大学生职业自我效能问卷的修订研究

通过开放式问卷调查、职业性别倾向问卷调查以及两轮预测,得到了信度、效度和结构都较好的大学生职业自我效能问卷.该问卷是一个有效的评估工具,可以用来调查、研究当代大学生的职业自我效能现状.     

职业决策自我效能研究综述

自我效能感是指人们对自己实现特定领域行为目标所需能力的信心或信念，不同领域的自我效能感是有所差异的。在个体求职过程中，职业决策是一个关键的步骤，而对职业决策起决定作用的是个体的自我效能感。     

口语自我效能感量表的编制

本文在分析相关理论的基础上,通过访谈和开放式量表等方法,编制了英语口语自我效能感量表的初稿,并对量表做了预试研究,经过反复的测题筛选和修改,最终确定量表共有28个题项,题项从不同角度测试学生的英语口语自我效能感,量表的Cronbach’sα系数为0.908,具有较高的信度,本量表在试验与修改的过程中,通过访谈和获取反馈等多种方法,确保量表的效度,故该英语口语自我效能感量表是切实可用的。     

试论职业自我效能感

职业自我效能感是个体对自己能否胜任和职业有关的任务或活动所具有的信念。它是在个人的归因方式、目标设置状况等因素的影响下，通过对自我效能信息的认知加工形成并发展起来的，并可以通过增加正面的职业自我效能信息、改善影响职业自我效能感的因素等措施达到促进其形成和发展的目的。职业自我效能感对个人的职业选择、工作绩效等方面都有很大的影响作用，在职业辅导、职业培训等领域开展职业自我效能辅导极具现实意义。     

国内职业决策自我效能研究综述

自我效能是指人们对自己实现特定领域行为目标所需能力的信心或信念,不同领域的自我效能是不同的。在求职过程中,职业决策是一个关键的环节,而对职业决策起决定作用的是个体的自我效能。本文将对国内有关职业决策自我效能的研究进行简要介绍。     

职业自我效能理论与大学生就业

职业自我效能理论是一种全面的、综合的职业心理学理论,它是用自我效能理论来研究职业领域的问题,具有广泛的应用前景。职业自我效能影响着学生的职业兴趣、职业选择和职业调整等职业行为,也影响着学生的学业成就和学业坚持性。因此高校职业指导要重视学生职业自我效能的培养,采取积极措施,提高学生的职业自我效能。     

职业自我效能理论及其对高校职业指导的启示

从职业自我效能理论的产生、概念的界定、职业自我效能的测量,以及职业自我效能理论的有关观点等方面,论述职业自我效能的基本内容.该理论给高校职业指导的启示是:应提高学生的职业自我效能;加强对女生的职业指导和教育;丰富职业指导的渠道和方法.     

学术英语写作自我效能量表建设

本研究设计了学术英语写作量表,包括3个一级指标——语言、学术、自我调节,形成3个子量表。子量表1涉及学术英语写作的词汇、句法、语篇三个维度。子量表2包括话题、整合加工、批判性思维三个子维度,子量表3包括目标意识、元认知加工、自我管理三个子维度。该量表有较好的结构效度和信度。     

公众修辞自我效能感量表的初步编制

为了编制公众修辞自我效能感量表,通过专家访谈提出量表构想,以300名大学生为被试,分析筛选项目和探索性因素,测试完毕后又对验证性因素和信效度进行分析,结果显示量表项目区分度良好,与4因子模型拟合度良好,量表内部一致性信度α系数为0.87,重测信度r=0.765。得出的结论:公众修辞自我效能感量表基本达到了心理测量的要求。     

职业兴趣与职业自我效能的相互作用研究

通过测量职业兴趣、职业自我效能，以及职业熟悉性、性别认同和价值判断，用路径分析法探究三者对职业兴趣、职业效能的影响，并重点分析后两者的相互影响关系。研究发现：职业自我效能和职业兴趣相互影响，3个自变量相互之间没有显著相关，但通过职业兴趣和职业效能的相互作用产生影响，且主要通过职业效能作用于职业兴趣。     

An education for sustainable development self-efficacy scale for primary pre-service teachers: construction and validation

A scale was developed to assess primary school Teachers’ Self-Efficacy on Education for Sustainable Development (TSESESD). It includes four domains of competences: values and ethics, systems thinking, emotions and feelings, and actions. The scale development is consistent with key principles of educational and social psychology research. Nine hundred twenty-four (924) primary education student teachers and 88 in-service primary teachers participated in the study. Findings demonstrated that TSESESD has good psychometric properties, strong validity and reliability scores, adequate internal consistency (Cronbach α?=?0.97), and satisfactory mean inter-correlation of items within domains (M?=?0.78). TSESESD is considered a reliable instrument for teacher preparation programs aiming to develop primary school teachers’ self-efficacy in ESD.     

