Perceived Self-Efficacy and Intellectual Performance of Socially Disadvantaged Students

1985 ◽  
Vol 125 (2) ◽  
pp. 267-268
Author(s):  
Shailendra Singh
Keyword(s):  
Self Efficacy ◽  
Disadvantaged Students ◽  
Intellectual Performance ◽  
Socially Disadvantaged

Teachers' Attitudinal Orientation Towards the Socially Disadvantaged Students and their Education

2017 ◽  
Vol 7 (2) ◽  
pp. 47-72
Author(s):  
Anna Petr Šafránková ◽  
Tereza Humenská
Keyword(s):  
Inclusive Education ◽  
Family Environment ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Teaching Experience ◽  
Research Survey ◽  
Socially Disadvantaged ◽  
Individual Variables ◽  
Questionnaire Method ◽  
The Relationship

In the context of education of socially disadvantaged pupils and the perspective of inclusive education, the teacher occupies a significant position. The presented study focuses on the issue of education of socially disadvantaged pupils, respectively its aim is to present results of the research survey focused on the attitudinal orientation of teachers in Pardubice, Liberec and Ústí nad Labem regions (n = 122) towards the socially disadvantaged pupils. Further, its goal is to find out whether there exists a relation between the teacher's attitudinal orientation and the region, his/her age, the length of the teaching experience, his/her experience with socially disadvantaged pupils education and their self-efficacy. In order to achieve research goals the Likert-type questionnaire method was used and as a research tool Teacher self-efficacy. The obtained data were subjected to factor analysis, in order to verify the relation between individual variables ANOVA was used, further Kruskal-Wallis test, Mann-Whitney test and Pearson correlation coefficient were used. It was found out that teachers evaluate the group of socially disadvantaged pupils rather negatively, on the other hand, they evaluate the possibility to reduce or overcome their disadvantage originating from the family environment they come from rather positively and also they perceive the relationship between the school and the socially disadvantaged pupils rather positively. The teachers' attitudinal orientation is not related to the previous experience with the education of socially disadvantaged pupils, the length of their teaching experience and region where the teachers work. On the contrary, the relation between teachers' attitudinal orientation and age and self-efficacy was proved.

scholarly journals Predisposing, reinforcing and enabling factors for physical activity in boys and girls from socially disadvantaged communities

2018 ◽  
Vol 78 (2) ◽  
pp. 149-162
Author(s):  
Robert J Noonan ◽  
Lynne M Boddy ◽  
Zoe R Knowles ◽  
Stuart J Fairclough
Keyword(s):  
Physical Activity ◽  
Self Efficacy ◽  
Primary Schools ◽  
Physical Activity Intervention ◽  
Physical Competence ◽  
Enabling Factors ◽  
Child Physical Activity ◽  
Disadvantaged Communities ◽  
Socially Disadvantaged ◽  
Parental Physical Activity

Objective: This study investigated relative associations between physical activity and selected predisposing, reinforcing and enabling factors among 9- to 10-year-old children from socially disadvantaged communities and examined the extent to which these associations varied by sex. Design: Cross-sectional design. Setting: Ten public primary schools in Liverpool, England. Methods: A total of 194 children (107 girls) completed measures of stature, body mass, waist circumference and cardiorespiratory fitness. Physical activity, physical activity self-efficacy, perceived physical competence and parental physical activity support were self-reported. Sex-specific associations were examined by multiple linear regression and mediator analyses using bootstrapping method. Results: Boys’ physical activity was positively associated with parental physical activity support and perceived physical competence ( p < .01), whereas girls’ physical activity was positively associated with parental physical activity support and physical activity self-efficacy ( p < .01). Sex-specific mediation analyses revealed that perceived physical competence and physical activity self-efficacy partially mediated the association between parental physical activity support and boys’ and girls’ physical activity, respectively. Conclusion: As parents influence child physical activity directly and indirectly their involvement in future child physical activity intervention programmes is essential. Formative research with parents living in socially disadvantaged communities is warranted to explore the range and interaction of challenges they face to support different modes of physical activity participation for their children.

Entrepreneurship education intention and entrepreneurial intention amongst disadvantaged students: an empirical study

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Umesh Shrivastava ◽  
Satya Ranjan Acharya
Keyword(s):  
Self Efficacy ◽  
Family Background ◽  
Strong Predictor ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Disadvantaged Students ◽  
Actual Behavior ◽  
Disadvantaged Community ◽  
Cross Sectional ◽  
Content Type

Purpose Disadvantaged students face social exclusion and undergo a different treatment than mainstream students. This alters their entrepreneurial intention subsequently. This study aims to investigate the factors affecting disadvantaged students’ intention in their willingness to undergo entrepreneurship education as a vocational course. The variables include self-efficacy, need for achievement (nAch) and family background. The paper further examines whether entrepreneurship education intention enhances their entrepreneurial intention. Design/methodology/approach This study uses a deductive quantitative study as the chosen approach as it ensures complete anonymity and hence researcher bias is minimized. The sample consists of the third year, final year and postgraduate first year disadvantaged students from different streams of engineering, economics, arts and commerce. The study was conducted with a total of 319 students completing the questionnaire which used a five-point Likert scale. Findings Using the theory of planned behavior (TPB), the results show that willingness of disadvantaged students to study entrepreneurship as a vocational course is highly driven by their family background followed by self-efficacy and nAch. The results further strengthen the TPB and has implications for educators of entrepreneurship and a possibility of a widening of entrepreneurship education in disadvantaged community. Research limitations/implications The study measured attitudes and willingness with intentions, but not actual behavior as this was a cross-sectional study. Also, repeated observations could not be made and dynamics of change could not be captured. Originality/value This is one of the few studies focused on entrepreneurial intention of students who are socially excluded and therefore it offers a possibility of widening of entrepreneurship education in countries such as India which display a collectivist culture and provides an intention-based linkage to entrepreneurship education among disadvantaged students. This study also puts subjective norm as a strong predictor of intentions which previous studies have refuted. The findings also suggest that there is a strong intent to study entrepreneurship among disadvantaged students in India, which makes entrepreneurship education a seemingly acceptable choice of education and suggests promise for its wider reach and penetration.

scholarly journals Cuba’s Academic Advantage: Why Student’s in Cuba Do Better in School

2008 ◽  
Vol 17 (1) ◽  
Author(s):  
Michael O’Sullivan
Keyword(s):  
Social Capital ◽  
Academic Success ◽  
Student Success ◽  
Educational Reform ◽  
School System ◽  
Economic Indicators ◽  
Disadvantaged Students ◽  
Socially Disadvantaged ◽  
Language Tests

In Cuba’s Academic Advantage, Martin Carnoy analyses the success of the Cuban school system as measured by the results achieved by Cuban students in international math, science, and language tests. The study includes data from Chile and Brazil whose students consistently test less well than Cuban students on these same tests despite the fact that these two countries enjoy better socio-economic indicators than does Cuba and educational reform efforts have been undertaken by their respective governments. He references studies, the results of which are well known by researchers, which demonstrate that academic success among socially disadvantaged students is far less likely than for students from better-off families (p. 45). Why does this co-relation not hold true for Cuba? Carnoy argues that an important component of student success in Cuba, including students from lower socio-economic circumstances, is the result of what he terms state-generated social capital.

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