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1.
Surveys have repeatedly depicted a dismal picture of part-time teaching in academia, including low pay, scant benefits, limited institutional support, and lack of job security. Thus, the main purpose of the present study was to delve deeper into part-time faculty's ability to sustain the demands of a tough work environment by examining the extent to which specific psychological characteristics predict key self-reported dimensions of teaching in such faculty. The sample selected comprised part-time online instructors, as they are a relatively new and growing entity in academia. Teaching dimensions upon which faculty rated themselves belonged to three categories of factors known to shape satisfaction of faculty in the online environment (i.e., instructor-related, student-related, and institution-related). They included current satisfaction with the teaching profession, preparation to teach subject matter, responsibility for students' academic success, beliefs in the impact of one's teaching on student learning, perceived institutional support, and desire to remain in the teaching profession (i.e., commitment). Psychological characteristics examined were self-efficacy and self-monitoring. In this study, each key dimension of teaching was found to be positively related to one or more self-efficacy measures, whereas no links with self-monitoring were uncovered. The findings involving self-efficacy confirm those of studies of full-time faculty in that beliefs of one's capability are a source of resilience and, as such, a staple of the teaching profession. 相似文献
2.
This study examined effects of intensive memory use during one's profession on metamemory beliefs. Fifty-one actors and 60 controls aged from 20 to 73 years were compared with the Metamemory Inventory in Adulthood. Both intensive job-related memory practice and younger age were associated with stronger memory self-efficacy beliefs. Irrespective of age, actors reported a higher stability of their memory with time and a higher controllability. No significant effect was found on metamemory knowledge. These findings show the relevance of the dissociation between metamemory knowledge and metamemory beliefs. Both memory practicing during occupation and age appear to influence only metamemory beliefs. 相似文献
3.
Frank Pajares 《Contemporary educational psychology》1996,21(4):325-344
Path analysis was used to test the predictive and mediational role that self-efficacy beliefs play in the mathematical problem-solving of middle school gifted students (n= 66) mainstreamed with regular education students (n= 232) in algebra classes. Self-efficacy of gifted students made an independent contribution to the prediction of problem-solving in a model that controlled for the effects of math anxiety, cognitive ability, mathematics GPA, self-efficacy for self-regulated learning, and sex. Gifted girls surpassed gifted boys in performance but did not differ in self-efficacy. Gifted students reported higher math self-efficacy and self-efficacy for self-regulated learning as well as lower math anxiety than did regular education students. Although most students were overconfident about their capabilities, gifted students had more accurate self-perceptions and gifted girls were biased toward underconfidence. Results support the hypothesized role of self-efficacy in A. Bandura's (1986) social cognitive theory. 相似文献
4.
This study used conventional self-efficacy measures as well as predictions of performance to examine the spelling and writing efficacy beliefs of early adolescents with and without learning disabilities (LD). In addition, the study examined two types of global efficacy—self-efficacy for self-regulated learning and general self-efficacy. The students with LD over-estimated their spelling performance by 52% and their writing performance by 19%, whereas the non-LD students were generally accurate in their performance estimates. Students’ performance predictions and self-efficacy ratings were strong predictors of a composite writing performance, but the self-efficacy for self-regulated learning and general self-efficacy scores did not predict writing performance. The article concludes with a discussion of recommendations to improve the calibration and academic functioning of adolescents with learning disabilities. 相似文献
5.
CONFIDENCE AND COMPETENCE AMONG COMMUNITY COLLEGE STUDENTS: SELF-EFFICACY AND PERFORMANCE IN GRAMMAR
Steve J. Collins Kimberly L. Bissell 《Community College Journal of Research & Practice》2013,37(8):663-675
Proper grammar is crucial for effective communication. Two surveys of students in an introductory writing course sought to identify predictors of grammar ability. Students demonstrated a limited grasp of the language, struggling with such issues as the distinction between “it's” and “its.” Women performed better than men at the beginning of the semester, but the gap later narrowed. There was a correlation between self-efficacy (confidence in one's ability to perform a particular task) and grammar ability at the end of the semester. To the knowledge of the authors, this is the first study to empirically link grammar self-efficacy and grammar performance. High school grade point average also predicted grammar ability at the end of the semester. 相似文献
6.
