Sources of Self-efficacy

Studies focusing on paternal confidence in supporting breastfeeding remain relatively scarce, especially in Indonesia. The purpose of this study was to explore paternal breastfeeding self-efficacy among fathers in Indonesia. This study used a qualitative approach with ten participants, including fathers and mothers with children aged 6-24 months who had experience in exclusive breastfeeding. It took place in South Tangerang City between May and July 2023. Fathers participated in focus group discussions, while mothers underwent in-depth interviews. The data analysis utilized content analysis, referring to the theme of the Self-efficacy framework. This study revealed that fathers felt less confident when dealing with issues such as the baby's low weight, breastfeeding refusal, and the mother returning to work. However, seeing the consequences of not exclusively breastfeeding and the support from health workers and the community helped them stay confident. These factors, along with a sense of pride and satisfaction, strengthened their ability to support exclusive breastfeeding. Paternal breastfeeding selfefficacy is dynamic. However, previous experience, observation of others, verbal persuasion, and positive emotions strengthen fathers' beliefs. Parents need to consult a lactation counselor when facing problems while breastfeeding. Counselors can provide assistance and motivation to remain confident and continue to exclusively breastfeed.

Teacher Immunity is one of the essential factors for successful language teaching in educational contexts. This study aimed to explore the factors which positively contributed to female EFL teachers' Emotional Intelligence and Self-Efficacy as predictors of their Teacher Immunity in Iranian EFL contexts. A qualitative interview design was adopted to address the research questions. Furthermore, a convenience sampling technique was employed to select 15 female EFL instructors from various foreign language institutes in Urmia city. A semi-structural interview questionnaire was used to collect data for the current study. Additionally, Thematic Data Analysis was employed to extract major themes from the comments and expressions of the participants. Based on themes emerged from female EFL teachers' comments, self-awareness, effective communication, building a good rapport and conflict management factors could positively predict EFL instructors' teacher immunity. In addition, confidence in teaching, availability of resources and materials, teaching experience and persuasion of instructors were the factors of female EFL teachers' self-efficacy which could positively predict their teacher immunity in EFL contexts.

A teacher’s efficacy beliefs have been found to influence their professional commitment (Coladarci, 1992; Ware and Kitsantas, 2007, 2011; Klassen et al., 2013), their job satisfaction (Caprara et al., 2006, Hoigaard et al., 2012) and how resilient they are in difficult situations (Ashton and Webb, 1986), as well as influencing student achievement and teaching performance (Armor et al., 1976; Caprara et al, 2006; Klassen and Tze, 2014). Bandura (1997) has suggested that self-efficacy beliefs are formed from four sources: enactive mastery experiences, vicarious experiences, verbal persuasion and physiological and affective states. Considering the potential importance of developing positive teacher efficacy cognitions, there has been a lack of research investigating the sources of teacher efficacy beliefs (Henson, 2002; Klassen et al, 2011). This study used a constructivist grounded theory method to investigate the sources of teachers’ efficacy beliefs, a method that has not been emplo...

This study examined the malleability of math self-efficacy (SE) among children with poor calculation fluency via an intervention that targeted four sources of SE (mastery experiences, vicarious experiences, social persuasions, and emotional and physiological states). The effect of pure strategy training was contrasted with an intervention that integrated strategy training and explicit SE support. Moreover, the changes in SE source experiences and their relation with math SE, as well as the relation between math-SE profiles and calculation fluency development, were examined. In a quasi-experimental design, 60 Finnish children with calculation fluency problems in Grades 2 to 4 participated in strategy training (N = 38) or in an intervention that integrated SE support with strategy training (N = 32) for 12 weeks. The results showed that the explicit SE intervention integrated with strategy training enhanced math SE among children with poor calculation fluency and low SE (effect size, r...

The significance of teachers' self-efficacy in coding education within K-12 settings has grown substantially. However, the literature lacks subject-specific measurement tools tailored to assess teachers' self-efficacy in coding instruction. This study adopted a mixed methods approach to develop a reliable and valid instrument for measuring computer science (CS) teachers' self-efficacy in teaching coding. The scale development involved a rigorous process encompassing item generation, expert validation, and pilot testing. Importantly, this process unfolded in seven steps with two distinct phases, and each phase involved independent sample groups. Subsequently, a comprehensive survey was administered to two samples of CS teachers (n = 318, n = 295) to assess the scale's psychometric properties. The results revealed robust internal consistency and construct validity of the 20-item Coding Teaching Self-Efficacy Scale (CTSES) with four intercorrelated dimensions: student motivation, subject knowledge, classroom management, and material development. Furthermore, additional analyses revealed the significant impact of teaching experience and self-reported coding knowledge level on teachers' self-efficacy in teaching coding. The implications of this study hold significance for both practitioners and researchers to understand teachers' self-efficacy in teaching coding and to explore its relation to teacher training, curriculum development, and the broader advancement of coding education within school settings.

