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Wyświetlanie 1-15 z 19
Tytuł:
Increasing Pre-service Kindergarten Teachers’ Mathematics Teaching Efficacy through Lesson Study
Autorzy:
Mihajlović, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/1967801.pdf
Data publikacji:
2019-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
lesson study
pre-service kindergarten teachers
teacher efficacy beliefs
self-efficacy
Opis:
The study aimed to investigate the effects of Lesson Study on the self-efficacy beliefs of pre-service kindergarten teachers. A quasi-experimental design with two parallel groups was used. The sample consisted of 49 students divided into a control group (27) and an experimental group (22). The pre-service kindergarten teachers in the experimental group followed an adjusted Lesson Study design, while the control group followed the traditional way of pre-service teaching practice. Findings indicate that there was no significant difference in teacher self-efficacy total scores between the groups, but there was a significant difference in the self-reported competence to effectively teach mathematics lessons and ability to get and keep pupils motivated.
Źródło:
The New Educational Review; 2019, 55; 89-99
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Investigation into the Participation Activity Rate of Foreign Languages Teachers in Specially Focused Network Pedagogical Communities
Autorzy:
Malykhin, Oleksandr
Aristova, Nataliia
Powiązania:
https://bibliotekanauki.pl/articles/1969302.pdf
Data publikacji:
2018-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
network community
foreign languages teachers
self-actualisation
professional self-realization
self-efficacy
disciplinary self-efficacy
instructional self-efficacy
professional activity
higher educational institution
Opis:
The authors present the results of research carried out in the 2017/2018 academic year among foreign languages teachers at eight higher education institutions. The aim of the study was to find out the connection between the participation activity rate of foreign languages teachers in specially focused network pedagogical communities and the level of professional self-realization through their self-efficacy. We used methods of mathematical statistics, computer data processing and discursive reflextion for drawing logical conclusions from experimental data. 267 foreign languages teachers from Ukrainian universities participated in the first stage of research. During the second stage, 108 selected foreign languages teachers completed a questionnaire for collecting data and evaluating the level of their self-efficacy. Results indicate a significant difference in the professional self-realization levels among the members and non-members of specially focused network communities and confirm the suggested hypothesis.
Źródło:
The New Educational Review; 2018, 53; 227-238
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Self-efficacy of Physical Education Teachers and Burnout in the Teaching Profession
Autorzy:
Sas-Nowosielski, Krzysztof
Kowalczyk, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/1967518.pdf
Data publikacji:
2019-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
physical education teachers
burnout
self-efficacy
Opis:
Teachers, including physical education (PE) teachers, are at risk of burning out in their work. The consequences of this syndrome have a negative impact on the teacher themselves and on their students. Therefore it is very important to identify factors that may prevent its occurrence. Self-efficacy is considered one such factor. The aim of the study was to determine if self-efficacy specific to PE teachers is related to their burnout. The study was conducted using a survey method, with the use of the Physical Education Teaching Efficacy Scale [PETES] and the Maslach Burnout Inventory. A total of 401 PE teachers were surveyed. PE teachers turned out to be rather moderately burnt out, except for one dimension - a reduced sense of personal accomplishments - which in almost the whole sample reached high values. Regression analyses conducted for all three dimensions of burnout were significant, explaining from 4% up to 10% of the variance. The dimension of accomplishments was positively predicted by two kinds of self-efficacy: applying scientific knowledge in teaching PE, and teaching students with special needs. Emotional exhaustion was significantly and negatively predicted by assessment efficacy, and using technology efficacy, and positively by accommodating skill level differences of efficacy. Finally, depersonalization was negatively predicted by instructional efficacy.
Źródło:
The New Educational Review; 2019, 58; 179-188
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Emotional Costs, Self-efficacy and Coping Strategies among Unemployed Individuals during Professional Internship
Autorzy:
Ślebarska, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/2028714.pdf
Data publikacji:
2014-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
emotional costs
self-efficacy
coping strategies
reemployment
Opis:
The study investigates the emotional costs experienced in the new workplace and general self-efficacy (GSE) as predictors of coping during the first period of reemployment. The study was conducted among 69 unemployed during professional internship. Questionnaires battery was administered in two waves (T1 and T2) within the first two weeks of this kind of reemployment and after 3 months. 35 respondents participated in T2. The results showed GSE and emotional costs as predictors of coping strategies using in the work re-entry phase. Further regression analysis showed a significant relationship between problem solving (T1) and GSE, and emotional costs (T2).