Miriam Nürnberger Josef Nerb Florian Schmitz Johannes Keller Stefan Sütterlin 《Journal of Experimental Education》2016,84(1):152-174
This study investigated the extent to which differences in implicit and explicit math–language gender stereotypes, and essentialist beliefs among preservice teachers affect tracking recommendations for math/science- versus language-oriented secondary schools. Consistent with expectations, the results suggest that student's gender influences preservice teachers’ school career recommendations: Boys are more likely to be recommended for a math/science-oriented secondary school, whereas girls are more likely recommended for a language-oriented school. Both implicit math–language gender stereotypes and beliefs in genetic determinism (reflecting essentialist beliefs) predicted the stereotypicality of school career recommendations, whereas explicit measures did not. The results suggest that more closely investigating factors contributing to stereotypical behavior in teachers might help to minimize biased actions and decisions in the educational context. 相似文献
7.
Students' valuing of subject domains is an important contributor to students' educational success. As one avenue to foster students' valuing, social-cognitive motivational theories suggest that teachers might transmit their value beliefs to students through their instructional strategies. Accordingly, the current study examined the transmission of teacher's math value to students' math value via the content-related instructional strategy of cognitive support as reported by teachers and students. Using a longitudinal dataset of 1429 students (51% males, 68% Hispanic) and their 26 teachers (48% female), manifest-latent multilevel regression analyses showed some indication that teacher's endorsement of math valuing for their students, but not their personal value beliefs, might be associated indirectly with class average students' interest value through teacher's provision of cognitive support. Furthermore, teacher's reported cognitive support was related to the class average of students' value beliefs through class average students' perceptions of cognitive support, highlighting the importance of students' perceptions. 相似文献
8.
Caroline Dupeyrat Christian EscribeNathalie Huet Isabelle Régner 《International Journal of Educational Research》2011,50(4):241-250
The study examined how biases in self-evaluations of math competence relate to achievement goals and progress in math achievement. It was expected that performance goals would be related to overestimation and mastery goals to accurate self-assessments. A sample of French high-school students completed a questionnaire measuring their math achievement goals and their perceived competence in math. Students’ math grades for the three trimesters of the school year were collected from school records. Bias in self-evaluations was computed by comparing students’ rating on the ‘perceived competence in math’ scale with their actual math achievement as measured by their second trimester math grades. Students were classified into one of three groups (over-raters, accurate raters, or under-raters) depending on whether their self-perceptions of competence in math were higher than, similar to, or lower than their relative math achievement in their class. As expected, overrating of one's performance was related to performance goals. Furthermore, the over-raters were the only group who progressed in their math achievement from Trimester 2 to 3. No relation was found between mastery goals and accurate self-assessment. 相似文献
9.
The linkages between self-regulatory processes and achievement were examined across 3 years in 733 children beginning at 1st grade (M = 6.57 years, S.D. = .39 at 1st grade) who were identified as lower achieving in literacy. Accounting for consistencies in measures (from 1 year prior) and for influences of child's age, gender, IQ, ethnicity and economic adversity on achievement, results indicate that adaptive/effortful control at 1st grade contributed to both academic self-efficacy beliefs at 2nd grade, and reading (but not math) achievement at 3rd grade. Although academic self-efficacy did not partially mediate the linkage between adaptive/effortful control and achievement, academic self-efficacy beliefs were positively correlated with reading and math. Results support the notion that early efforts to promote children's self-regulatory skills would enhance future academic self-beliefs and achievement, particularly in literacy. 相似文献
10.
The present study extends the literature by investigating the relative salience of self- and collective efficacy in predicting group performance among early adolescents in Indonesia. A total of 435 early adolescents (mean age 11.70 years, 53% female) were randomly assigned to groups of three to four and completed three group tasks (task 1: puzzles; task 2: math; task 3: puzzles). Results indicated that collective efficacy was a more salient predictor of group performance than self-efficacy. Examination of the interaction effects suggested that the positive effects of collective efficacy on task performance were moderated by the levels of individual members’ self-efficacy, that is, when group members’ self-efficacy was high, task performance was lower. However, the debilitating effect disappears in the last task, where self-efficacy no longer undermines task performance when group members’ collective efficacy is high. Interestingly, heterogeneity of the group in terms of gender and ethnicity composition significantly predicted task performance of the group: groups comprising more boys and groups comprising members of different ethnic backgrounds had lower task performance. Findings are discussed in relation to their theoretical contributions and applied implications for classroom teaching and learning. 相似文献
11.
Self-Efficacy, Motivation Constructs, and Mathematics Performance of Entering Middle School Students 总被引：1，自引：0，他引：1
The objectives of this study were to determine the influence of various motivation variables on task-specific mathematics performance and to explore whether these variables change during the first year of middle school (N = 273). Students' task-specific self-efficacy was the only motivation variable to predict performance and did so both at start and end of year. There were no differences in anxiety, self-concept, or self-efficacy for self-regulation between start and end of year, but, by end of year, students described mathematics as less valuable and reported lower effort and persistence. Gifted students had stronger mathematics self-concept beliefs, and they had more accurate and less overconfident self-efficacy beliefs than did regular education students. There were no gender differences in any of the motivation constructs. Copyright 1999 Academic Press. 相似文献
12.