Music teachers can empower students with control over their own musical ability development by helping them foster positive self-efficacy beliefs. This article reviews general education and music research regarding Bandura's theoretical four sources of self-efficacy (enactive mastery experience, vicarious experience, verbal/social persuasion, physiological and affective states), in order to guide music teachers in determining effective methods and approaches to help students develop a sense of musical self-efficacy and subsequent musical achievement. A brief summary of each selfefficacy source category is provided, along with a discussion of the means whereby selfefficacy perceptions can be developed within both general education and music learning environments. Each of these four sections reviews research and simultaneously provides corresponding practical suggestions for educators.

Learners form their self-efficacy beliefs by interpreting information primarily from four sources namely performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. It is important to recognize the four cognitive nature of self-efficacy because the cognitive appraisal of information from the four sources will influence self-efficacy and it cannot be evaluated based on one source per se (Lane, Jones & Stevens 2002). This article explores the four sources of self-efficacy among the high achievers in writing course. In analysing the finding, Z-scores were derived from each self-efficacy component score based on the aggregate mean and the standard deviation of the class. Findings show high frequency of negative z-value reported for Specific Progress (SPR) and Social Feedback (SF). Meanwhile, high frequency of positive z-value is found in the General Progress (GPR) and Physiological States (PS) components. Based on the finding, pedagogical implications, limitations and directions for further research are presented.

The purpose of this study was to investigate the relationship between students' opinions about the sources of self-efficacy belief and their gender, academic achievement, the grade level, SocioEconomic Status (SES), and learning style. The study was conducted on 984 secondary school students in the fall semester of the 2011-2012 academic year. The data were collected by the scale of determining sources of self-efficacy belief, the scale of learning styles, the scale of self-efficacy belief related learning and performance which is subscale of MSLQ and personel information form. The results of the study indicated that there were significant relationships between students' opinions about sources of self-efficacy related learning and performance and their gender, academic achievement, SES, the grade level, and learning style.

Bandura’s reaction to the depictions of human agency that were propagated by the trait, behaviorist, and psychodynamic theories yielded the social cognitive theory. Through the social cognitive theory emerged the concept of self-efficacy. Self-efficacy is one’s judgment of the capabilities to bring about desired outcomes. An understanding of the concept of self-efficacy and its sources has implications for the training of pre-service science teachers to effectively teach science. This article aims to use theoretical and empirical studies concerning Bandura’s theoretical sources of self-efficacy - Enactive Mastery Experience, Vicarious Experiences, Verbal Persuasion, and Physiological and Psychological State – to guide science teacher educators in determining effective approaches to developing a sense of self-efficacy in their pre-service science teachers. The article summarizes each of the sources of self-efficacy. It simultaneously provides suggestions to science teacher educators ...

She is an awardwinning music teacher and taught orchestra in the public schools for 13 years. Dr. Hendricks has presented research and practitioner workshops nationally and internationally and published papers in a variety of research journals and books. Tawnya D. Smith recently completed a PhD in Curriculum and Instruction at the University of Illinois, and a Certificate of Advanced Graduate Study in Expressive Arts Therapy at Lesley University. She is an experienced music educator who has taught in the public schools and in the community. Her research focuses upon integrating expressive arts approaches in music learning. She serves on the board of the International Expressive Arts Therapy Association.

The study aimed at identifying the association between Bandura's four hypothesized self-efficacy sources and metacognitive reading strategies by employing reading self-efficacy beliefs as a mediating variable. A correlational research design was used. A total of 188 Saudi EFL learners were selected from five public universities of Kingdom of Saudi Arabia by employing proportionate stratified random sampling. Three questionnaires including 'questionnaire for sources of reading self-efficacy', 'reading self-efficacy beliefs questionnaire', and 'survey of reading strategies' were used to collect the data. Structural equation modelling by a statistical software, i.e., PLS 3.0 was utilised in order to test the relationships among variables. Findings provided support for the proposed conceptual framework, disclosing that all the four self-efficacy sources were significantly correlated with reading self-efficacy beliefs. Also, reading selfefficacy beliefs were significantly correlated with metacognitive reading strategies. Lastly, reading self-efficacy beliefs mediated the association between self-efficacy sources and metacognitive reading strategies.

This study was conducted to find the association between pronunciation self-efficacy sources and pronunciation self-efficacy beliefs. It was quantitative in nature using a correlational research design. A sample of 155 Malaysian ESL university students was selected from two Malaysian universities by employing proportionate stratified random sampling. Two questionnaires were used to collect the data related to pronunciation self-efficacy sources and self-efficacy beliefs. In order to analyze the collected data, the correlational analysis was carried out with a statistical software named Smart PLS 3.0. Findings indicated that all the self-efficacy sources were significantly and positively correlated with pronunciation self-efficacy beliefs, except physiological state, which was significantly but negatively correlated with pronunciation self-efficacy beliefs. Based on the outcomes of this study, implications for ESL instructors and educational policymakers were presented.

