An Integrative Review of Self-efficacy: what Factors Enhance and Impair it?

Tusianah, Rias; Sutarsyah, Cucu; Sukirlan, Muhammad; Ridwan, Ridwan; Nurmalisa, Yunisca; Isnainy, Usastiawaty Cik Ayu Saadiah; Maydiantoro, Albet; Zainaro, M. Arifki; Kesuma, Tubagus Ali Rachman Puja

doi:10.37394/23207.2021.18.100

Cited by 9 publications

(4 citation statements)

References 24 publications

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“…This research was conducted using a Systematic Literature Review (SLR) and a mapping strategy, which involves identifying, classifying, analyzing, assessing, and interpreting all relevant literature [30][31][32] on -evaluation‖ and -presentation skills‖.…”

Section: Methodsmentioning

confidence: 99%

Evaluation of Presentation Skills in the Context of Online Learning: A Literature Review

Suroto¹,

Sunyono²,

Haenilah³

et al. 2023

IJIET

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Presentation skills are considered as important skills in the workplace, in which the ability to give impressive presentations is needed. Therefore, it is necessary to evaluate how the presentations are performed in order to develop and improve presentation skills. This article aims to determine what evaluations can be used to evaluate student presentations in the online context learning. This research was conducted using a Systematic Literature Review (SLR) and a mapping approach, a process of identifying, categorizing, analyzing, evaluating, and interpreting articles that have been indexed in a well-known databases within a timeframe of 2012-2022. The literature review in this study was reviewed based on the Scopus databases as the primary source. The results indicate that teacher evaluation, peer evaluation, self assessment, team assessment, and formative tests can be used effectively for evaluating online presentations using video, live online meetings, online platforms, social media, and game-based applications. The findings are expected to be useful in developing students’ oral presentation skills and transferable skills. In light of these findings, this article also offers a number of implications and recommendations for further research.

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Section: Methodsmentioning

confidence: 99%

Evaluation of Presentation Skills in the Context of Online Learning: A Literature Review

Suroto¹,

Sunyono²,

Haenilah³

et al. 2023

IJIET

View full text Add to dashboard Cite

show abstract

“…Teenage girls take part in leadership training programs at a similar rate to boys but do not consider themselves as leaders now or in the future [71,72]. They do not view the educational figures in their lives as motivating role models, they receive very little support and affirmation from teachers that they have what it takes to be one, and they lack these critical elements for developing and enhancing their leader self-efficacy [14,73]. We, therefore, humbly suggest that decision makers within the educational establishment consider the differences between middle and high school students, especially between boys and girls.…”

Section: Practical Implicationsmentioning

confidence: 99%

Israeli Students’ Evaluations Regarding Leadership Education in Post-Primary Schools

Perets,

Davidovitch,

Lewin

2023

Education Sciences

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This article examines the way students attending middle and high schools in Israel evaluate leadership education in their schools and the extent to which it contributes to their leader self-efficacy. Based on 376 questionnaires completed by teenage girls (n = 243) and boys (n = 133) who attend middle and high school in the public education system in Israel, it focuses on their perceptions regarding their school as their main leadership development establishment. Using a Likert scale to measure attitudes and perceptions of youth leadership, the questionnaire was used to investigate the following topics: the school’s efforts to impart leadership and encourage leadership and leadership ability, their self-perceptions of leadership ability, and the impact of the school staff on their leadership development. Students expressed discontent with the school’s ability to impart and motivate leadership, and family members and youth organizations are perceived as more influential. Students in middle schools participate more in leadership programs but evaluate the school’s contribution to leadership development less favorably than high school students. Although girls’ participation in leadership programs is almost double the boys’ rate of participation, their leader self-efficacy is relatively low. Implementing leadership education has some deficiencies that require policymakers to make necessary adjustments regarding age and gender.

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“…Social Cognitive Theory says that self-confidence is the assessment of a person's capability to display particular behaviors or achieve yields. In this case, self-confidence is related to self-efficacy can be done (Puja Kesuma et al, 2021;Tusianah et al, 2021). In educational circumstances, self-confidence is related to students' achievement and ability to develop their expertise in attentiveness, aims, and encouragement (Brígido et al, 2013;Valentine et al, 2004).…”

Section: Student Interest In Chemistry Learning Contributes To Smart ...mentioning

confidence: 99%

Determinant Factors of Smart Risk-Taking Behavior: An Empirical Analysis of Indonesian High School Students' Chemistry Learning

Huang¹

2023

INT J EDUC METHODOL

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<p style="text-align:justify">This article aims to identify the psychological factors of students that correlate with the smart risk-taking behavior of high school students in Indonesia. The data in this study were distributed to 227 students from 3 (three) regions in Indonesia and evaluated using the Partial Least Square Structural Equation Modeling (PLS-SEM) analysis technique. This study found that students' self-confidence was the biggest factor influencing the increase in smart risk-taking behavior, followed by the intention to learn chemistry and teacher support responses. These three factors were found to positively and significantly influence smart risk-taking behavior. However, we found that the smart risk-taking behavior of high school students in Indonesia is still poor. Therefore, it is necessary to have a learning strategy to utilize information technology in chemistry learning. We made several contributions, such as (a) developing a conceptual framework of psychological factors that can increase students' smart risk-taking behavior in chemistry learning that has not been extensively researched and developed by previous researchers; and (b) mapping out how the three psychological factors of students can be maximized to increase smart risk-taking behavior. For this reason, this research is expected to provide practical and academic contributions that can be used as a reference for bank management and further research.</p>

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An Integrative Review of Self-efficacy: what Factors Enhance and Impair it?

Cited by 9 publications

References 24 publications

Evaluation of Presentation Skills in the Context of Online Learning: A Literature Review

Evaluation of Presentation Skills in the Context of Online Learning: A Literature Review

Israeli Students’ Evaluations Regarding Leadership Education in Post-Primary Schools

Determinant Factors of Smart Risk-Taking Behavior: An Empirical Analysis of Indonesian High School Students' Chemistry Learning

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