Browsing by Subject "Self-efficacy"
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Item A mixed methods study examining the social cognitive factors that influence faculty members' research self-efficacy and research productivity(2010-12) Pasupathy, Rubini; Siwatu, Kamau O.; Taylor, Colette M.; Duemer, Lee S.Research is one of the primary job functions of faculty members in institutions of higher education. To implement effective policies and practices that promote research productivity, administrators of institutions of higher education need to be aware of the relationship between research self-efficacy beliefs and research productivity. Several studies have examined the relationship between research self-efficacy and research productivity (e.g. Bailey, 1999; Kahn, 2001; Kahn & Scott, 1997; Landino & Owen, 1988; Vasil, 1992). However, the social cognitive factors within the higher education environment that influence research self-efficacy and research productivity have not been examined. This study has two primary purposes; the first is to add to the existing knowledge base on research self-efficacy beliefs of faculty members, its sources and its influence on research productivity. The second purpose is to inform higher education administrators about the social cognitive factors that influence the relationship between research self-efficacy beliefs and research productivity. A two phase mixed methods research study was conducted. One hundred and nine faculty members completed the Research Self-Efficacy Inventory and Research Productivity Index. Based on the results, eight faculty members were selected for in-depth interviews. Quantitative analysis indicated that there is a significant but small correlation between research self-efficacy and research productivity. Qualitative analysis revealed that the higher education environment experienced either as a graduate student or as faculty members plays an important role in research self-efficacy development and research productivity. Identifying and understanding factors that influence research self-efficacy within education environments provide a better understanding of the factors that facilitate research productivity among faculty members with implications for understanding the nature of work among faculty members in higher education.Item A problem solving application in mathematics education(2006-12) Arizpe, Omar; Dwyer, Jeremiah; Harris, Gary; Stevens, TaraA solution to the Rubik's Cube was introduced to an eighth grade mathematics class. The purpose of this study was to determine if an introduction to a solution to the Rubik's Cube could enhance students' problem-solving abilities, increase their general interest in mathematics, and enhance students' problem solving self-efficacy. Pre and Post Surveys were administered. The results revealed a significant increase in students' problem solving abilities and self-efficacy, but no significant difference was found in student interest. A highly statistically significant difference was found in the girls' problem solving abilities. This may have been as a result of the algorithmic approach taken to solve the Rubik's Cube.Item Acculturative Self-Efficacy: A New View on the Acculturation Process for Individuals of Mexican Descent(2011-08) Rodriguez, Sofia; Hardin, Erin E.; Borrego, Joaquin P.; Hendrick, Susan S.; Richards, StevenAcculturation research is increasingly focusing on how Mexicans and Mexican Americans culturally adapt when coming into contact with a dominant culture. Understanding acculturation is important because immigrants who are more acculturated to U.S. culture experience better adjustment, more utilization of mental health services, and more success while living in the United States (Surgeon General's Report on Mental Health, 2001). In spite of an upward trend of research on acculturation and adaptation for individuals of Mexican descent, the literature continues to suggest that there is not “a measure that adequately samples the major behavioral and attitudinal domains related to acculturative change” (Zane & Mak, 2002, p. 54). Until recently, research had not investigated how a Mexican American’s self-efficacy (an individual’s perception of his or her confidence to complete a task; Bandura, 1997) towards acculturation plays a role in successful adjustment to the dominant culture. A pilot study of a new acculturation scale, the Acculturative Self-Efficacy Scale (Rodriguez-Siuts & Hardin, 2008), revealed confidence or self-efficacy (e.g., in speaking English or making European American friends) is indeed an important factor to consider when examining successful cultural adjustment for Mexican Americans living in the United States. The present study was designed to examine a revised Acculturative Self- Efficacy Scale (ASES) that addresses the limitations and concerns found in the pilot study. The results indicated that ASES has good psychometric properties, including good reliability and validity. Additionally, the ASES predicted some aspects of psychological and sociocultural adaptation above and beyond behavioral acculturation, as measured by the Acculturation Rating Scale for Mexican Americans-II (ARSMA-II).Item Acknowledging attitudes and accessibility : motivational