Teaching English as a second language is a long and complex undertaking, particularly when it is done in multilingual rural areas where English serves a limited purpose. The purpose of this phenomenological case study was to shed light and describe the lived experiences of ten English teachers who persist in rural schools in Sabah, Malaysia. Data gleaned from in-depth interviews and observations and were thematically analyzed. The research questions captured teachers' perceptions of the existing teaching and learning environment, sources of stress and coping strategies through interviews and observations. The findings depicted that rural schools do not benefit from a conducive environment to support English teaching and learning due to the limited English environment, shortage of teaching resources and poor physical environment. The findings also revealed that dealing with low English proficiency (LEP) students was their main stressor in teaching English in rural schools, follow...

Self-efficacy, which is known as the teachers' self-perception of their competence and abilities in doing specific tasks, has attracted considerable attention in teacher education. It is seen as the teacher's belief in achieving specific outcomes for students in their teaching practices, but the main sources of EFL teachers' self-efficacy have not been systematically explored in a single study. Therefore, this study set out to present a systematic review of the studies on EFL teachers' self-efficacy. To this aim, a metaanalysis approach was employed to systematically review closely related papers from Elsevier, Google Scholar, and ERIC. The articles examined the sources of self-efficacy in a different context. Through precise screening, 13 papers were found to be eligible enough to be included in this study. Findings revealed that 'Mastery Experiences', 'Vicarious Experiences', 'Social Persuasion and Support', 'Emotional and Physiological States', 'Language Proficiency', 'Intelligence', 'Teaching skills and experience', 'pre-service training courses', and 'professional development activities' are the main sources of self-efficacy. The findings could be theoretically and practically significant to EFL teachers, teacher trainers, and researchers interested in teacher education.

This study examined the malleability of math self-efficacy (SE) among children with poor calculation fluency via an intervention that targeted four sources of SE (mastery experiences, vicarious experiences, social persuasions, and emotional and physiological states). The effect of pure strategy training was contrasted with an intervention that integrated strategy training and explicit SE support. Moreover, the changes in SE source experiences and their relation with math SE, as well as the relation between math-SE profiles and calculation fluency development, were examined. In a quasi-experimental design, 60 Finnish children with calculation fluency problems in Grades 2 to 4 participated in strategy training (N = 38) or in an intervention that integrated SE support with strategy training (N = 32) for 12 weeks. The results showed that the explicit SE intervention integrated with strategy training enhanced math SE among children with poor calculation fluency and low SE (effect size, r...

Studies on self-efficacy beliefs grounded on the Social Cognitive Theory have revealed significant contributions for the areas of education, psychology, medicine, physical education, business administration, among others. In the national educational literature, these studies have been focusing on the teacher self-efficacy beliefs within different contexts, subjects and teaching levels. Teacher self-efficacy is related to the judgment the teacher makes about his or her own capabilities to achieve, within the domain being taught, determined learning outcomes and students' engagement. This judgment is constituted by the cognitive interpretation of information derived from four sources: mastery experiences, vicarious experiences, social persuasion and physiological and affective states. The present investigation is situated in the area of teaching in scholar Physical Education context, especially in Junior High School, and had as its mean objectives: a) to know some characteristics related to the context and teaching activity; b) to identify and analyze the level of self-efficacy for teaching and the sources of this belief; c) correlate self-efficacy for teaching and the sources of origin with some variables of the context and the teaching activity. In this study, 263 teachers participated. They have average teaching experience of 10,6 years, 84% working in state-run schools with average working time of 32 hours/week. Data was collectively gathered, in one phase, with the application of two Likert-type scales of six points and a questionnaire of characterization of the participants, teaching activity and teaching context. Results showed that the teachers present high self-efficacy belief (m=4,74) for teaching. Mastery experiences (m=4,85) and social persuasion (m=4,71) were considered the sources with the highest impact to constitute this belief. Within the investigated variables, the satisfaction as a teacher (r=0,402; p<0,01), professional preservice (r=0,367; p<0,01), facilities (r=0,228; p<0,01), administration support (r=0,257; p<0,01), freedom for expressing ideas (r=0,130; p<0,05) and peer support (r=0,151; p<0,05) were positively associated to self-efficacy. As to the sources, satisfaction as a teacher was positively correlated to mastery experiences (r=0,301; p<0,01) and social persuasion (r=0,161; p<0,01). Results of multiple regression showed that 23,5% of the variance of the teaching self-efficacy scale could be explained for the satisfaction as a teacher, teaching pre-service and the facilities related to teaching activity. 96% of the variance of the self-efficacy sources scale explained the inclusion of the four sources. Satisfaction as a teacher explained only 4,4% of the total variance of the teaching selfefficacy sources scale. These results are encouraging once the theoretical reference is recent and not much explored in the national literature in the area of Physical Education, especially in school contexts. Besides, the results provide important directions for reflection about the processes of education and work of the Physical Education teachers, in the sense of trying to comprehend the dynamic and complex relation among self-efficacy beliefs, their sources of information, and the context where the pedagogical practice is developed.

