's Teaching Personal and Social Responsibility Model in Physical Education to Improve Self-Efficacy for Adolescents at Risk of Dropping-out of School

2010 ◽  
Vol 13 (2) ◽  
pp. 667-676 ◽  
Author(s):  
Amparo Escartí ◽  
Melchor Gutiérrez ◽  
Carmina Pascual ◽  
Diana Marín
Keyword(s):  
At Risk ◽  
Physical Education ◽  
Social Responsibility ◽  
Self Efficacy ◽  
Intervention Group ◽  
Dropping Out ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
At Risk Adolescents ◽  
Out Of School

This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.

scholarly journals Exploring the Drivers of Intention to Use Interactive Whiteboards among Malaysia University Students: Does Technology Self-Efficacy Matter?

2020 ◽  
Vol 15 (01) ◽  
pp. 163
Author(s):  
Kung-Teck Wong ◽  
Mazura @ Mastura Binti Muhammad ◽  
Norazilawati Binti Abdullah
Keyword(s):  
Technology Acceptance ◽  
Student Teachers ◽  
Self Efficacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Interactive Whiteboards ◽  
Intention To Use ◽  
Proposed Model ◽  
Effective Use ◽  
Published Research

The effective use of an interactive whiteboard (IWB) in teacher-education institutions depends strongly on student teachers’ intention of using it. Despite the recent surge in published research on the widespread applications for IWB in teaching and learning, few have developed a model to elucidate the elements which contribute to student teachers’ intention to use IWB. The aim of this study was to develop a model which demonstrates the variables that affect student teachers’ intentions and which also explain their interactions. The proposed IWB intention to use research model is based on prominent educational technology acceptance theories and models. Five variables (technology self-efficacy, performance expectancy, effort expectancy, social influence, and intention to use) were selected to build a model for this study. Structural Equation Modelling (SEM) was used for this study to identify the predictors and the model fit. The proposed model has accounted for 47.6% of the variance in the intention to use IWB.

scholarly journals Academic performance of secondary education students in socio-familial risk contexts

2021 ◽  
Vol 28 (2) ◽  
Author(s):  
Daniel Rodríguez-Rodríguez ◽  
◽  
Remedios Guzmán ◽  
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Secondary Education ◽  
Self Efficacy ◽  
At Risk Students ◽  
Familial Risk ◽  
Course Evaluation ◽  
Self Concept ◽  
Cognitive Variables ◽  
Not At Risk

Introduction: The relationship that socio-familial and non-cognitive variables have on students in regards to their academic performance is a very important element for success in Secondary Education. In this study the influence of non-cognitive variables (academic self-concept, self-efficacy and perceived family affective support) and socio-familial variables (educational level and expectations of each parent) on the academic performance of secondary school students were analysed. Method: Students were grouped according to their accumulated socio-familial risk index (at-risk students, n = 305; not-at-risk students, n = 991). To measure the variables, the scales What do you think of yourself, General Self-Efficacy and Perceived Family Support were used. Socio-family variables were measured with an ad hoc questionnaire, and academic performance with the end-of-course evaluation scores. Results: The receiver operating characteristic curve showed a decrease in students’ academic performance from three or more accumulated risks. Structural Equation Modelling (SEM) was performed for each group. The results showed that for at-risk students, academic performance was mainly determined by two variables: academic self-concept and self-concept; in contrast to the not-at-risk students in which self-efficacy was the one that had the greatest effect on performance. In both groups, the parents’ expectations were the family variable with the highest incidence being performance, although, for the at-risk group, the effect was greater. Conclusions: The relevance of the identification of non-cognitive and socio-familial variables on the academic performance of at-risk students in regards to secondary education due to socio-familial factors is discussed.

scholarly journals Preliminary Impacts of an HIV-Prevention Program Targeting Out-of-School Youth in Postconflict Liberia

2018 ◽  
Vol 5 ◽  
pp. 2333794X1875445
Author(s):  
Stephen B. Kennedy ◽  
Katherine Atwood ◽  
Albert O. Harris ◽  
Curtis H. Taylor ◽  
Steve Shamblen ◽  
...  
Keyword(s):  
At Risk ◽  
Sexual Behaviors ◽  
Self Efficacy ◽  
Controlled Trial ◽  
Sub Saharan Africa ◽  
Sexual Risk Taking ◽  
Community Based ◽  
Transmitted Infection ◽  
Positive Effects ◽  
Condom Attitudes

Adolescents in Sub-Saharan Africa account for greater HIV/STI (human immuno defiency virus/sexually transmitted infection) burdens and difficult-to-reach populations. This study implemented a community-based HIV/STI program to reach at-risk youth aged 15 to 17 years in postconflict Liberia. Using a randomized controlled trial, community youths were assigned to an adapted version of an effective HIV/STI program, Making Proud Choices, or attention-matched comparison curriculum, General Health Program. Both programs were of similar doses, reach and coverage, and administered in classroom settings by trained health educators. The findings suggest that the adapted HIV/STI program had positive effects on knowledge, sexual refusal and condom use self-efficacy, condom negotiation self-efficacy, positive condom attitudes, parental communication about sex, and negative condom attitudes over time. Culturally adapted community-based, behavioral-driven programs can positively affect mediators of sexual behaviors in at-risk adolescents in postconflict settings. This is the first published report of an evidence-based HIV/STI program on sexual risk-taking behaviors of community youths in Liberia.

scholarly journals Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

2017 ◽  
Vol 10 (8) ◽  
pp. 52 ◽  
Author(s):  
Yonit Nissim ◽  
Eyal Weissblueth
Keyword(s):  
Student Teachers ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Research Question ◽  
Teaching Approaches ◽  
Main Research ◽  
Active Teaching ◽  
Research Population ◽  
Teaching Unit ◽  
K 12

The current study sought to explore the experiences of pre-service student teachers in a teaching unit in VR within a special course framework which was intended to enhance student-teacher's 21st century skills and growth processes. In particular, how their experiences working with VR affected their self-efficacy. The research population comprised of 176 students studying in their second of a four years training course to become teachers in the K-12 educational system. The main research question was: Do teaching approaches employing VR effect student teachers’ self-efficacy, interests, and creativity? If so, what are these effects? How does collaboration in VR classroom foster learners’ social integration? The main findings of this study showed that using VR learning environments with student teachers helped them increase their self-efficacy and allowed them to be more innovative and creative. VR challenges learners with active teaching and learning, making student teachers active participants who create and innovate.

Sign in / Sign up

Export Citation Format

Share Document