characteristics of deaf college students studying English and the potential of computer-mediated communication(2013-12) Garberoglio, Carrie Lou; Schallert, Diane L.Deaf individuals’ relationship with English has historically been problematic, in large part because of the lack of full accessibility to the language. However, language takes up not only communicative space, but also psychological space in our lives. The psychological dimensions involved with English language learning for deaf individuals are largely unknown. This study addressed this gap by exploring psychological dimensions involved with language learning for deaf individuals while concurrently exploring the role of computer-mediated communication in enhancing direct and interactive accessibility of English. The psychological dimensions of interest in this study originate from self-efficacy theory (Bandura, 1977), possible selves (Markus & Nurius, 1986), and the L2 Motivational Self System (Dörnyei, 2005, 2009a). This study had three main goals: 1) to examine the motivational characteristics of deaf language learners, 2) to assess whether those characteristics would change over time, and 3) to assess the role of CMC in language learning experiences. This study took place over the course of a semester in college classes designed for deaf students studying English. Selected classes were asked to use online chat as an instructional tool. Measures were administered at the beginning and the end of the semester, and students were asked to participate in focus groups to discuss their experiences. A mixed methods approach that made use of quantitative and qualitative methods was used to capture the complexity involved in second language learning for the deaf student, including contextual influences. Overall findings indicate that deaf students’ self-images, self-efficacy beliefs, attitudes, and motivated behaviors about English were positive, but significantly influenced by the context in which language use occurs. When the environment was seen as accessible, beneficial, and enjoyable, deaf students were able to utilize greater levels of individual agency towards the aim of learning English. Computer-mediated communication emerged as an affordance that enabled “seeing English,” indicating dynamic, interactive engagement with English when ideal conditions were met. Thus, CMC appears to allow for a language learning experience that is available and accessible for deaf learners, and can provide opportunities to prime possible selves as English language users.Item An analysis of the effect self-efficacy has on interest for urban minority students toward an agricultural major/career(2008-12) Settle, Quisto Dossey; Doerfert, David; Akers, Cindy; Burris, ScottThe agriculture industry is facing a need for qualified workers while colleges of agriculture, which are the primary sources of these qualified workers, are also facing declining enrollments. In order to amend this problem, it has been suggested that increasing the number of non-traditional students (ethnic minorities with little-to-no experience in agriculture) could be a potential solution. One of the areas of consideration is the self-efficacy and career interest levels of these students. This study sought to answer the question of what effect would a workshop in agricultural communications have on participants’ levels of self-efficacy and career interest for agriculture? At three locations, a five-day workshop was conducted with lessons in risk/crisis communications, photography, video, news writing, and Web design. At two locations, students did not have access to formal instruction in agriculture-related content, while the third location included students at an agriculture high school Participants’ levels of self-efficacy and career interest were assessed before and after the workshop to assess any changes. It was found that two of the three workshops were effective at increasing self-efficacy and career interest levels of participants while the third, consisting of students from an agricultural high school, didn’t show the same improvements. The results suggest that the students’ characteristics and prior experience were not responsible for most of the changes, leading to the conclusion that it was likely the workshop. It was recommended to create more permanent agricultural institutions, such as agriculture programs in high schools and 4-H clubs, to increase urban, minority participation in agriculture. In the mean time, workshops and programs that serve as introductions to agriculture should continue.Item Breastfeeding plans, intentions, and interactions(Texas Tech University, 2008-08) Thomas-Jackson, Shera C.; Hart, Sybil L.; Reifman, Alan; Boylan, Lee M.This study explores the relationships of demographics and psychosocial factors on breast feeding plans, intentions and mother-infant interactions. Breastfeeding provides many benefits to both mother and child, therefore, understanding the influences on breastfeeding decisions is important for understanding the breastfeeding relationship. This thesis explores the demographic influences on a woman’s breastfeeding practices and plans, and further explores the influence of psychosocial factors on intended breastfeeding duration. Women (N=160) were recruited within the first 48 hours post-partum from a county hospital in the southwestern United States. First, the relationship of demographics and psychosocial factors and their impact on a woman’s breastfeeding experience in the hospital, and her long term breastfeeding plans are explored. This relationship is explored with a path analysis using AMOS software (Arbuckle, 2006). Demographics variables including socio-economic status, maternal age, maternal education level, marital status, and ethnicity are factors used in this model. Psychosocial variables in the model include maternal depressive features and maternal-fetal attachment. Socio-economic status, maternal age, education, and marital status are related. In addition, women with higher socio-economic status and married have higher rates of exclusive breastfeeding following delivery. Women planning to return to work planned to breastfeed for fewer months, whereas women exclusively breastfeeding in the hospital planned to breastfeed for more months than women who provided formula supplementation in the hospital. Women with lower education level experienced more depressive features early postpartum. Depressive features did not impact feeding plans or intentions. A multiple group comparison was performed in order to compare marital status and ethnicity. No group differences were found in either comparison model. However, when comparing the married vs. unmarried model maternal-fetal attachment negatively predicted a woman’s plan to return to work. Psychosocial factors were not found to influence breastfeeding practices. In a 10-14 day follow-up study, using a sub-sample (N=45), the relationship of depressive features at 10-14 days and breastfeeding self-efficacy on duration of a videotaped feeding was explored. Women were interviewed and videotaped breastfeeding when the infant was 10-14 days old. A partial correlation was used to examine this relationship while controlling for demographic factors. Depressive features and breastfeeding self-efficacy do not have a relationship with the length of time a woman is available to breastfeed her infant or the amount of time an infant actually breastfeeds. Depressive features and breastfeeding self-efficacy do have a significant relationship. Women with higher depressive features were found to have lower breastfeeding self-efficacy.Item Building students’ mathematics self-efficacy through student-teacher trust(2012-05) Harvey, Kristin Emilia; Borich, Gary D.; Suizzo, Marie-AnneA current national priority is improving secondary school mathematics performance. Middle school students’ trust in their mathematics teachers can lead to better relationships and increased feelings of competence, or mathematics self-efficacy, which is consistently linked to achievement. Student trust is based on perceptions of a teacher’s competence, benevolence, openness, reliability, and honesty. To determine the effect of trust in a teacher on student mathematics self-efficacy while accounting for the non-independence due to shared classroom experiences, hierarchical linear modeling will be utilized. Controlling for prior achievement, mathematics self-efficacy is expected to be higher for students who perceive their mathematics teacher meets more of the criteria for trust, with a stronger effect for low-achieving students. The implications of the outcomes of the proposed study suggest the creation of a training program to facilitate trust building between students and teachers. This report also includes an evaluation plan which details the components of the trust building program, a model for the program, and the proposed method to measure the reported outcomes.Item Chronic pain and self-efficacy: the effects of gender, chronicity, and age(Texas Tech University, 1999-08) Chong, Gary S.Pain research literature indicates an inverse relationship of self-efficacy (SE) to chronic pain, a higher tolerance and threshold for acute pain in males, and lower SE scores for patients who have had chronic pain for a longer period of time (i.e., longer chronicity). No clear literature trends were found, however, for self-efficacy (SE) and gender, SE and age, or chronicity effects on SE and pain. Moreover, there are no studies of the interaction effects of gender, chronicity, and age on chronic pain and SE. The purpose of this research was to study the effects of gender, age, and chronicity on SE and pain ratings. Results indicated that SE and pain ratings were inversely related, supporting a cognitive-behavioral theoretical view that individuals are active agents in processing chronic pain. Those who engage in conduct and thinking which enhance SE may have less pain perceptions and behaviors. There were no differences in pain ratings across categories of gender, chronicity, or age suggesting that, prior to receiving pain therapy, gender, pain chronicity, and age do not provide a clinically useful means of differentiating among patients for assignment to one treatment protocol versus another.Item Comparison of elementary education and music education majors’ efficacy beliefs in teaching music(Texas Tech University, 2008-08) Buckner, Jeremy J.; Killian, Janice; Wood, Bruce; Hughes, Thomas; Fehr, Dennis; Boye, AllisonThe