Bandura’s reaction to the depictions of human agency that were propagated by the trait, behaviorist, and psychodynamic theories yielded the social cognitive theory. Through the social cognitive theory emerged the concept of self-efficacy. Self-efficacy is one’s judgment of the capabilities to bring about desired outcomes. An understanding of the concept of self-efficacy and its sources has implications for the training of pre-service science teachers to effectively teach science. This article aims to use theoretical and empirical studies concerning Bandura’s theoretical sources of self-efficacy - Enactive Mastery Experience, Vicarious Experiences, Verbal Persuasion, and Physiological and Psychological State – to guide science teacher educators in determining effective approaches to developing a sense of self-efficacy in their pre-service science teachers. The article summarizes each of the sources of self-efficacy. It simultaneously provides suggestions to science teacher educators ...

Career development in schools in Australia has been touted as a priority since the Organisation for Economic Cooperation Development (OECD, 2004a) provided advice and guidance to assist in understanding the importance of career development. Australia's journey in career development has gained momentum since the Melbourne Declaration (Ministerial Council for Education Early Childhood Development and Youth Affairs [MCEECDYA], 2008). The importance of schools in preparing our future citizens has been recognised, yet there is no indication of a nationwide approach to career development in schools. The classroom teacher is perceived as a trusted source of information for students. Notwithstanding, while our classroom teachers are arguably in the best position to provide and facilitate career education programs in schools, there has been no provision of extra funding to provide professional development for teachers from a national perspective. Some State Departments of Education in Australia have invested in supporting classroom teachers to meet the Professional Standards for Australian Career Development Practitioners (Career Industry Council of Australia, 2013). For example, there has been a commitment by the Victorian Department of Education that started in 2019 with scholarships for secondary school teachers to gain the qualification for the Graduate Certificate in Career Development. This research sought to gain an understanding of teachers' self-efficacy for career development teaching and learning across Australia. The question was posed: "What is the overall level of perceived self-efficacy for career development teaching and learning by secondary school teachers in Australia?" A new instrument was developed based upon the Teacher Self Efficacy Scale (Tschannen-Moran & Hoy, 2001) and adapted for a career development focus. The Career Education Teachers' Self-Efficacy Scale (CETSES) was developed and tested using a mixedmethods approach. Study 1 used a qualitative approach using Thematic Analysis (Braun & Clarke, 2006) to improve content validity of the draft CETSES instrument. A focus group (n = 11) was assembled to provide expert feedback on items developed for the CETSES that were based upon the Teacher Self-Efficacy Scale (TSES) across the three factors of Student Engagement, Classroom Management and Instructional Skills from a career education perspective. To evaluate concurrent validity, two other self-efficacy scales were included in the overall survey including the 12-item TSES, the 6-item Occupational Self-Efficacy Scale (OSS-SF). Further, a bespoke index (appendix I) was created that sought to gain an understanding of teachers' understanding of the 11 career competencies that are inherent to the Australian Blueprint for Career Development (ABCD). The study recruited 153 iii participants who completed the overall survey. A statistical analysis of the data using SPSS 25 was conducted using a principal components analysis to determine if the hypothesised statistical model fitted the actual data set structure. Subsequently, confirmatory factor analysis was completed using AMOS 26 where a short form of the CETSES was explored. It was found that a 9-item CETSES had potential with promising goodness of fit results. Overall, the results indicated that teachers across Queensland, New South Wales, Victoria, South Australia and Catholic Education in Melbourne had a self-efficacy for career development teaching and learning approaching the quite a bit level. These same teachers had a general teacher self-efficacy above the quite a bit level. It was also found that neither age, years of teaching experience, subject area specialisation or school location could predict a teacher's self-efficacy for career development teaching and learning. These findings indicate that teachers who participated in the research had an enhanced level of self-efficacy for career development teaching and learning. However, their content knowledge of the ABCD was less conclusive but did suggest that teachers had a strong grasp of career development concepts without necessarily being exposed to each competency of the ABCD. Classroom teachers are in the best position to facilitate career education programs and have a very good level of self-efficacy to do so. Notably, they will require professional development in career development concepts to ensure the students are provided with best practice aligning with career development professionals.