Źródło:
The New Educational Review; 2014, 35; 251-264
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Self-Efficacy in the Pre-Gradual Training of Occupational Subject Teachers
Autorzy:
Duda, Małgorzata
Kráľová, Zdena
Porubčanová, Dáša
Bursová, Janka
Powiązania:
https://bibliotekanauki.pl/articles/2057081.pdf
Data publikacji:
2022-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
self-efficacy
perceived professional proficiency
teacher
portfolio
Opis:
The study presents a survey of perceived teacher self-efficacy on a sample of future and beginning Slovak secondary school teachers in two research approaches. The research aimed to find out the perceived professional proficiency of teacher students and future teachers in didactic readiness in the context of positive psychology. The obtained data from both groups were compared with foreign research results in this area.
Źródło:
The New Educational Review; 2022, 68; 162-170
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Relationship of Academic Burnout and Academic Stress with Academic Self-Efficacy among Graduate Students
Autorzy:
Safarzaie, Hamideh
Nastiezaie, Naser
Jenaabadi, Hossein
Powiązania:
https://bibliotekanauki.pl/articles/1997799.pdf
Data publikacji:
2017-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
academic burnout
academic stress
academic self-efficacy
Opis:
This study aimed to examine the relationship of academic burnout and academic stress with academic self-efficacy among graduate students. 307 graduate students at the University of Sistan and Baluchestan (140 female and 167 male students) were selected as a sample using the stratified random sampling method. The subjects were evaluated by questionnaires on academic burnout, academic stress, and academic self-efficacy. Data was analyzed using one-sample t-test, Pearson’s correlation coefficient, and simultaneous regression analysis. Results revealed that academic burnout was significantly related to academic self-efficacy among the students, in the way that an increase in academic burnout among the students led to a decrease in their academic self-efficacy. Moreover, academic stress was significantly related to academic self-efficacy, in the way that an increase in academic stress among the students led to a decrease in their self-efficacy.
Źródło:
The New Educational Review; 2017, 49; 65-76
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Role of Spirituality and Belief in Free Will in the Perception of Self-efficacy Among Young Adults
Autorzy:
Charzyńska, Edyta
Wysocka, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/2031695.pdf
Data publikacji:
2014-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
spirituality
free will
determinism
self-efficacy
young adults
Opis:
The primary goal of the study was to examine the relationships between spirituality, belief in free will and perceived self-efficacy among young adults. In order to develop the preliminary adaptation of the FAD-Plus questionnaire, used for measuring the lay beliefs in free will and three related constructs, Study 1 was carried out among 485 young adults. The tool had satisfactory psychometric properties. Study 2, in which 340 students participated, verified the role of believing in free will as a potential mediator between spirituality and perceived self-efficacy. In the case of male students, total mediation was found, and in the case of female students, partial mediation was noted. The studies indicate the need to put greater emphasis on the spiritual sphere and the sense of free will in the education provided for young adults.
Źródło:
The New Educational Review; 2014, 36; 194-205
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sense of Self-Efficacy and Helplessness Among Students of Higher Grades of Primary School During the COVID-19 Pandemic
Autorzy:
Tłuściak-Deliowska, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/2140576.pdf
Data publikacji:
2022-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
sense of self-efficacy
helplessness
pandemic
students
primary school
Opis:
Learning in unknown circumstances is a great challenge for young people, particularly those who lack the ability to regulate their emotions. This text presents the results of research on the image of the life of students in higher grades of primary school, measured by the sense of self-efficacy and the sense of helplessness. The research was conducted during the COVID-19 pandemic among 303 students. It was found that (1) students rather express their belief in their own effectiveness (agency), and, at the same time, (2) half of the students indicated the feeling of helplessness; (3) helplessness is significantly higher among girls; (4) in the case of girls, there is a clear and strong negative relation between the sense of effectiveness and the helplessness.
