Examining Self-efficacy and Achievement in an Educational Research Course

Siriparp, Thomrat

doi:10.1016/j.sbspro.2015.01.254

Cited by 15 publications

(14 citation statements)

References 5 publications

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“…Mok ve Flynn'ın (1998), 5932 onikinci sınıf öğrencisinden elde ettikleri bulgulara göre okulun yaşam kalitesi, öğrencilerin akademik başarısındaki varyansın %40'ını açıklamaktadır. Ayrıca yapılan çalışmalar akademik öz-yeterlik ile akademik başarı arasında pozitif yönlü doğrusal bir ilişki olduğunu göstermektedir (Siriparp, 2015). Öz-yeterlik düzeyi yüksek öğrencilerde akademik başarının yanı sıra yüksek akademik motivasyon gözlenmektedir (Saracoğlu & Dinçer, 2009).…”

Section: Discussionunclassified

Üniversite Öğrencilerinin Fakülte Yaşamının Nitelikleri, Akademik Öz Yeterlikleri ve Öznel İyi Oluşları Arasındaki Yordayıcı İlişkiler

Şimşir¹,

Seki²

2018

Eğitim Bilimleri Dergisi

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Section: Discussionunclassified

Üniversite Öğrencilerinin Fakülte Yaşamının Nitelikleri, Akademik Öz Yeterlikleri ve Öznel İyi Oluşları Arasındaki Yordayıcı İlişkiler

Şimşir¹,

Seki²

2018

Eğitim Bilimleri Dergisi

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“…Other studies have also investigated the relationship between self-efficacy and students' achievements (Rutherford et al, 2017;Skaalvik at al., 2015;Xu & Jang, 2017). Previous studies have also shown that students with high self-efficacy tend to have higher academic performance (Siriparp, 2015), and that greater confidence in learning not only increases performance but also improves problem-solving efficiency (Hoffman & Spatariu, 2008). However, research on students' self-efficacy in mathematical representation has been limited.…”

Section: Introductionmentioning

confidence: 99%

Think-Talk-Write Model for Improving Students' Abilities in Mathematical Representation

Supandi¹,

Waluya²,

Rochmad³

et al. 2018

INT J INSTRUCTION

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Mathematical representation is an important skill in mathematics learning that enables students to interpret and solve problems with ease. However, building confidence in such a skill can be difficult for some students, especially for those who lack self-motivation skills. Therefore, this study examines the effects of the think-talk-write strategy and the expository strategy on students' abilities in mathematical representation in order to understand the relationship between mathematical representation and self-efficacy. In this study, a Quasi-Experiment design comprising the experiment group and the control group was applied. Learning process by Think-talk-write (TTW) strategy was implemented in the experiment group only. On the other hand, the learning process in the control group was accomplished without the TTW strategy. The sample in this study comprised students of the eighth grade studying geometry and spatial relations at a public junior high school. For the purpose of this study, two groups were created: 1) an experimental group, in which the think-talk-write strategy was employed, and 2) a control group, in which the expository approach was applied. In addition, mathematical representation ability and self-efficacy scale tests were used as the instruments of this quasi-experimental study.

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“…However, some researches show that students have difficulties in searching data in cyberspace, collecting data, selecting data, working with the computer, and using internet services and software (9)(10)(11)(12). The present research discusses the skills of postgraduate students in different dimensions of search for resources, content preparation and presentation, presence in cyberspace, participation and interaction.…”

Section: Introductionmentioning

confidence: 96%

The Relationship Between Technological Research Skills and Research Self-Efficacy of Higher Education Students

Seraji¹,

Tavakkoli²,

Hoseini³

2017

Interdiscip J Virtual Learn Med Sci

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Background: Today, one of the required skills for researchers' successes is the optimal use of facilities and capabilities of cyberspace. The present study aimed at investigating the relationship between technological research skills and research self-efficacy of higher education students at Bu-Ali Sina University. Methods: The population of this correlational research was all graduate students at Bu-Ali Sina University in the academic year of 2014 to 2015. Using Krejcie and Morgantable and applying stratified sampling, 329 subjects were chosen as participants of the study. Data were collected through a researcher-made questionnaire of technological research skills that was validated by 6 experts and with a reliability coefficient of 0.84, and the questionnaire of research self-efficacy was validated by Salehi et al. with a reliability of 0.84. The technological research skills questionnaire had 33 items and the research self-efficacy had 54 items. To analyze the data, Pearson's Correlation Coefficient and multiple regression was used with the SPSS 19 software. Results: The findings indicate that the level of technological research skills of the students was 2.71 with P < 0.001, while their research self-efficacy was 3.30 with P < 0.001. Also, the results show that there was a positive significant relationship between technological research skills and research self-efficacy (r = +41.33, P < 0.001). In addition, the components of technological research skills could explain research self-efficacy variances. Conclusions: Technological research skills could improve students' research functions.

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Examining Self-efficacy and Achievement in an Educational Research Course

Cited by 15 publications

References 5 publications

Üniversite Öğrencilerinin Fakülte Yaşamının Nitelikleri, Akademik Öz Yeterlikleri ve Öznel İyi Oluşları Arasındaki Yordayıcı İlişkiler

Üniversite Öğrencilerinin Fakülte Yaşamının Nitelikleri, Akademik Öz Yeterlikleri ve Öznel İyi Oluşları Arasındaki Yordayıcı İlişkiler

Think-Talk-Write Model for Improving Students' Abilities in Mathematical Representation

The Relationship Between Technological Research Skills and Research Self-Efficacy of Higher Education Students

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