The study aimed at identifying the association between Bandura's four hypothesized self-efficacy sources and metacognitive reading strategies by employing reading self-efficacy beliefs as a mediating variable. A correlational research design was used. A total of 188 Saudi EFL learners were selected from five public universities of Kingdom of Saudi Arabia by employing proportionate stratified random sampling. Three questionnaires including 'questionnaire for sources of reading self-efficacy', 'reading self-efficacy beliefs questionnaire', and 'survey of reading strategies' were used to collect the data. Structural equation modelling by a statistical software, i.e., PLS 3.0 was utilised in order to test the relationships among variables. Findings provided support for the proposed conceptual framework, disclosing that all the four self-efficacy sources were significantly correlated with reading self-efficacy beliefs. Also, reading selfefficacy beliefs were significantly correlated with metacognitive reading strategies. Lastly, reading self-efficacy beliefs mediated the association between self-efficacy sources and metacognitive reading strategies.

This study was conducted to find the association between pronunciation self-efficacy sources and pronunciation self-efficacy beliefs. It was quantitative in nature using a correlational research design. A sample of 155 Malaysian ESL university students was selected from two Malaysian universities by employing proportionate stratified random sampling. Two questionnaires were used to collect the data related to pronunciation self-efficacy sources and self-efficacy beliefs. In order to analyze the collected data, the correlational analysis was carried out with a statistical software named Smart PLS 3.0. Findings indicated that all the self-efficacy sources were significantly and positively correlated with pronunciation self-efficacy beliefs, except physiological state, which was significantly but negatively correlated with pronunciation self-efficacy beliefs. Based on the outcomes of this study, implications for ESL instructors and educational policymakers were presented.

O objetivo deste estudo foi analisar as produções científicas que abordam a temática do estágio supervisionado na formação de professores de Educação Física. Foi realizada uma revisão sistemática em bases de dados com o intuito de identificar teses, dissertações e artigos que tratam do tema. Foram identificadas duas teses, sete dissertações e vinte e nove artigos. Os resultados evidenciaram que os autores compartilham a ideia de que o estágio é algo central na formação de professores. Há uma preocupação com a potencialização das experiências vividas pelos estagiários. O estudo deu visibilidade a questões que precisam ser enfrentadas: o restrito diálogo entre universidade e escola; o papel do professor-colaborador e da escola básica como formadores; o acompanhamento aos estagiários por parte das instituições formadoras; a dicotomia entre teoria e prática e o privilégio muitas vezes dado a ações de teor utilitário. Palavras-chave: Estágios. Desenvolvimento de pessoal. Educação física.

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 selfefficacy 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.

In this study, we examined self-regulatory efficacy and sources of self-efficacy (mastery experiences, vicarious experiences, social persuasion and physiological/emotional states) and the relationships between self-efficacy and its sources among elementary school pupils. Two groups were compared: a population sample (PS, N = 1284) and pupils with difficulties in attention and executive functions (AED, N = 61). Data gathered from self-report questionnaires indicated that pupils in the PS group had more positive efficacy beliefs and mastery experiences and fewer negative physiological/emotional states than the AED group. Analyses showed strong connections between sources and self-regulatory efficacy. In the PS group, the sources had small unique influences on self-regulatory efficacy, indicating that most of the variance was shared between the sources. In the AED group, sources had less shared variance compared to the PS group. Mastery experiences alone had a strong effect on self-regulatory efficacy, while vicarious experiences had a negative effect on self-efficacy.

Bu arastirmada,liseli ögrenciler için matematik yetkinlik beklentisi bilgilendirici kaynaklan ile ilgili bir ölçek gelistirme ön çalismasi yapilmistif. Ölçegin maddeleri Lent, Lopez, Brown ve Gore (1996) tarafmdan lise li ögrenciler için uygun oldugu bulunan bes faktörlü bir yapiya göre olusturulmustur. Aynca, ögrencilerdeki matematik dersleri hakkmdaki olumsuz ve pesin yargilan düsünceleri ölçen bir ölçek daha gelistirilmistir. Arastirmada matematik hakkmdaki bu olumsuz düsüncelerin yetkinlik beklentisi kaynaklan gibi matematik yetkinlik beklentisinin olusumunda bir rolü olup olmayacagi denencelestirilmistir. Bu amaçla iki ayn ölçüm modelinin iki ayn rakip modelle kars1lastmldigl dogrulayici faktör analizleri yapilmistif. Bulgulara göre, bu olumsuz düsüncelerin yetkinlik beklentisi kaynaklarmdan farkli bir yapi oldugu ve Lent ve arkadaslarmm bes faktörlü modelinin örneklem verisine iyi uyum gösterdigi ortaya çikmistir. Son olarak konura iliskin öneriler verilmistir.

This study examined the malleability of math self-efficacy (SE) among children with poor calculation fluency via an intervention that targeted four sources of SE (mastery experiences, vicarious experiences, social persuasions, and emotional and physiological states). The effect of pure strategy training was contrasted with an intervention that integrated strategy training and explicit SE support. Moreover, the changes in SE source experiences and their relation with math SE, as well as the relation between math-SE profiles and calculation fluency development, were examined. In a quasi-experimental design, 60 Finnish children with calculation fluency problems in Grades 2 to 4 participated in strategy training (N = 38) or in an intervention that integrated SE support with strategy training (N = 32) for 12 weeks. The results showed that the explicit SE intervention integrated with strategy training enhanced math SE among children with poor calculation fluency and low SE (effect size, r...

