The Effect of Group Work on the Self-efficacy of Social Work Students

Öntaş, Özlem Cankurtaran; Tekindal, Melike

doi:10.1016/j.sbspro.2015.01.804

Cited by 5 publications

(4 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Individual members were able to observe peers who performed tasks successfully as role models and that led them to develop greater self-efficacy. These results are consistent with Ontas & Tekindal [31], who found that group work positively affected the self-efficacy of learners. Further, results agreed with Bandura [7], who indicated that modeling was an effective tool for supporting one's sense of selfefficacy.…”

Section: Discussionsupporting

confidence: 92%

Development of Smartphone Application Based on the Theory of Planned Behaviour to Enhance Self-Efficacy for Online Learning

Peechapol

Na-Songkhla

Sujiva

et al. 2018

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

This study was conducted to develop a smartphone application to enhance self-efficacy for online learning. The theory of planned behaviour (TPB) was used as a framework for developing the smartphone app. The study used research and design (R&D) through three phases: 1)<strong> </strong>examining relevant literature and interviewing recognized experts in the field, 2) developing the smartphone app, and 3) studying the effect of the smartphone app on the self-efficacy of online learners. The results demonstrated that the framework of the smartphone application based on the TPB comprised six components. They were 1) the TPB’s concept for online learning, 2) instructional process, 3) instructional support tools, 4) application features, 5) instructor’s role, and 6) learner’s role. For technical aspects, the smartphone app was developed and deployed by using Amazon Web Service (AWS) cloud computing platform and infrastructure. Studying the effect of the application on self-efficacy was performed for four weeks using two groups in a pre-test/post-test design. The research method involved purposive sampling of 180 undergraduate students, consisting of a 90-student experimental group and a 90-student control group. The application based on the TPB and the application without the TPB were implemented in the experimental group and the control group, respectively. The results demonstrated that the post-test score of self-efficacy in online learning for the experimental group was statistically significantly higher than the control group at 0.05 level. This result showed that the smartphone app based on the TPB could significantly affect self-efficacy for online learners; it has the potential to be an effective tool for teaching an online course.

show abstract

Section: Discussionsupporting

confidence: 92%

Development of Smartphone Application Based on the Theory of Planned Behaviour to Enhance Self-Efficacy for Online Learning

Peechapol

Na-Songkhla

Sujiva

et al. 2018

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

show abstract

“…So, they are able to develop their cultural understanding of others and guarantee the learners to create more spaces for making more friends (Li & Campbell, 2008). Also, it could lead, build, and eventually contribute to higher self-esteem and care through better tolerance to other despite differences (Johnson & Johnson, 2000;Öntaş & Tekindal, 2015). Lastly, through a group assignment, students' personality is also positively affected.…”

Section: Introductionmentioning

confidence: 99%

Local and international prospective teachers’ perception on collaborative learning

Waloyo

Prastiyowati

Rumalessin

2020

JPPG

View full text Add to dashboard Cite

Many EFL learners show higher achievement, feel more satisfied with their learning experiences, and display higher motivation to develop their English when they are engaged in collaborative learning. However, others display lack of contribution, low commitment, bad time management, and passive membership during the collaboration with other learners. In this case, teachers’ role is paramount to provide constructive feedback and supervise the learners to eliminate these potential issues. This research was conducted by involving both local and international EFL students in Indonesian context and addressed how local and international students of English Education at University of Muhammadiyah Malang (UMM) perceived group assignment. The research involved 7 international (Thai) students and 7 local (Indonesian) students, studying at English Education of UMM, academic year 2015. The instruments were questionnaires (likert scale and open-ended questions) and interview, which were anayzed using both quantitavie and qualitative method.This mixed method helped the researchers obtain comprehensive data and required information. The classified data was analyzed by calculating each item using descriptive statistic for close ended questions and descriptive interpretation for open ended questions and interview items. The investigation found that the students completely realized the positive effects of group work advancing their academic performance and developing their personal attitudes. Therefore, applying collaborative learning as a part of teaching activity in EFL context is highly encouraged to help learners perform better both academically and individually.

show abstract

“…A escala é de natureza unifatorial e composta por dez itens, a serem respondidos em escalas tipo Likert de quatro pontos, variando de 1 (de modo nenhum é verdade) a 4 (exatamente verdade). Ela tem apresentado boas características psicométricas em diferentes países, como Portugal (Araújo & Moura, 2011), Turquia (Aypay, 2010), Suécia (Löve, Moore, & Hensing, 2012), Alemanha (Christoph et al, 2013), Estados Unidos (Lorente, et al, 2014) e Polônia (Kalandyk, Penar-Zadarko, & Krajewska-Kułak, 2016), além de sua estrutura ter se mostrado estável em estudos longitudinais (Schwarzer & Jerusalém, 1999e Vera, Salanova, & Lorente, 2012. Adicionalmente, a meta-análise realizada por Scholz, Doña, Sud e Schwaarzer (2002), com base em 25 estudos, confirmou a unidimensionalidade das diversas adaptações da escala, que apresentaram índices de consistência interna variando entre 0,75 e 0,91.…”

unclassified

Evidências de validade da Escala de Autoeficácia de Professores em amostras brasileiras

Júnior

Ferreira

Valentini

et al. 2018

Rev. Psicol., Organ.Trab.

View full text Add to dashboard Cite

Resumo A autoeficácia consiste em crenças acerca das próprias capacidades e habilidades. O estudo reuniu evidências de validade da Escala de Autoeficácia de Professores (EAP) no contexto brasileiro. A amostra foi composta por 395 professores, de ambos os sexos, (61,5% feminino), com idades variando entre 20 e 69 anos (M = 40,83; SD = 10,84), que responderam à versão brasileira da escala e a outros instrumentos a ela correlatos. As análises fatoriais confirmatórias confirmaram o modelo original do instrumento, composto por vinte e quatro itens, distribuídos em seis fatores, com bons índices de consistência interna. A escala apresentou ainda correlação positiva alta com a autoeficácia geral, correlações positivas moderadas com o engajamento no trabalho e a satisfação no trabalho, e correlação negativa baixa com a exaustão emocional. As boas qualidades psicométricas da escala recomendam seu uso futuro na pesquisa e diagnóstico.

show abstract

The Effect of Group Work on the Self-efficacy of Social Work Students

Cited by 5 publications

References 4 publications

Development of Smartphone Application Based on the Theory of Planned Behaviour to Enhance Self-Efficacy for Online Learning

Development of Smartphone Application Based on the Theory of Planned Behaviour to Enhance Self-Efficacy for Online Learning

Local and international prospective teachers’ perception on collaborative learning

Evidências de validade da Escala de Autoeficácia de Professores em amostras brasileiras

Contact Info

Product

Resources

About