purpose of this study was to compare elementary education and music education majors’ perceived efficacy beliefs in teaching music to determine what factor(s) contribute to these beliefs and to examine possible changes in self-efficacy after elementary education majors complete a course in music teaching methods. Participants (N=193) were elementary education majors (n=113) enrolled in a music methods course as part of their university certification program and music education majors (n=80) comprised of two groups. Data was collected through three surveys created for this study: the Music Teaching Efficacy Belief Instrument, the Music Teacher Confidence Scale, and the Music Experience Survey. Results of this study indicated that music education majors’ expressed statistically significant higher degrees of confidence for making music (singing and playing an instrument) and teaching music; however, elementary education majors’ responses indicated higher confidence to integrate music with other curricular subjects. Further, elementary education majors’ responses indicated an increase in confidence to teach music after participation in a music methods course. Furthermore, results of the study indicated that personal music teaching efficacy and music teaching are two possible factors that contribute to elementary education and music education majors’ efficacy beliefs in teaching music.Item Comparison of experts and novices in problem-based learning for engineering education(2014-12) Heo, Damji; Schallert, Diane L.Ill-structured problems, problems that do not have simple structures and one finite correct solution, are the most common form of problems that engineers meet in everyday situations. However, because ill-structured problems and well-structured problems differ in many aspects, the curriculum of engineering education mostly focuses on well-structured problems, leading to the possibility that students might not apply the knowledge they have learned from school to the workplace after they graduate. Problem-based learning using ill-structured problems is more effective in teaching students to approach a solution for a task in a more expert-like way, by, for example, using analogical reasoning. In this study, novice participants who are majoring in Engineering and expert participants who are in the Civil or Mechanical Engineering fields are asked to solve ill-structured problems. The focus of analysis will be on the different types of analogies they use. Self-Efficacy will also be measured using a survey to observe if different levels of self-efficacy affect problem solving differently in the two groups, and if there is any relationship between types of analogies that each groups use and self-efficacy. The findings of this study would help to improve the curriculum of engineering education especially enhancing students’ cognitive strategy for engineering designs.Item Development and psychometric exploration of the online teaching self-efficacy scale.(Texas Tech University, 2009-05) Gosselin, Kevin Patrick; Burley, Hansel E.; Paton, Valerie O.; Siwatu, Kamau O.; Hamman, DouglasABSTRACT With over 3.1 million students enrolling in at least one online higher education course in the fall semester of 2005, online education is emerging as one of the most prominent and pervasive forms of distance education (Allen & Seaman, 2006). The resulting implication for postsecondary institutions is that the necessary instructors are needed to meet the growth of online education. The challenge presented with this need revolves around the consideration of the integral pedagogical foundations involved in online instruction. The literature presents a potential link between the ambiguity of online pedagogy and instructors� self-beliefs to teach online (Easton, 2003). However, a measure to assess the specific dimensions of online teachers� self-efficacy beliefs is not available. Additionally, current teacher self-efficacy scales do not encompass the domain specific tasks of online instruction. The study had two primary purposes; the first was to develop the Online Teaching Self-Efficacy Inventory, a series of five scales to examine the teaching self-efficacy beliefs of online instructors. The second portion of the study explored the psychometric properties of the inventory scales. The key research questions were these: (1) How many factors are needed to summarize the pattern of correlations in the correlation matrices for the inventory scales? (2) Are the inventory scales reliable? (3) Within the inventory scales, how much variance does each factor account for? (4) How can the factors be interpreted from the derived variables of the Online Teaching Self-Efficacy Inventory scales? An exploratory factor analysis for each of the five online teaching self-efficacy inventory scales was conducted to ascertain item composition using factor extraction and factor rotation analyses. The analyses resulted in identifying items for each scale whose removal enhanced the instrument�s factor structure. The resulting inventory has 47 items allocated to five scales:(1) Web-Based Course Structure;(2) The Online Alignment of Objectives, Instruction, and Assessment;(3) Course Content Migration; (4) Virtual Interaction; and (5) Selection of Technological Resources. Internal consistency and reliability analyses were conducted to determine the extent to which items within each scale measured the same construct as other items within that scale. All of the retained items corresponding with each of the five inventory scales had factor loadings of at least 0.32. The alpha reliability coefficient for each scale ranged from 0.84 to 0.95. The development of the Online Teaching Self-Efficacy Inventory relied extensively on literature pertaining to online instruction and expert content validation techniques. It treats online instruction and associated instructional self-efficacy beliefs as distinctive entities encompassed by task-specific competencies and dimensions. The results of the study provide an initial measure for examining the self-efficacy beliefs of online instructors. Implications of the study and directions for future research are presented.Item Developmental students sources of self-efficacy and the university academic support program impact(Texas Tech University, 2008-05) Kiser, Michelle; Rodriguez, Roy C.; Stevens, Tara; Henry, JudyThe purpose of the current study was to evaluate the importance of the four sources of self-efficacy (verbal persuasions, mastery experiences, psychological feedback, and vicarious experiences) through testing a path model that posits a relation between the four sources of self-efficacy, expectations, and motivation outcomes. Studies investigating how the sources of self-efficacy can impact developmental students’ academic success have not been conducted. Therefore, the justification to complete the current study included, but was not limited to, the lack of previous research, the importance of university academic support programs to the university, and to provide the findings to enhance university academic support programs. The theoretical approach to self-efficacy and the basis for the current study have been provided by the Social Cognitive Theory (Bandura, 1986). In previous research, the Social Cognitive Theory has been successfully applied to education at a university level and there has been research completed with students; however, there has not been specific research completed which dealt with developmental students and academia. The population includes students who are part of the Texas Success Initiative (TSI) Program and enrolled in a TSI liable course. Developmental students included freshman, sophomore, junior, and senior. There were 698 students enrolled in the TSI program in the fall of 2007. Of the 698 students requested to complete the survey, 382 students responded which is a completion rate of 54.7%. Path analysis was the research method used. In order to conduct the path analysis accurately, the six variables, verbal persuasions, mastery experience, physiological feedback, vicarious experiences, motivation, and outcome expectations, were converted to z scores. Once all data had been converted to z scores, data was calculated for means and standard deviations for each of the six scales. Once data was converted, reliability and validity measures were completed. The Cronbach’s alpha coefficient for the scales ranged from the lowest of .862 for the Expectation Scale to the highest of .938 for Academic Achievement Scale. Correlation for the total sample was completed, along with confirmatory factor analysis. The path analysis was found to be a perfect fit between data and the proposed model.Item Differences in communication, goals and self-efficacy, social anxiety, and self-perception for non-aggressive rejected and popular children(Texas Tech University, 2005-08) Crosby, Kimberly A.; Clopton, Jim; Fireman, Gary D.; Borrego, Joaquin P.; Richards, StevenPeer collaboration has become a common ground for examining how children communicate and exchange information when working with a partner, and research has shown a general trend of improvement in cognitive coordination and performance during collaborative tasks (Bell, 2001; Doise, Mugny, & Perret-Clermont, 1975; Hartup, 1978; Ladd, 1981; Reynolds & Fireman, 1998; Yeates, Shultz, & Selman, 1991). Social status in childhood has also become a major focus in predicting social adjustment among peers, as research has shown that negative peer status in childhood is predictive of later manifestations of emotional problems, maladaptive behavior, and risk for academic failure in adolescence and adulthood (Coie, Dodge, & Kupersmidt, 1990; Coie, Lochman, Terry, & Hyman, 1992; Cowen, Pederson, Babigian, Izzo, & Trost, 1973; French & Conrad, 2001; Hoza, Molina, Bukowkski, & Sippola, 1995; Kupersmidt, 1983; Parker & Asher, 1987; Roff, Sells, & Golden, 1972). This study examined the social context of peer collaboration and communication when children in a negative peer status group, who were considered rejected and non-aggressive by their peers, were paired with children who were viewed as being popular by their peers. In addition, this study investigated individual differences within these two groups regarding the goals children had when solving a social conflict problem, feelings of self-efficacy in being able to solve the problem, levels of social anxiety, different types of self-perception, and the emotions experienced when