Purpose-Grit is a novel, rather an important psychological variable that has been associated with performance in the English as a second or foreign language (ESL/EFL) context. However, there is a dearth of research on the relationship of grit and pronunciation performance among EFL learners. Consequently, the current study sought to establish the association between grit and the pronunciation performance of Saudi EFL learners by employing pronunciation self-efficacy beliefs as a mediating variable. Design/methodology/approach-A quantitative correlational research design was deployed in this research. Data were collected from 350 Saudi university EFL learners using questionnaires and a pronunciation test. Findings-Findings indicated that both the dimensions of grit (i.e. perseverance of effort and consistency of interest) showed a significant and positive association with the learners' pronunciation self-efficacy beliefs. Also, the pronunciation self-efficacy beliefs showed a significant and positive association with the pronunciation performance. Lastly, findings indicated that pronunciation self-efficacy beliefs mediated the association between girt (i.e. perseverance of effort and consistency of interest) and pronunciation performance.

Reading comprehension is a complex process that is based on several factors such as emotion, intelligence, cognition, metacognition and like. It has been proved that there is a strong correlation between the use of metacognitive strategies and reading comprehension. This study investigated the relationship between Saudi EFL learners’ emotional intelligence and using metacognitive reading strategies. The sample of the study consisted of 100 Saudi EFL learners across the age range of 18-35 who were selected randomly from different Saudi universities. The participants were homogenized through administering a reading comprehension test. The main instruments included Emotional Intelligence Questionnaire (Petrides, 2009) and Mokhtari and Sheorey (2002) Survey of Reading Strategies (SORS) that measured the use of metacognitive reading strategies. The results revealed a highly positive connection between the Saudi EFL students’ emotional intelligence and the use of metacognitive reading str...

RESUMO A eficácia coletiva de professores refere-se ao modo como os membros do corpo docente julgam as capacidades desse grupo para realizar as tarefas específicas de sua função. Este estudo objetivou revisar sistematicamente pesquisas sobre a eficácia coletiva docente, na perspectiva social cognitiva. Para tanto, foram realizadas buscas de artigos publicados entre 2010 a 2014, na base de dados da CAPES. O levantamento resultou em 12 artigos que contemplavam os critérios de inclusão pré-estabelecidos. Os resultados indicaram, por meio da análise dos objetivos dos artigos selecionados, que as variáveis mais utilizadas para estudar a eficácia coletiva foram: autoeficácia e satisfação no trabalho. Notou-se ainda que a maioria das pesquisas utilizou abordagem quantitativa, sendo necessário ampliar os estudos, aplicando técnicas qualitativas.

She is an awardwinning music teacher and taught orchestra in the public schools for 13 years. Dr. Hendricks has presented research and practitioner workshops nationally and internationally and published papers in a variety of research journals and books. Tawnya D. Smith recently completed a PhD in Curriculum and Instruction at the University of Illinois, and a Certificate of Advanced Graduate Study in Expressive Arts Therapy at Lesley University. She is an experienced music educator who has taught in the public schools and in the community. Her research focuses upon integrating expressive arts approaches in music learning. She serves on the board of the International Expressive Arts Therapy Association.

Self-efficacy is one asset in human thought; it is also related to someone's belief in solving a problem. The study aims to see correlation of collaborative learning-based YouTube creation on speaking self-efficacy. In light of measuring students' self-efficacy, the study recovered through open-ended questionnaires and distributed to 30 students using Google form. The result showed a positive 37 percent relation between YouTube-based and speaking self-efficacy through six dimensions: motivation, knowledge, behavior, expectation, reinforcement, and effectiveness. Furthermore, the result described the more students collaborate with pair groups the more their self-efficacy increases. The study was potentially used to build personal and interpersonal skills. It recommends at least three pieces of advice: First, future research can be employed at students at any level and other skills like reading, writing, and listening. Second, the subsequent investigation would involve class action research; for this reason, the researcher can do observation directly and see students' changing behavior in line with self-efficacy. Third, a similar interested investigation can do with more participants.

Research findings from several academic domains have demonstrated that students' judgments of their own academic capabilities or self-efficacy beliefs influence their academic behaviors and performances. But there has been very few studies exploring the self-efficacy of Medical students and its effect on their language success. So, the present research aims to fill this gap by investigating the relationship between medical students' self-efficacy and their language proficiency. Moreover, this study tried to examine the variation of students' self-efficacy based on their different majors in medical sciences. To this end, 120 students studying in different majors in Mazandaran University of Medical Sciences were selected as the participants of this study. In order to measure students' language proficiency, Michigan Test of English Language Proficiency (MTELP) was administered. Another instrument was the self-efficacy questionnaire which was an adaptation of Bandura's questionnaire included 40 items with subsequent choices on a 5-point Likert-scale. The results of the study indicated that there was a positive relationship between students' self-efficacy and language proficiency. Besides, it was revealed that students' major had an effect on both language proficiency and self-efficacy. Finally, pedagogical implications and suggestions for further research were provided.