Trajectories of change in reading self-efficacy: A longitudinal analysis of self-efficacy and its sources

The beliefs children hold about their capabilities as readers are known to influence their reading achievement. The aim of this study was to extend previous work by examining trajectories of change in reading self-efficacy among primary school students (N = 1327) and the relations between the trajectories of self-efficacy and their hypothesized sources over 11 months. Using growth mixture modeling, we identified four trajectories of change in reading self-efficacy, involving increasing, stable, and declining trends. These trajectories of change in reading self-efficacy were associated with students’ varying experiences with the four sources of self-efficacy over time. Higher levels of mastery, verbal persuasion, and vicarious experiences and lower levels of physiological arousal were related to positive developmental trajectories of self-efficacy. Students with declining experiences of social sources of self-efficacy (i.e., verbal persuasions and vicarious experiences) had decreasing self-efficacy trajectories. These findings point to the importance of considering the variability in changes in reading self-efficacy and the interplay between changes in self-efficacy and sources of self-efficacy during primary school years, as well as the importance of monitoring these changes over time.     

计算机焦虑与计算机自我效能感的关系

通过spss10．0统计软件的分析，发现计算机焦虑与计算机自我效能感存在显著负相关，且计算机焦虑在年级上有差异、与初次使用计算机和每周使用计算机的时间有关，从而提出了干预计算机焦虑的方法．而初次使用计算机和每周使用计算机的时间为什么会影响计算机焦虑有待进一步研究．     

Understanding teaching assistant self-efficacy in role and in training: its susceptibility to influence

There has been a noted growth in the number of teaching assistants (TAs) in mainstream schools. Research is inconclusive about their efficacy at changing outcomes for children and has proposed more training for TAs. Generic training models have suggested that enhancing self-efficacy in turn improves performance. This exploratory study investigated factors that may influence TAs’ sense of self-efficacy and its susceptibility to influence in training. Following two modes of school-based training by educational psychologists (EPs) data were collected from 14 mainstream secondary school TAs using focus groups. A thematic analysis noted themes regarding self-efficacy, aligned with Bandura’s sources of information, outcome expectations and whole school support and norms. Review of the data from this study is likely to be able to guide potential trainers to coach-consult strategies which are self-efficacy supportive and which address contextual factors including the perceived status of TAs in schools.     

当代大学生职业价值观及其引导

从大学生职业价值观现状研究入手,分析了当代大学生具有职业价值主体个性化、价值评价标准现实化、价值取向多样化等倾向,从多层面揭示社会和经济转型造成大学生职业价值观变化的原因,提出政府、高校及家庭等在促进大学生树立正确职业价值观上的引导对策.     

The mediating role of mindfulness on stress and counseling self-efficacy

The authors explored how mindfulness influenced the relationship between perceived stress and counseling self-efficacy (CSE) among 187 counseling students. Results suggest mindfulness mediated the relationship, diminishing the negative impact of stress on CSE. Implications address how counselor educators can promote mindfulness as an avenue to enhance counselor development by increasing CSE and reducing stress in counseling students.     

The influence of self-efficacy on entrepreneurial behavior among K-12 teachers

This study aimed to: (1) assess the unique contributions of self-efficacy to entrepreneurial behavior among teachers; (2) identify the best instrument(s) to measure such contributions by testing a domain-specific instrument (teacher self-efficacy) vs. a general (occupational self-efficacy) one; (3) identify the demographic characteristics associated with entrepreneurial behavior. A sample of 401 teachers from across the USA completed the online survey. The findings indicated that self-efficacy predicts entrepreneurial behavior and that occupational self-efficacy is a slightly better predictor of entrepreneurial behavior than teacher self-efficacy. The results also identified age and education as the demographic characteristics associated with entrepreneurial behavior.     

