Browsing by Subject "Self-efficacy."
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Item Functional behavior assessment : increasing pre-service general education teachers' self-efficacy in managing classroom behavior.(2014-09-05) Trepinski, Tonya Marie.; Saxon, Terrill F.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.A quasi-experimental design was conducted to examine differences in perceived self-efficacy of pre-service general education teachers towards classroom behavior management before and after instruction in functional behavior assessment. A complex repeated measures design was used with the professional development as the independent variable and the raw scores on the Classroom Management Self-Efficacy scale and the FBA General Knowledge Test as dependent variables. A total of 38 participants responded to three administrations as well as an additional retrospective self-efficacy scale. This additional scale was administered to compare means of the participants' perceptions of self-efficacy before instruction and their retrospective perceptions after instruction. Results demonstrated a change in all raw scores of the participants before and after instruction in functional behavior assessment. The second treatment scores remained fairly constant across their regularly scheduled sessions, whereas both groups showed a significant increase in raw scores after instruction in functional behavior assessment. Regarding the retrospective survey results, there were significant differences only in the factor of classroom behavior management self-efficacy.Item Relationship between self-efficacy beliefs and socio-cultural adjustment of international graduate students and American graduate students.(2006-04-19T15:35:42Z) Gajdzik, Patrycja K.; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.There are many benefits to the presence of international students on American campuses such as increase in diversity and economic contribution (AEC, 2000). However, many international students struggle with adjusting to a new culture (Hubbard, 1994) which may result in attrition, diminished performance, and difficulties in interpersonal relationships (Matsumoto et al., 2001). Researchers have found that students’ beliefs and feelings about themselves are likely to positively correlate with their overall adjustment. Therefore the purpose of this study was to examine the cultural adjustment of international graduate students as compared to American graduate students and to examine the factors that contribute to self-efficacy beliefs in students from both groups. The research was conducted at a private, midsized university in Texas and a mixed method design was employed. Quantitative data were collected through the General Self-efficacy Scale, the Socio-cultural Adaptation Scale, and a demographic form. Qualitative data were gathered through responses to open-ended questions. The sample was stratified based on age and gender and consisted of 100 international graduate students and 100 American graduate students. Major conclusions include the following: general self-efficacy beliefs and students’ perceptions of their cultural adjustment were not related to one another when examined with samples of international graduate students and American graduate students at an American university. In addition, there was no difference between the general self-efficacy beliefs of the international graduate students as compared to general self-efficacy (GSE) beliefs of American graduate students. Students in both samples scored high on GSE as compared to normative sample, and students’ status did not appear to have an influence on their general self-efficacy beliefs. A statistically significant difference was found between international graduate students and American graduate students’ perceptions of their socio-cultural adaptation, p < .001. Students’ responses to open-ended items were consistent with previous findings that factors such as academic performance, social networks, goodness of the match between the individual and university’s resources, and perceived satisfaction influence students’ adjustment to their new environment.Item Relationships between college knowledge and college-going beliefs of eighth grade students.(2013-09-24) Wisely, Lynn Woodward.; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.The present study examined the relationships of college knowledge and parent education level with these college-going beliefs: (a) self-efficacy, (b) outcome expectations, (c) likelihood both to go to and graduate from college, (d) choice intentions, and (e) educational goals of eighth grade students. Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994) provided the theoretical framework. Data collected included the following instruments: College-Going Self-Efficacy Scale (Gibbons, 2005), College-Going Outcome Expectations Scale - Positive (Gibbons, 2005), Career Expectation and Intentions Scale - Revised (Betz & Voyten, 1997) and the Texas College Knowledge Inventory (TCKI) (Wisely, 2012), a revision of the North Carolina College Knowledge Inventory, (NCCKI) (GEAR UP, 2008). The study defined parent education level as one of two conditions: either one or both parents had more than a high school education, or parent(s) did not have more than a high school education. Participants included 324 inner-city public middle school students from a school district in central Texas. Ninety percent of the sample were on free and reduced lunch; 54% were female (46% male); 68% were Hispanic, 24% African American, 8% White, 1% other; and 51.5% were prospective first-generation college students (48.5% non-first-generation). Simple linear regression analyses indicate that, in general, college knowledge accounted for between 1-10% of the variance, while parent education level accounted for up to 2% of the variance in college-going beliefs. Although analyses failed to detect an interaction effect between the predictors, including both predictors in the model was an improvement over either predictor model alone, accounting for up to 11% of the variance. Multinomial logistic regression determined that increasing college knowledge or parent education level greatly improved the odds of a student choosing educational goals of four-year institutions or graduate school over the educational goal of high school or less. A secondary purpose of the study was to assess the TCKI as a tool to measure college knowledge. Implications of these findings extend to school personnel, researchers and public policy advocates.Item Understanding the impact of Equine-Assisted Learning on levels of hope in at-risk adolescents.(2012-11-29) Frederick, Karen E.; Ivey-Hatz, Julie K., 1971-; Educational Psychology.; Baylor University. Dept. of Educational Psychology.In this study, the researcher uses an experimental design to investigate the impact of five-week intervention of group Equine-Assisted Learning (EAL) on levels of hope, self-efficacy, and depression in at-risk adolescents. A randomized, longitudinal, repeated measures method is utilized with a treatment group and a control group. Participants in the experimental group participated in a five-week equine-assisted intervention entitled Leading Adolescents to Successful School Outcomes (LASSO) in addition to receiving the regularly provided services of their school. Participants in the control group received only the regularly provided services of their school counselors. Analysis of variance was used to analyze the main effects of the treatment on measurements of hope, self-efficacy, and depression utilizing the Adolescent Domain-Specific Hope Scale (Frederick, 2011), the New Generalized Self-Efficacy Scale (Chen et al., 2001), and the Major Depression Inventory (Bech, 1998; Bech et al., 2001). Data was collected pre- and post-intervention, as well as weekly during the intervention.