Self-efficacy scales have been used widely across curriculum and demographic structures, while retaining their objectivity in a specific domain. This pilot study aimed to test the validity and reliability of adapted scales that incorporated four sources of self-efficacy (mastery experiences, vicarious experiences, social persuasion, and emotional and physiological states), as well as science self-efficacy in the Malaysian context. A total of 109 students participated in this study. Data were analyzed through confirmatory factor analysis (CFA), by using the partial least square structural equation modelling (PLS-SEM) approach. The reliability criteria were determined through outer loading and composite reliability (CR). The assessment of convergent validity was performed using the average variance extracted (AVE), while the discriminant validity of this instrument was confirmed using the heterotrait–monotrait criterion (HTMT), along with the bootstrapping procedure. The CR values wer...

In this study, we examined self-regulatory efficacy and sources of self-efficacy (mastery experiences, vicarious experiences, social persuasion and physiological/emotional states) and the relationships between self-efficacy and its sources among elementary school pupils. Two groups were compared: a population sample (PS, N = 1284) and pupils with difficulties in attention and executive functions (AED, N = 61). Data gathered from self-report questionnaires indicated that pupils in the PS group had more positive efficacy beliefs and mastery experiences and fewer negative physiological/emotional states than the AED group. Analyses showed strong connections between sources and self-regulatory efficacy. In the PS group, the sources had small unique influences on self-regulatory efficacy, indicating that most of the variance was shared between the sources. In the AED group, sources had less shared variance compared to the PS group. Mastery experiences alone had a strong effect on self-regulatory efficacy, while vicarious experiences had a negative effect on self-efficacy.

Self-efficacy scales have been used widely across curriculum and demographic structures, while retaining their objectivity in a specific domain. This pilot study aimed to test the validity and reliability of adapted scales that incorporated four sources of self-efficacy (mastery experiences, vicarious experiences, social persuasion, and emotional and physiological states), as well as science self-efficacy in the Malaysian context. A total of 109 students participated in this study. Data were analyzed through confirmatory factor analysis (CFA), by using the partial least square structural equation modelling (PLS-SEM) approach. The reliability criteria were determined through outer loading and composite reliability (CR). The assessment of convergent validity was performed using the average variance extracted (AVE), while the discriminant validity of this instrument was confirmed using the heterotrait–monotrait criterion (HTMT), along with the bootstrapping procedure. The CR values wer...

Self-efficacy belief of the teacher is widely accepted construct in the professional development of the teacher. In this context, I as a mathematics teacher interested to study the efficacy beliefs of mathematics teachers in Nepal, which is a major contributing factor for teaching mathematics effectively. In this research, I, specifically, focused on exploring the self-efficacy beliefs of mathematics teachers in three aspects: student engagement, instructional strategy, and classroom management and to analyze the different contributing factors in the development of efficacy beliefs by using explanatory sequential mixed-method research. I chose 214 mathematics teachers randomly from Kathmandu district for a survey and 15 mathematics teachers from 214 mathematics teachers who participated in survey purposively for interviews. Adjusted Teacher’s Self-Efficacy Scale containing 15-items were used for survey and semi-structured interview schedule for interview. Descriptive as well as infe...

The aim of this study was to investigate the cognitive load (henceforth, CL) of listening activities of a cognitive-based listening instruction of a recently changed EFL curriculum. 126 K-11 students (male=62, female=64) participated in the study. The quantitative and qualtivative data were collected and analyzed in two phases. In phase 1, the participants were asked to judge the CL of  listening activities of their textbook based on the CL measure immediately after completeling the tasks. The scale has 10 items that measure three components of CL including Intrinsic Load (IL), Extraneous Load (EL), and Germane Load (GL). The data were analyzed by Multivariate Analysis of Variance (MANOVA). The result primarily revealed that the general cognitive load of listening activities was rather high and when three kinds of CLs were compared, the GL was found to be higher than IL and EL. Comparing the CL of male and female students revealed that there is a signficant difference between the tw...

Self-efficacy scales have been used widely across curriculum and demographic structures, while retaining their objectivity in a specific domain. This pilot study aimed to test the validity and reliability of adapted scales that incorporated four sources of self-efficacy (mastery experiences, vicarious experiences, social persuasion, and emotional and physiological states), as well as science self-efficacy in the Malaysian context. A total of 109 students participated in this study. Data were analyzed through confirmatory factor analysis (CFA), by using the partial least square structural equation modelling (PLS-SEM) approach. The reliability criteria were determined through outer loading and composite reliability (CR). The assessment of convergent validity was performed using the average variance extracted (AVE), while the discriminant validity of this instrument was confirmed using the heterotrait–monotrait criterion (HTMT), along with the bootstrapping procedure. The CR values wer...

