Generalized Self-Efficacy Measure

In science education, dissections of animals are an integral part of teaching, but they often evoke negative emotions. We aimed at reducing negative emotions (anxiety, negative affect [NA]) and increasing positive affect (PA) and self-efficacy by an experimental intervention using a predissection video to instruct students about fish dissection. We compared this treatment with another group that watched a life history video about the fish. The participants were 135 students studying to become biology teachers. Seventy received the treatment with the dissection video, and 65 viewed the life history video. We applied a pre/posttest treatment-comparison design and used the Positive and Negative Affect Schedule (PANAS), the State–Trait–Anxiety Inventory for State (STAI-S), and a self-efficacy measure three times: before the lesson (pretest), after the film treatment (posttest 1), and after the dissection (posttest 2). The dissection film group scored higher in PA, NA, and state anxiety (STAI-S) after the dissection video treatment and higher in self-efficacy after the dissection. The life history group showed no differences between the pretest and posttest 1. The dissection film has clear benefits—increasing PA and self-efficacy—that come at the cost of higher NA and higher STAI-S.

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Self-Efficacy Measure for Sleep Apnea (SEMSA)

STOP, THAT and One Hundred Other Sleep Scales ◽

10.1007/978-1-4419-9893-4_75 ◽

2011 ◽

pp. 313-315 ◽

Cited By ~ 2

Author(s):

Azmeh Shahid ◽

Kate Wilkinson ◽

Shai Marcu ◽

Colin M. Shapiro

Keyword(s):

Sleep Apnea ◽

Self Efficacy ◽

Efficacy Measure

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The Perceived Self-Efficacy of Resource Rooms Teachers on Distance Learning Experience in Amman in Terms of Some Variables

International Journal of Education ◽

10.5296/ije.v13i2.18421 ◽

2021 ◽

Vol 13 (2) ◽

pp. 19

Author(s):

Mirvat Y. Amirah ◽

Khaldoun A. Najadat ◽

Sara J. Mubarak

Keyword(s):

Distance Learning ◽

Self Efficacy ◽

Learning Experience ◽

Government Schools ◽

Resource Room ◽

Resource Teachers ◽

Efficacy Measure ◽

The Mean ◽

Resource Rooms ◽

Score Table

This study aimed to examine the perceived self-efficacy of the resource room teachers for the distance learning experience in the capital Amman, Jordan in terms of some variables. To achieve this goal, 124 female resource teachers in government schools in the capital governorate were selected. The perceived self-efficacy measure was used to collect data. It is a valid and reliable measure that contains 25 items. The results showed that the level of perceived self-efficacy of the resource room teachers for the distance learning experience was moderate, as the mean of the overall tool was (3.16) with a moderate evaluation score. Table (3) shown that the averages of the tool's items ranged between (2.15-4.07). These averages didn't indicate statistically significant differences at (α≤0.05) for the variables: specialization, teacher's educational level, and number of students who receive service in the room. The data showed statistically significant differences at the (α≤0.05) for teacher's age variable in favor of the younger group. Also, the data showed statistically significant differences at the (α≤0.05) for the variable years of experience in favor of the least experience, less than 5 years.

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