they worked with a partner. Eighty 5th and 6th grade boys and girls were identified through peer nominations as either non-aggressive rejected or popular. Children worked in non-aggressive rejected/popular dyads or popular/popular dyads to complete a story-writing task together, and also answered several questionnaires individually. Results indicated few differences between the two social status groups on aspects of communication when working together on a task. However, non-aggressive rejected children reported substantially higher levels of social anxiety and lower levels of self-perception than popular children. There may have been other differences between the two groups of children, regarding goals and self-efficacy and the emotional experience of working with a partner, which would have been found to be statistically significant if the sample size in this study had been larger. Because of the negative long-term outcomes related to the rejected status, future research in this area is strongly encouraged in order to expand the knowledge and treatment of rejected children, particularly those who are not aggressive.Item Differences in communication, goals and self-efficacy, social anxiety, and self-perception for non-aggressive rejected and popular children(2005-08) Crosby, Kimberly A.; Clopton, Jim; Fireman, Gary D.; Borrego, Joaquin P.; Richards, StevenPeer collaboration has become a common ground for examining how children communicate and exchange information when working with a partner, and research has shown a general trend of improvement in cognitive coordination and performance during collaborative tasks (Bell, 2001; Doise, Mugny, & Perret-Clermont, 1975; Hartup, 1978; Ladd, 1981; Reynolds & Fireman, 1998; Yeates, Shultz, & Selman, 1991). Social status in childhood has also become a major focus in predicting social adjustment among peers, as research has shown that negative peer status in childhood is predictive of later manifestations of emotional problems, maladaptive behavior, and risk for academic failure in adolescence and adulthood (Coie, Dodge, & Kupersmidt, 1990; Coie, Lochman, Terry, & Hyman, 1992; Cowen, Pederson, Babigian, Izzo, & Trost, 1973; French & Conrad, 2001; Hoza, Molina, Bukowkski, & Sippola, 1995; Kupersmidt, 1983; Parker & Asher, 1987; Roff, Sells, & Golden, 1972). This study examined the social context of peer collaboration and communication when children in a negative peer status group, who were considered rejected and non-aggressive by their peers, were paired with children who were viewed as being popular by their peers. In addition, this study investigated individual differences within these two groups regarding the goals children had when solving a social conflict problem, feelings of self-efficacy in being able to solve the problem, levels of social anxiety, different types of self-perception, and the emotions experienced when they worked with a partner. Eighty 5th and 6th grade boys and girls were identified through peer nominations as either non-aggressive rejected or popular. Children worked in non-aggressive rejected/popular dyads or popular/popular dyads to complete a story-writing task together, and also answered several questionnaires individually. Results indicated few differences between the two social status groups on aspects of communication when working together on a task. However, non-aggressive rejected children reported substantially higher levels of social anxiety and lower levels of self-perception than popular children. There may have been other differences between the two groups of children, regarding goals and self-efficacy and the emotional experience of working with a partner, which would have been found to be statistically significant if the sample size in this study had been larger. Because of the negative long-term outcomes related to the rejected status, future research in this area is strongly encouraged in order to expand the knowledge and treatment of rejected children, particularly those who are not aggressive.Item Effects of childbirth preparation classes on self-efficacy in coping with labor pain in Thai primiparas(2008-05) Howharn, Chularat, 1970-; Dormire, Sharon L.The purpose of this study is to determine the effect of childbirth preparation classes on self-efficacy in coping with labor pain in Thai primiparas. The nonprobability convenience sample consisted of sixty primiparas assigned to either a control or an experimental group (thirty in each group). In order to prevent crosscontamination, all control group data were collected before initiating enrollment of the experimental group. The control group participants received standard care and education. Participants in the experimental group attended three childbirth classes over three consecutive weeks. Data were collected at the beginning of week 1 to establish a baseline (pretest), at the end of the third class which is the end of the intervention (posttest), and at 24-48 hours after delivery (follow-up) using a demographic form, postnatal data form, and the Childbirth Self-efficacy Inventory. Overall, experimental group self-efficacy expectancy increased dramatically across three data points. In contrast, control group self-efficacy expectancy decreased dramatically