Browsing by Subject "Self-Efficacy"
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Item An Exploratory Study of the Relationship Between Exercise Leader Source Credibility, Participant Self-Efficacy, and Exercise Adherence(2010-10-12) Gadberry, Kacy L.Using Social Cognitive Theory, Social Identity Theory, and Source Credibility, this study examined the role of instructor source credibility as related to exercise adherence. A one-time survey was given to participants of an eight-week exercise program. Hierarchical multiple linear regression was used to test hypotheses. Results indicate that perceived expertise was a significant predictor of intentions to adhere to class. Additionally, this study shows how Social Identity Theory can predict lower levels of identification in an exercise context. The scales used to text source credibility were shown to be accurate measures of perceived instructor expertise, likeability, and enthusiasm. Thus, these scales can be used to examine this subject in later studies.Item Examining the Blogging Habits of Agricultural Leadership Students at Texas A&M University: Understanding Motivation, Use, and Self-Efficacy(2013-05-31) Bumguardner, Kalee MarieBlogging is a form of social media, and student engagement is at the center of blogging. The benefits of blogging include being easy to create and maintain, making writing easier to share, encouraging students to write outside of the classroom, and supporting group collaboration. The findings suggest students are more passive in their blogging experiences, as the data found students generally read blogs more than they wrote blogs. The Unified Theory on Acceptance and Use of Technology and self-efficacy theory were used as the framework for the study. This study sought to explore agricultural leadership students? motivations for blogging. Student responses indicated on average they read blogs less than once a month. Students typically reported a preference for informal writing even if they did not blog. Teacher training could be used to increase awareness among educators about the benefits of blogging. Educators must be able to convey the benefits of educational blogging in terms of its ease and benefit for student acceptance.Item Influence of Agricultural Dual Credit on Student College Readiness Self-Efficacy(2013-07-12) Neely, Alanna L.The purpose of this correlational and descriptive study was to examine the influence of an agricultural dual credit course curriculum on student self-efficacy of college readiness as students matriculate to post-secondary education. To evaluate the personal characteristics, postsecondary plans, program perceptions and college readiness self-efficacy, a quantitative survey and online instrument was used to gather data and analyze information on high school students enrolled in agricultural education in both dual credit and non-dual credit courses primarily in the Middle Tennessee Region. The target population (N = 543) for this study was defined as students at 16 schools where the dual credit course was offered with the Middle Tennessee State University, School of Agribusiness and Agriscience in the 2011-2012 academic year. A total of 245 students from 16 secondary agricultural programs in seven different school districts across Tennessee, primarily in the Middle Tennessee region, participated in the study for a response rate of approximately 45%. This study examined college readiness of student participation in an agricultural dual credit course and sought to determine the relationship between student participation in a dual credit course offering and college readiness self-efficacy as well as student perceptions of the course offering. Course self-efficacy was higher among dual credit participants versus non-dual credit participants. Social self-efficacy was also higher for dual credit participants. Females had higher Course self-efficacy, and there was a positive relationship between GPA and each construct of the college readiness self-efficacy inventory. Participant perceptions of the agricultural dual credit program were also high. This study indicates that dual credit participants can confidently approach post-secondary options, and that they are more likely to be successful in college due to level of self-efficacy as they matriculate into college. Recommendations from the study include: Using the MTSU dual credit model in future dual credit course developments and collaborations; using findings as a basis for training future agricultural education teachers on how to improve CRSE; and additional and longitudinal studies to track dual credit students? success in college.Item Self-Efficacy of Early-Career Agricultural Science Teachers in Texas(2013-12-10) Carroll, BodieThe purpose of this study was to determine the self-efficacy of early-career agricultural science teachers from Texas, in the three domains of agricultural education, classroom instruction, FFA, and supervised agricultural experience (SAE). This descriptive study was conducted in the state of Texas using a random sample of 1st, 2nd, and 3rd year agricultural science teachers. A response rate of 50.6% was achieved (N=168, n=85). The respondents complete an online survey using the Qualtrics? system. The survey included 49 likert scale items, as well as demographic items. The results of this study show summated self-efficacy scores on a scale of 1 (No Capability) to 9 (A great deal of capability) of 6.14, 6.87, and 6.91 for the domains of classroom instruction, FFA, and SAE, respectively. Teachers in this study reported the lowest self-efficacy in the categories of utilize a program advisory board (M=5.29), manage a horticulture/greenhouse laboratory (M=5.64), and assist students in preparing FFA proficiency applications (M=5.69). In addition, teachers reported the highest self-efficacy in the categories of supervise students during FFA trips and activities (M=7.94) and assist students in planning FFA chapter activities (M=7.58). Lastly, this study sought to examine the relationship between demographic variables and self-efficacy in each of the three domains. A moderate correlation was found between six different variables.Item Stress and self-efficacy of special education and general education student teachers during and after the student teaching internship(2009-05-15) Dickerson, Kimberly LynnThe purpose of this study was to determine if special education and general education student teachers differed significantly in stress and selfefficacy during and following the student teaching semester. The institutional population was special education and general education student teachers at the top ten teacher producing universities in Texas and the sample was drawn from the four institutions which agreed to participate. Student teachers in these institutions were emailed a link to the survey site. The pretest resulted in a response rate of 16.5%, with 59 analyzable responses from participants. The posttest resulted in a response rate of 10%, with 36 analyzable responses from participants. Data from 23 student teachers completed the stress pretest and posttest survey, and 22 student teachers completed the self-efficacy pretest and posttest survey. Data were analyzed using Friedman?s ANOVA and Wilcoxon Signed Ranks Test. The survey contained two instruments, the Teacher Stress Inventory, and the Teacher Self-Efficacy Scale; and a researcher-developed demographic information sheet. Student teachers were asked to respond to questions pertaining to stress, as well as to how much influence student teachers have with certain aspects of the learning environment. Data analysis utilized descriptive and nonparametric inferential statistics to draw conclusions. Among the major research findings were: 1. General and special education student teachers were significantly more stressed and demonstrated higher levels of self-efficacy from pretest to posttest. 2. Stress was most often caused by poorly motivated students and by students not trying to the best of their abilities. 3. Self-efficacy was highest for the Disciplinary Self-Efficacy Subscale. 4. Special education student teachers did not differ significantly in either stress or self-efficacy from pretest to posttest. 5. General education student teachers differed significantly in both stress and self-efficacy from pretest to posttest. The results of this study may provide a catalyst for further research examining the interplay between stress and self-efficacy, specifically for special education student teachers, and ultimately produce additional findings that may inform student teacher curricula. Additionally, the results may help inform teacher preparation programs about methods to help mediate stress in the early stages of stress onset.