Źródło:
The New Educational Review; 2022, 69; 107-118
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Investigating the effectiveness of the flipped classroom in an introductory programming course
Autorzy:
Souza, Manoj Joseph D
Rodrigues, Paul
Powiązania:
https://bibliotekanauki.pl/articles/2012135.pdf
Data publikacji:
2015-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
flipped classroom
programming self-efficacy
academic performance
introductory programming
Opis:
A flipped classroom is a teaching-learning environment in which students self-learn content by watching video lectures outside of the classroom and engage in learner-centered activities in the classroom with the guidance of an instructor. Earlier research into programming education has shown that students in the traditional classroom find introductory programming courses hard. This experimental study compared the effectiveness of a flipped classroom (experimental group, N=48) with a traditional classroom (control group, N=52) in two areas: 1. programming self-efficacy; and 2. academic performance. The results show that the students in the flipped classroom increased programming self-efficacy and achieved higher grades.
Źródło:
The New Educational Review; 2015, 40; 129-139
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Relationship between Distributed Leadership and Work Self-Efficacy with the Mediating Role of Academic Optimism of the Teacher
Autorzy:
Zare, Mona
Nastiezaie, Naser
Powiązania:
https://bibliotekanauki.pl/articles/1967520.pdf
Data publikacji:
2019-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Distributed Leadership
Teacher’s Academic Optimism
work Self-Efficacy
Opis:
The purpose of this study was to investigate the relationship between distributed leadership and job self-efficacy with the mediating role of academic optimism of the teacher. This study is applied and correlation research based on structural equation modeling. 281 teachers of Zahedan city were selected using stratified random sampling. To collect information, three questionnaires were used: distributed leadership (Gholami, Sahranavard, & Azizi, 2014), job self-efficacy (Riggs & Knight, 1994) and teacher’s academic optimism (Beard, Hoy, & Woolfolk, 2010). For data analysis the Pearson correlation coefficient was calculated using SPSS and structural equation modeling was done using Lisrel software. Based on the results the direct effect of distributed leadership on job self-efficacy (β=0.33), the direct effect of distributed leadership on teacher’s academic optimism (β=0.76) and the direct effect of teacher’s academic optimism on job self-efficacy (β=0.42) was found to be significant. The indirect effect of distributed leadership on job self-efficacy was also found to be significant with the mediating role of organizational laziness (β=0.352). Therefore, it can be concluded that through applying a distributed leadership style in schools (with regard to trust-based leadership, a democratic climate, comprehensive support, and teachers’ professional development) the level of teachers’ academic optimism increases. With an increase in teachers’ academic optimism, their job performance can be expected to improve.
Źródło:
The New Educational Review; 2019, 58; 169-178
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Does School Experience Kill Confidence? Chosen Aspects of Students’ Feelings and Beliefs about Themselves over a Number of Years of Education
Autorzy:
Glinka, Karolina
Powiązania:
https://bibliotekanauki.pl/articles/1963505.pdf
Data publikacji:
2020-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
education
school experience
stress
anxiety
self-confidence
self-efficacy
Opis:
Stress and anxiety experienced at school is negatively correlated with school achievements and mental health. Experiencing stress and anxiety is common for young people of school age from all over the world. Previous experiences have significant influence on children’s self-efficacy and their self-confidence. Students’ school experiences are the main subject of this text. This article presents results of longitudinal studies among children from primary school. In 2016 a questionnaire was distributed among children in 2ⁿd and 3rd grade (N=82). In 2019 the same survey was conducted among the same children in 4th and 5th grade (N=82). Aft er several years of education students declare higher levels of stress and anxiety and lower levels of self-confidence and beliefs in their abilities in situations when they are evaluated at the board. Results of the research disclose a disquieting tendency in school experience.