across three data points. There was an interaction between time of selfefficacy expectancy measurement and group, F(1.33, 71.77) = 6.34, p < .05. Selfefficacy expectancy in the experimental group was significantly different than that of the control group, F(1, 54) = 14.66, p < .001. Outcome expectancy findings were different than self-efficacy expectancy results. Control group outcome expectancy decreased dramatically across three data points while the experimental group selfefficacy increased after the class and then decreased after the birth but was higher than baseline. There was an interaction between time of outcome expectancy measurement and group, F(1.72, 935.18) = 4.83, p < .05. Data at the follow-up or 24-48 hours after delivery revealed that only one woman from the control group received an analgesic during the birthing process. The groups did not differ in duration of labor and type of delivery. These findings indicate partial effect of childbirth preparation classes on self-efficacy in coping with labor pain. The relatively small effect size reflects the high degree of variability in issues surrounding a woman's experience of pain and measures related to self-efficacy in coping with labor pain. Additional research in this population is needed.Item Effects of metacognition instruction on postsecondary student self-efficacy(2011-05) Roberts, Frank Warner; Svinicki, Marilla D., 1946-The current study proposes an examination of the effects of metacognitive prompting on participants’ self-efficacy when completing a computer-based algebra lesson. Participants will be randomly assigned from the Educational Psychology subject pool. The experimental design contains 4 conditions: before prompts, during prompts, after prompts, or none (control). The data will be analyzed using a one-way ANCOVA with the metacognitive prompt condition as the between subjects factor, the post-test self-efficacy scores serving as the dependent variable, and pre-test self-efficacy scores acting as the covariate.Item An evaluation of the influence of computer-mediated communication on motivation, visualization of the self, learning experience, and self-efficacy in deaf students learning English as a second language(2012-12) Garberoglio, Carrie Lou; Borich, Gary D.; Schallert, Diane LComputer-mediated communication (CMC) has been shown to facilitate positive outcomes in language learning environments, including greater motivation, positive attitudes, and increased interactive quantity and quality of language use. This study posits that CMC can serve as an affordance that allows for increased opportunities for deaf students to engage in direct, collaborative learning and meaningful interaction in English that then allows for increased motivation, improved visualizations of the self, attitudes, and self-efficacy in English language learning. Changes in these outcomes due to the intervention of CMC in college English classes designed for the deaf student will be assessed with pre- and post-tests, using hierarchical linear modeling as a statistical methodology to capture class effects. Qualitative analyses will also capture greater levels of complexity in instructor and student experiences with CMC through interviews, observations, and transcript analysis. This report also includes an evaluation plan with an outline of the essential program components, a logic model, and analysis plan based on stakeholder questions.Item Examining the influence a culturally familiar reading task has on students’ reading performance and self-efficacy: A mixed methods study(2011-12) Kelley, Heather M.; Siwatu, Kamau O.; Lesley, Mellinee; Rudd, LorettaThe changing cultural composition of the United States necessitates preparing teachers to be able to meet the needs of students from a multitude of cultures. In 2009, the U.S. Census Bureau has projected that the Hispanic population in Texas is increasing rapidly, and consequently, teachers will be asked to deliver high quality instruction and ensure student achievement for this growing population. Current research has indicated that the achievement gap between White students and Hispanic and African American students are very real across disciplines (e.g. math, science, reading, language arts). This achievement gap between racial groups is of central concern and has left scholars with the need to investigate potential factors that may be causing Hispanic and African American students to fall behind in achievement or perform poorly. This mixed methods study aimed to investigate utilizing culturally responsive pedagogy as an approach to teaching and increasing achievement for culturally and linguistically diverse students. The purpose of this study was twofold. First, this study was designed to add to the existing knowledge base regarding the effectiveness of culturally responsive teaching practices. More specifically, culturally responsive pedagogy was utilized in the form of a reading task to examine its influence on students’ recall and reading comprehension performance. Second, this study was designed to inform educators about the relationship between culturally responsive pedagogy and self-efficacy beliefs. Results of this study indicate that a culturally familiar reading task