Sandra I. van Aalderen-Smeets Juliette H. Walma van der Molen Iro Xenidou-Dervou 《科学教学研究杂志》2019,56(4):465-485
Despite the widely accepted view that low self-efficacy beliefs negatively influence students' intention to opt for a STEM field oriented study or career path, it remains unclear how to effectively stimulate these beliefs in students who do seem to have the ability and motivation to opt for a STEM career. A suggestion from previous literature is that students' implicit beliefs about the malleability of their learning ability can have a major impact on their self-efficacy beliefs, and, importantly, that these implicit beliefs are malleable themselves. Even though this relation between implicit beliefs, self-efficacy, and STEM field aspirations has been suggested multiple times, there is no empirical evidence to support this claim. The goal of the current study was to examine whether implicit beliefs about the malleability of STEM ability are associated with secondary school students' intention to opt for a STEM field bachelor's degree, using a Structural Equation Modelling approach. Furthermore, we examined the mediating role of STEM-oriented self-efficacy beliefs on the relationship between implicit ability beliefs and STEM intention. We used a Likert-type questionnaire, consisting of subscales to measure ability beliefs, self-efficacy, and intention to opt for a STEM degree of secondary school students in their fifth grade (n = 483). Results showed that there is a positive relation between implicit STEM ability beliefs and the intention to opt for a STEM field bachelor degree, and that this relation is partly mediated by self-efficacy beliefs. Incremental STEM ability beliefs predicted positive self-efficacy beliefs and increased STEM intention. These findings provide a foundation for a novel approach to stimulate and motivate students for the STEM field, namely by stimulating incremental beliefs about their STEM ability. 相似文献
13.
For learning science, motivational beliefs such as confidence in one's science abilities and liking of science are associated with current and future science achievement, as well as continued interest in science classes and careers. However, there are currently no measures to test young children's motivational beliefs related to science learning. To meet this need, we developed the Puppet Interview Scales of Competence in and Enjoyment of Science (PISCES). We piloted PISCES with 113 kindergarten children in public schools participating in the Scientific Literacy Project (SLP). Factor analysis supported the multidimensional structure of young children's self-related beliefs about learning science. PISCES scales measured Science Liking, Science Competence, and Ease of Science Learning. Correlations among PISCES scales and achievement subtests provided evidence of PISCES's validity. Children's motivational beliefs varied as a function of length of time spent learning science, with competence beliefs associated positively with science experience. There were no gender differences. 相似文献
14.
Social cognitive theory posits that teacher self-efficacy beliefs should be related to not only their own well-being outcomes but also classroom processes and student outcomes in the general ecology of the classroom environment. However, little research has directly examined the associations of teachers’ self-efficacy beliefs with these teacher and student-level outcomes simultaneously. The present study proposes and tests an integrative model of the relations of teachers’ self-efficacy for teaching math with their job satisfaction and student math achievement both directly and indirectly via interaction quality as a critical dimension of the quality of classroom processes. Additionally, student level relational and motivational predictors of math achievement, including individual perceptions of student-teacher interaction quality and math self-concept, are included per the ecology of the classroom environment. Based on data from over 6000 4th grade students and 450 teachers, results of multilevel structural equation modeling revealed that teachers’ self-efficacy beliefs for teaching math were positively associated with teachers’ job satisfaction and class levles of math achievement and interaction quality. At the individual student level, individual levels of math self-concept were positively associated with math achievement, and individual perceptions of interaction quality were positively associated with math self-concept. However, a negative association between residualized interindividual perceptions of interaction quality and math achievement was observed. 相似文献
15.
The current study investigates (1) whether academic (e.g. math) self-efficacy and academic self-concept represent two conceptually and empirically distinct psychological constructs when studied within the same domain, (2) the nature of the relationship existing between both self-constructs, (3) their antecedents, and (4) their mediating and predictive qualities for background variables such as gender and prior knowledge and outcome variables such as math performance, math interest, and math anxiety. Results indicate that (1) math self-efficacy and math self-concept do indeed represent conceptually and empirically different constructs, even when studied within the same domain, (2) students' academic self-concept strongly influences their academic self-efficacy beliefs, (3) academic self-concept is a better predictor (and mediator) for affective–motivational variables, while academic self-efficacy is the better predictor (and mediator) for academic achievement. These findings underpin the conceptual and empirical differences between both self-constructs as suggested by Bong and Skaalvik [Bong, M., &; Skaalvik, E.M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational Psychology Review, 15, 1–40.]. 相似文献
16.