Źródło:
The New Educational Review; 2020, 59; 138-146
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Relationships Between Critical Thinking and Creativity Among University Students in Contemporary Education: Empirical Analysis of Gender Differences
Autorzy:
Shubina, Ivanna
Kwiatek, Piotr
Kulakli, Atik
Powiązania:
https://bibliotekanauki.pl/articles/1964314.pdf
Data publikacji:
2021-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
gender
critical thinking
creative potential
academic success
creative self-efficacy
Opis:
Critical and creative thinking skills share a considerable scholarly discussion; little is known about the gender-based differences in students’ critical thinking and creativity, along with their impact on academic performance in the Arabian Gulf context. Data for the study were collected through standardized measurements from 220 students and matched with students’ performan ce in various assignments. The data were analyzed through group comparisons and classification algorithms. The results demonstrated gender differences in academic success and relationships between critical thinking and creativity. The current study may assist researchers and practitioners in the educational field who enhance creativity and critical thinking development among students considering gender and academic success. This will allow to improve teaching-learning experiences and prepare youth for their further professional success.
Źródło:
The New Educational Review; 2021, 65; 87-98
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Exploring EFL Teachers’ Perspectives of Professional Knowledge and Teaching Efficacy in Vocational High Schools
Autorzy:
Tzu-Ching Chen, Kate
Chia-Li Chen, Sabina
Powiązania:
https://bibliotekanauki.pl/articles/16530438.pdf
Data publikacji:
2013-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
vocational high school
EFL teachers
professional knowledge
teaching efficacy
Taiwan
Opis:
The presented study was conducted to investigate vocational high school EFL teachers’ professional knowledge and teaching efficacy from teachers’ perspectives. Data were collected through a questionnaire and analyzed by frequency distribution, t-test, ANOVA, Pearson correlation and stepwise regression. The results indicated that teachers have higher performance on professionalism and attitude to professional knowledge; teaching and class management in teaching efficacy. A significantly positive correlation was found between EFL teachers’ professional knowledge and teacher efficacy. Teachers reported that professional skills, professionalism, and attitude in professional knowledge were significant predictors of teaching efficacy. Professional knowledge helps to shape effective teaching.
Źródło:
The New Educational Review; 2013, 34; 270-279
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Educational self-efficacy in teachers of various ethical orientations. The slovak research
Autorzy:
Rubacha, Krzysztof
Sirotova, Mariana
Chomczyńska-Rubacha, Mariola
Powiązania:
https://bibliotekanauki.pl/articles/2005021.pdf
Data publikacji:
2016-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers
ethical orientations
educational self-efficacy
care and justice ethics
Opis:
The article provides an empirical analysis of a relationship between ethical orientations and educational self-efficacy. Ethical orientations are defined in the theoretical system of K. Gilligan, whereas self-efficacy is viewed through the social-cognitive theory. The results of the analysis of variance demonstrate the existence of statistically significant differences in self-efficacy between teachers who prefer the ethics of justice and those who prefer the ethics of care, in favour of the former. However, the Eta coefficient shows that the relationship strength is not very large. In conclusion of the result interpretation we explain what our research explicates and what lies beyond its capacity.
Źródło:
The New Educational Review; 2016, 43; 193-200
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Effects of Agricultural Students’ Self-Efficacy Beliefs and Test Anxiety on their Achievement Motivation and Academic Performance
Autorzy:
Pouratashi, Mahtab
Zhub, Chang
Mohammadi, Hamid Movahed
Rezvanfara, Ahmad
Hosseinia, Seyyed Mahmoud
Powiązania:
https://bibliotekanauki.pl/articles/16530336.pdf
Data publikacji:
2013-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
achievement motivation
academic performance
self-efficacy beliefs
test anxiety
agricultural students
Opis:
In this study, the influences of agricultural students’ self-efficacy beliefs and test anxiety on their achievement motivation and academic performance were examined. A sample of 466 students from Iranian Colleges of agriculture participated in this study. A questionnaire was used for data collection. Data were analyzed descriptively and inferentially using SPSS/win and AMOS graphic. The findings revealed that self-efficacy beliefs had more effect on motivation to approach success and academic performance than test anxiety. In contrast, test anxiety had more effect on motivation to avoid failure than self-efficacy beliefs. In addition, motivation to approach success had more effect on academic performance than motivation to avoid failure.
Źródło:
The New Educational Review; 2013, 34; 85-98
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 19

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