increased achievement in recall and reading comprehension scores. This study also found that a culturally familiar reading task did significantly increase reading self-efficacy beliefs. A thematic analysis revealed that students attributed their reading self-efficacy beliefs based on their ability to relate to the reading task, their interest level, and the perceived difficulty of the task. The results may have implications for the school setting in that culturally responsive pedagogy can increase academic achievement and reading self-efficacy. This study demonstrated that culturally responsive pedagogy is beneficial for culturally and linguistically diverse students and can be utilized as a pedagogical approach to enhance learning.Item Exploring the Factors That Predict Preservice Teachers’ Self-Efficacy Beliefs to Teach Culturally and Linguistically Diverse Students(2011-05) Zaier, Amani; Lan, WilliamThe American educational system encourages diversity in classrooms in terms of ethnicity, race, and language backgrounds (Gay, 2010; Milner, 2009; Silverman, 2010). Teacher education programs are oriented toward preparing culturally responsive and competent teachers in order to serve the increasing population of culturally and linguistically diverse students, who are attending American educational institutions. However, the research on the domain of teacher educational programs has been focused on the effect of content and teaching strategies on teachers’ practices and attitudes and not quite in depth on their abilities to teach diverse student populations (Garman, 2004). This lack of research focus constitutes a shortage in the contribution of teacher education program in preparing efficacious teachers to teach culturally and linguistically diverse students (Banks, 2008; Gay, 2002; Tschannen-Moran & Hoy, 1998; Sheets, 2005). Furthermore, the literature search points to the existence of a gap in research in exploring the sources of efficacious information as predictors of preservice teachers’ self-efficacy beliefs in the context of cultural responsiveness (Cone, 2009; Palmer, 2006; Usher & Pajares, 2009). In this respect, this study is using the four sources of efficacy information identified in Bandura’s Social Cognitive Theory (1977), along with two other demographic variables (number of courses addressing multicultural education, and the quality of teacher education program), to determine if they will predict preservice teachers’ self-efficacy beliefs to teach culturally and linguistically diverse students. To do so, this study will be based on two theoretical frameworks of Social Cognitive Theory (SCT) and Culturally Responsive Pedagogy (CRP).Item Exploring the individual and organizational effects of formerly homeless employee inclusion within North Carolina shelters(2011-12) Barnes, Suzanne Mallard; Streeter, Calvin L.; Ferguson, MiguelThis exploratory study examined the individual and organizational effects of formerly homeless employee inclusion on members of the homeless shelter community, including shelter directors, formerly homeless employees, professional employees, and shelter residents. The effects of formerly homeless employee inclusion on shelter residents' vicarious self-efficacy were specifically examined. A qualitative case study design was used to gather interview data from six homeless shelters in North Carolina. The interviewees included five shelter directors, three formerly homeless employees, and seven shelter residents. Professional boundary development was correlated with the impact of formerly homeless employee inclusion within the shelter community. There are more benefits than challenges to formerly homeless employee inclusion in homeless shelters. The challenges generally affected the formerly homeless employees themselves, sometimes to the point of addiction relapse. Formerly homeless employee inclusion provides the benefits of self-efficacy, tough love, and understanding and helping for shelter residents. Additional benefits were found for the formerly homeless employees. Benefits and challenges for professional employees were anecdotal and therefore not trustworthy. There are several major implications for professional practice resulting from this study. Shelter residents in the present study consistently viewed formerly homeless employee inclusion as positive. This positive experience may contribute to improved client engagement, retention, and outcomes. The challenges presented were infrequent, and considered manageable by the shelter directors. These findings may encourage other shelter directors to employ formerly homeless individuals, thereby benefitting others who are either experiencing or working to alleviate homelessness. Formerly homeless employee inclusion is also consistent with strengths-based practice and the social justice principle of the National Association of Social Workers Code of Ethics, as it provides meaningful opportunities for indigenous participation. Future research should focus on further understanding the correlation between formerly homeless employee inclusion and shelter resident outcomes and the effects of formerly homeless employee inclusion on professional shelter employees.
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