This paper shows that high school math and science teacher gender affects student interest and self-efficacy in STEM. However, such effects become insignificant once teacher behaviors and attitudes are taken into account, thus pointing towards an omitted variables bias. Teacher beliefs about male and female ability in math and science – as well as how teachers treat boys and girls in the classroom – matter more than teacher's own gender. The student fixed effects estimates also highlight that creating a positive learning environment and making math and science interesting are pivotal in engaging students in these subjects. 相似文献
17.
Adia J. Garrett Michle M. M. Mazzocco Linda Baker 《Learning disabilities research & practice》2006,21(2):77-88
Metacognition refers to knowledge about one's own cognition. The present study was designed to assess metacognitive skills that either precede or follow task engagement, rather than the processes that occur during a task. Specifically, we examined prediction and evaluation skills among children with (n= 17) or without (n= 179) mathematics learning disability (MLD), from grades 2 to 4. Children were asked to predict which of several math problems they could solve correctly; later, they were asked to solve those problems. They were asked to evaluate whether their solution to each of another set of problems was correct. Children's ability to evaluate their answers to math problems improved from grade 2 to grade 3, whereas there was no change over time in the children's ability to predict which problems they could solve correctly. Children with MLD were less accurate than children without MLD in evaluating both their correct and incorrect solutions, and they were less accurate at predicting which problems they could solve correctly. However, children with MLD were as accurate as their peers in correctly predicting that they could not solve specific math problems. The findings have implications for the usefulness of children's self‐review during mathematics problem solving. 相似文献
18.
Individuals' math motivational beliefs are theorized to shape their STEM achievement and engagement in high school and beyond. Combining situated expectancy-value theory and intersectionality framework, the goals of this study were to (a) identify the unique patterns of U.S. high school students' math motivational beliefs, (b) examine differences in the patterns based on the intersection of gender and race/ethnicity, and (c) test the extent to which these patterns predicted differences in students' math achievement and classroom behavioral engagement for each of the gender by racial/ethnic groups. The current study included 16,120 high schoolers (50% female; 63% White, 17% Latina/o, 11% Black, and 9% Asian Americans; Mage = 14.46 at Grade 9) from the High School Longitudinal Study. There were six unique patterns of students' math motivational beliefs: Overall High, Above Average but not Identified, Identified but Average Value, Average, Low Identity, and Overall Low. Pattern membership at the intersection of gender and race/ethnicity showed nuances that could not be represented by gender or race/ethnicity alone; for example, male and female Asian American adolescents had similar patterns, but many male and female adolescents of other racial/ethnic groups had different patterns. Adolescents' math motivational belief patterns were associated with their Grade 11 math achievement and behavioral engagement even after controlling for prior math achievement and family socioeconomic status, and the associated varied by the gender and racial/ethnic groups. 相似文献
19.
This study tested a model in which beliefs about writing, writing self-efficacy, and writing apprehension predict writing performance. The Beliefs About Writing Survey, the Writing Self-Efficacy Index, and the modified Writing Apprehension Test were administered to 738 undergraduates to predict their grade on a class paper. In a hierarchical regression, beliefs about writing predicted variance in writing scores beyond that accounted for by writing self-efficacy and apprehension. Audience Orientation, a new belief associated with expert practice, was the strongest positive predictor of the students' grade. Transmission, a belief in relying on material published by authorities, was the leading negative predictor. Writing self-efficacy predicted performance, albeit modestly. The traditional measure of writing apprehension (anxiety about being critiqued) was not significant, but Apprehension About Grammar, a new construct, significantly and negatively predicted performance. These results support the possibility that beliefs about writing could be a leverage point for teaching students to write. 相似文献
20.
Martin Pinquart Linda P. Juang Rainer K. Silbereisen 《Journal of Career Development》2004,31(2):125-142
In times of dramatic social change, new career options emerge and old options may become obsolete. We investigated predictors of change in general career aspirations and of plans to attend a university of East German adolescents from 1989 (before German unification) to 1991 and 1995, respectively, after German unification. Higher pre-unification self-efficacy beliefs were associated with an increase in general career aspirations and a higher probability of switching from non-college-bound vocational training to attending a university. In addition, better pre-unification school grades and having parents who graduated from a university increased adolescents' probability to switch to a university. Furthermore, interaction effects of self-efficacy with grades and cognitive abilities appeared, indicating that for individuals with high self-efficacy, cognitive abilities became more important and grades less important in predicting the wish to pursue university studies. We concluded that beliefs in one's capabilities, and high academic abilities are important resources in vocational reorientation in times of social change. 相似文献