During initial training, aspiring teachers should learn how to deal with the high cognitive, emotional and behavioral demands generated by teaching. At the same time, they need to develop and strengthen their personal belief that they will be capable of handling said challenges. In the physical education context, these demands can be even more challenging, given the environment and conditions in which classes are taught. This study aimed to analyze teacher self-efficacy belief as to teaching physical education, and its construction from situations experienced during school-based teacher training. A total of 87 future teachers (54% women; average age = 21.8) from a public university in the state of São Paulo completed a sociodemographic questionnaire and the Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001). To describe sources of teacher self-efficacy, reflective portfolios composed as the final product of a supervised internship were analyzed. The student tea...

Este estudo investigou o desenvolvimento da autoeficácia docente de futuros professores ao longo da participação em um programa de iniciação à docência na área de educação física. Participaram 16 licenciandos em educação física que responderam à escala de autoeficácia docente e de fontes de autoeficácia docente em três momentos distintos em 2015 e 2016. Os resultados de análises exploratórias e inferenciais mostraram um desenvolvimento positivo da autoeficácia docente, com diferenças significativas observadas nas dimensões de estratégias de ensino e engajamento dos estudantes quando considerados o ano e o nível de ensino em que as atividades foram realizadas. Essas evidências podem ajudar a traçar propostas formativas para estudantes em formação inicial em educação física.

 A percepção que o professor tem em sua capacidade para ensinar Arte é mediadora das ações que desenvolvem em sala de aula. A maneira como os professores se percebem para ensinar, os guiará para comportamentos de enfrentamento, persistência, seleção e afetará a própria motivação. Buscou-se mensurar o nível de autoeficácia e as fontes de autoeficácia em professores que ensinam Arte na Rede Municipal de Educação no município de Rio Claro/SP. Especificamente, antes, durante e após a realização de um curso formação continuada na modalidade presencial. Trata-se de um estudo de natureza quantitativa, no qual participaram do estudo, 29 professores. Os resultados revelam que antes do curso os níveis de autoeficácia docente no geral eram de 4,68 numa escala de 6 pontos; durante o processo de formação continuada o nível de autoeficácia foi de 5,01 e, após o curso, 5,16 pontos. Em relação às fontes, as experiências vicárias e a persuasão social foram as que mais se revelaram significativas par...

Previous studies focusing on teacher education have highlighted the role that supervised practicum plays in the construction of future teachers' personal beliefs, including self-efficacy beliefs, yet there remains a need to understand which learning experiences contribute to the constitution of this belief during the supervised practicum. Our objective was to identify situations that influenced student teachers' judgment of self-efficacy during the development of supervised practicum. This exploratory and descriptive documentary research analyzed 18 reflective portfolios produced by student teachers' during their supervised practicum in a physical education teaching program course. The experience of teaching in locus and the opportunity to experience everyday school-life were recurring situations in 15 out of the 18 analyzed portfolios. The results led us to believe that offering student teachers the possibility to meet and experience the teaching environment in advance contributed positively, through enactive mastery experiences, to the building of their self-efficacy beliefs concerned to teaching.

Previous studies focusing on teacher education have highlighted the role that supervised practicum plays in the construction of future teachers’ personal beliefs, including self-efficacy beliefs, yet there remains a need to understand which learning experiences contribute to the constitution of this belief during the supervised practicum. Our objective was to identify situations that influenced student teachers’ judgment of self-efficacy during the development of supervised practicum. This exploratory and descriptive documentary research analyzed 18 reflective portfolios produced by student teachers’ during their supervised practicum in a physical education teaching program course. The experience of teaching in locus and the opportunity to experience everyday school-life were recurring situations in 15 out of the 18 analyzed portfolios. The results led us to believe that offering student teachers the possibility to meet and experience the teaching environment in advance contributed ...

As experiências de ensino durante o estágio curricular supervisionado desempenham um papel importante na formação de futuros professores. Contudo, a maneira como influenciam a crença de autoeficácia docente desses estudantes ainda é pouco conhecida. O objetivo deste estudo foi compreender como se constitui a crença de autoeficácia para o ensino da Educação Física na escola de estagiários em fase final de formação, por meio de análise documental de portfólios reflexivos. A investigação revelou que os autores dos portfólios se perceberam capazes para ensinar Educação Física após o estágio. As experiências de regência, seguidas pela persuasão social, foram as fontes de autoeficácia mais citadas. Promover o conhecimento sobre as crenças ligadas ao ensino, em especial a de autoeficácia, pode favorecer a reflexão de futuros professores sobre a própria capacidade, e também sobre competências e estratégias que deverão desenvolver no exercício da docência, considerando os desafios presentes nesse processo.