Changes in self-efficacy and task value in online learning

This study was designed to investigate whether course content self-efficacy, online technologies self-efficacy, and task value change over the course of a semester. Sixty-nine participating students from four classes provided data through two instruments: (1) the self-efficacy instrument and (2) the task value instrument. Students’ self-efficacy and task value measures were collected three times during the semester (i.e., beginning of semester, mid-term, and final). Data were analyzed using repeated measures of variance. Findings of repeated measures indicate that course content self-efficacy and online technologies self-efficacy fluctuated, but task value remained unaffected during the course of the semester. Educational implications of the results and suggestions for future research are discussed.     

Socioeconomic status and students' science self-efficacy

The present study ascertains the relationship between socioeconomic status (SES) and students' science self-efficacy using data involving 509,182 15-year-old students and 17,678 school principals in 69 countries/regions who participated in the Programme for International Student Assessment (PISA) 2015. Hierarchical linear modelling results show that, after controlling for science teachers' instructional practices (science class disciplinary climate, inquiry-based instruction, teachers' support, direct instruction, provision of feedback, instructional adaptation), school science resources and various student variables (gender, grade levels, type of school programme), SES was related to students' science self-efficacy in the majority of countries/regions (62–68 countries/regions, depending on the SES indicators used). Specifically, SES was related to students' science self-efficacy in a larger number of countries/regions when it was measured using home cultural resources, home educational resources or a composite indicator (economic, social and cultural status) than when it was measured using parental education levels or occupational status. In contrast, students' science self-efficacy was unrelated to the science teachers' instructional practices examined (except inquiry-based instruction) in most of the countries/regions. These results expand our understanding of students' science self-efficacy, as a type of learning motivation, from being a largely psychological attribute to one that is also influenced by social origins such as family SES. They imply that SES may have a larger influence on student achievement than we may have assumed if we include the indirect influence of SES on student achievement via students' self-efficacy.     

The effect of spreadsheet and dynamic geometry software on the achievement and self-efficacy of 7th-grade students

Background

Since the early 1980s, there has been a growing interest in the potentiality of computers as facilitators of students' learning. The importance of using technology effectively as a learning tool has been emphasized by many researchers. However, finding good software that encourages pupils to explore and express mathematical ideas is becoming a crucial issue.

Purpose

This paper investigates the effect of spreadsheet and dynamic geometry software on the mathematics achievement and mathematics self-efficacy of 7th-grade students. The study further examines the gender differences with respect to computer self-efficacy, mathematics self-efficacy and mathematics achievement. The relationship among these three constructs is also investigated.

Sample

The study consisted of 64 7th-grade students from three different classes including all the 7th- graders in a school, which is located in an upper-middle-class area in Ankara, Turkey. Study participants were aged from 12 to 13. In total, the number of female and male students was equal. In this study, purposive sampling was used since the school where the study took place was well equipped in terms of computer laboratories and technological devices.

Design and methods

The evaluation used an experimental design where two software programs, Excel and Autograph, were used in experimental groups separately, and a control group took traditional-based instruction without using any technological tools such as a computer or calculator. The study was carried out during the spring semester of the 2001/02 academic year, where three instructional methods of study: Autograph-based instruction, spreadsheet-based instruction and traditionally based instruction, were randomly assigned to the three classes. The Mathematics achievement test was used to assess the students' performance on mathematics. In order to determine the self-efficacy expectation of the students with respect to mathematics and computers, a Mathematics self-efficacy scale and Computer self-efficacy scale were developed respectively. Analysis of covariance, bivariate correlations and t-test were used to analyse outcome data.

Results

Results revealed that the Autograph group and Traditional group had significantly greater mean scores than the Excel group with respect to mathematics achievement. The Autograph group had significantly greater mean scores than the Traditional group, while no significant mean difference was found between the Autograph and Excel groups and between the Excel and Traditional groups with respect to mathematics self-efficacy. No significant mean difference was found between boys and girls with respect to mathematics achievement and mathematics self-efficacy. On the other hand, boys had significantly greater mean scores than girls with respect to computer self-efficacy. In addition, significant correlations were found among efficacy scores and achievement.

Conclusions

The evidence suggests that students showed great enthusiasm for Autograph. Students in the Autograph group had the highest scores compared to other groups regarding mathematics achievement and mathematics self-efficacy. In addition, boys reported significantly higher scores with respect to computer self-efficacy where, during the Autograph-based instruction and spreadsheet-based instruction, boys were more willing to solve activities using computers compared to girls. On the other hand, treatments seemed not to have any effect on gender regarding mathematics self-efficacy and mathematics achievement.