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Academic Self Efficacy Case Study

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3.2 A BRIEF REVIEW OF VARIOUS INSTRUMENTS USED FOR ASSESSING ACADEMIC SELF-EFFICACY 1. The Generalized Self-Efficacy Scale (GSE) (Tipton & Worthington, 1984) measures people 's expectations that they can perform competently across a broad range of situations which are challenging and require effort and perseverance. The instrument consists of 10 items, with a total possible score of 70 (e.g., "Once I set my mind to a task, almost nothing can stop me"). The total score was used as a self-efficacy measure. On this scale, a lower response indicates higher self-efficacy. Internal consistency for the GSE is .77 (Lennings, 1994) and for the current sample was .73. Tipton and Worthington (1984) found evidence of construct validity when people with low GSE scores expended more effort and persevered longer on two tasks than did people with high GSE scores. 2. …show more content…

College Academic Self-Efficacy Scale (CASES; Owen & Froman, 1988) The College Academic Self-Efficacy Scale (CASES; Owen & Froman, 1988) was used to measure academic self efficacy. Each of the 33 items represents typical academic behaviors on which respondents rate their degree of confidence in completing. A five-point Likert-type scale measures responses ranging from quite a lot (5 points) to very little (1 point). Higher scores indicate higher college academic self-efficacy. Sample items include “Participating in a class discussion” and “Challenging the professor’s opinion in class.” Owen and Froman reported good empirical support for both factorial and concurrent validity and obtained a test-retest reliability coefficient at .85 with an 8-week period. Owen and Froman also reported internal consistency coefficients between .90 and .92. Similarly, in a sample of 215 undergraduate students, Choi (2004) reported an internal consistency coefficient of

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We also had to respond to what one has heard by listening to our peers thoughts and appropriately agreeing or disagreeing. These actions all show the class can communicate in a manner that allows one to be both heard and

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The scale has shown substantial reliability tested by internal consistency as well as good test-retest reliability. The inventory contains 15 item at 4-point rating scale that combine measures of feelings of fear/anxiety and feelings of depression/anger (Mitchell & Hastings, 1998). SELF -EFFICACY The scores of self efficacy related to challenging behaviour can be operationalized by Difficult Behaviour Self-Efficacy Scale (Hasting, R. P., & Brown, 2002) which include scale of five items.

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Every day of the study, in dense hallways or busy passing periods, I was told to get out of the way or one of several other negative remarks. As I tried to walk on the left, I was met with a heavy feeling of annoyance from the other students. It was sometimes surprising to see the amount of anger some people could muster from a single student on the opposite side of the hallway. This was probably the most exciting evidence I had compiled, and the evidence that I thought helped my study the

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Self-efficacy is best explained by Bandura (1995) who says that it "refers to beliefs in one's capabilities to organize and execute the courses of action required to manage prospective situations". More simply, self-efficacy is what an individual believes he or she can accomplish using his or her skills under certain circumstances (Snyder & Lopez, 2007). Self-efficacy has been thought to be a task-specific version of self-esteem. The basic principle behind Self-Efficacy Theory is that individuals are more likely to engage in activities for which they have high self-efficacy and less likely to engage in those they do not (Van der Bijl & Shortridge-Baggett, 2002). I think that this research by Snyder & lopez is particularly relevant to Simons case as.

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Self-efficacy relates to personality and the age old discussion of nature versus nurture. The 1997 film Good Will Hunting is used as an application throughout. Good Will Hunting revolves around 20 year old Will Hunting. He is an unknown genius, blue collar worker

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It is vastly important for the professor to be approachable, available and provide prompt feedback to students (Sweet and Broadbent, 2016). During my teaching observation I was able to observe open communication between the professor and the students. I noted that the most interaction between the instructor and the students occurred during the second half of my observation which included a test review. The students had a vested interest in the test review section of the class and I saw that they took more notes and were more attentive during this section than they were during the actual instruction. An interpersonal relationship strength was that Dr. Hoffman was able to address many of the student’s questions at this time and they seemed satisfied with her answers.

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Northouse (2016) state that beliefs in one’s abilities to accomplish a goal are more likely to be motivated to succeed. Skills Inventory In the technical skill I rated myself in the high range.

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Instructors at all levels of education often end lessons with this question. While instructors believe that they are giving their students a chance to speak up, there is little evidence to suggest that the invitation is effective (Bloom, 1984). Today more than ever, students need some level of involvement and participation in class to help them reach their learning potential (Thalheimer, 2003). Productive classroom participation and healthy discussions can ultimately lead to higher student achievement (Yourstone, Kraye, & Albaum, 2008).

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(COPUS) showed students spent 57% of class engaged in different activities instead of listening to their teacher. The students spent 43% of the time listening to the instructor. It also showed time spent lecturing, explaining assignments, or conducting other administrative tasks. It was also shown that the teacher took 30% of class time lecturing. 72% of class time is spent lecturing, group work, listening as a whole class.

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Bandura provides an augmentation to this thought that self-system is the set of cognitive processes by which a person evaluates, perceives and controls his or her own behavior so that it is proper in the environment and an individual is an affective in achieving the individual’s goals. The individual is impacted by both external processes to reinforce and provide the environment and internal process such as expectations, thoughts, anticipated reinforcements, plans and goals. When evaluating Monroe’s self-system we can assume that she was influenced by both internal processes of reinforcements and external processes of reinforcements. (Schustack) How did Monroe become such a successful actress and one of the most acknowledged faces in the world?

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Self-efficacy is based in a great theoretical framework known as Social Cognitive Theory (SCT), in which there are bidirectional communications between the cognitive, behavioral and environmental or situational contexts (Wood & Bandura, 1989). Self-efficacy beliefs are not a stable attribute of an individual, but they are an active and learned system of beliefs held in context. The thought of self-efficacy is interested with judgments of one’s ability to produce a given pattern of behavior (Schunk, 1981). Social cognitive hypothesis is developed from the view of human agency. In this view, individuals are measured as factors who are contained in their own progression and, by means of their actions, they are able to make things happens.

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The second measure used in this study is Rosenberg Self-Esteem Scale (RSE) (Rosenberg, 1965). This measure also a Likert scale measure that contains ten items that help evaluate whether a person has low or high self-esteem (Rosenberg, 1965). The measure is a 4-point scale ranging from 1 (Strongly Agree) to 4 (Strongly Disagree) (Rosenberg, 1965). The third measure used in this study is Reason for Exercise. (Silberstein et al., 1988).

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1.2.1.2 Bandura’s social cognitive theory (1997) While one strand of research grounded in Rotter’s Social Learning Theory developed, a second strand emerged, growing out of Bandura’s Social Cognitive Theory and his construct of Self-Efficacy, as initially described in his 1977 article, ‘‘Self-Efficacy: Toward a unifying theory of behavioral change’’. Bandura (1997) defined perceived Self-Efficacy as ‘‘beliefs in one’s capabilities

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They claimed that, The SCT (social cognitive test) based of SEICT test would help international students to cooperate with transitional challenges that significantly diminish their academic performance. Researchers further add that the numbers of failure and success during transitional challenges are the primary sources for self-efficacy where self-efficacy is an essential component to human motivation. The students need a right conciliation that can enhance their self-efficacy and help them to go through transitional

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