The Effects of Irrational Beliefs on Academic Motivation and Academic Self-efficacy of Candidate Teachers of Computer and Instructional Technologies Education Department

Özer, Ebru Albayrak; Akgün, Özcan Erkan

doi:10.1016/j.sbspro.2015.07.401

Cited by 17 publications

(14 citation statements)

References 9 publications

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“…This means that when levels of academic motivation increased, irrational beliefs also increased. Ozer and Akgun (2015) also confirmed that when academic motivation increased, there was a moderate increase in academic self-sufficiency.…”

Section: The Relationship Between Academic Motivation and Academic Acsupporting

confidence: 64%

“…While the assessment of the frequency of worry rather than the level may have been more appropriate, the study denotes that worry does affect levels of self-efficacy and achievement (Tang & Westwood, 2007). Ozer & Akgun (2015) confirmed that there is a positive relationship between irrational beliefs, academic motivation, and academic self-sufficiency. When academic motivation increases, there is a moderate increase in academic self-sufficiency.…”

Section: Summary Of Literaturementioning

confidence: 71%

“…However, there were no significant findings on the relationship between irrational beliefs and academic self-sufficiency. Ozer & Akgun (2015) claimed that their study was not meant to imply that one variable caused the other, but to show that there was a descriptive relationship between the variables.…”

Section: The Relationship Between Academic Motivation and Academic Acmentioning

confidence: 99%

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Mindset, Academic Motivation, And Academic Self-Efficacy As Correlates Of Academic Achievement Among Undergraduate Students in Communication Sciences and Disorders Programs

Ferguson¹

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Higher education serves many stakeholders including students, parents, faculty, staff, university administrators, and other contributors. Those stakeholders are all linked with one purpose: the success of the student. That success or failure is most commonly measured by achievement through grade point average (GPA). The academic demands within the college/university setting is high. Limited academic achievement can result in academic failure, being placed on academic probation, even losing scholarships and grants. Students enter college, progress through college, and often graduate without having a real understanding for what it truly takes to be academically successful and what factors may contribute to that success. The study examined the extent to which types of mindset, academic motivation, and academic self-efficacy correlated with academic achievement among undergraduate communication sciences and disorders students. Method Undergraduate communication sciences and disorders students in the Great Lakes States of Michigan, Indiana, Ohio, and Illinois completed a 75-item survey to determine the correlation between academic achievement and mindset, academic motivation, and academic self-efficacy. Descriptive analysis, Spearman Rank correlation, and categorical regression (CATREG) were used to analyze the data. Results Results of this current study indicate that undergraduate communication sciences and disorders students report average to higher than average GPAs. Undergraduate communication sciences and disorders students have very high extrinsic motivation (M = 5.90), high intrinsic motivation (M = 5.22), and very low amotivation (M = 1.62). Fifty-four percent of undergraduate communication sciences and disorders students have high self-efficacy and higher growth mindset than fixed mindset. The results of this study indicate that amotivation is negatively correlated to academic achievement. Therefore, the higher the academic achievement, the lower the amotivation. Academic self-efficacy is also correlated to academic achievement. Hence, the higher the academic self-efficacy, the higher the academic achievement. Conclusions Undergraduate communication sciences and disorders students, who are "average

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Section: The Relationship Between Academic Motivation and Academic Acsupporting

confidence: 64%

Section: Summary Of Literaturementioning

confidence: 71%

Section: The Relationship Between Academic Motivation and Academic Acmentioning

confidence: 99%

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Mindset, Academic Motivation, And Academic Self-Efficacy As Correlates Of Academic Achievement Among Undergraduate Students in Communication Sciences and Disorders Programs

Ferguson¹

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“…At the same time, it has been proved that irrational beliefs are associated not only with various human dysfunctions but also with normal psyche and motivation for activity [20]. Irrational beliefs are actively studied in modern science in the framework of medicine and psychology [21], education [22], sports [23], and others. Regarding the influence of irrational beliefs on people's attitudes towards dangers, there is only evidence of the relationship between irrational attitudes and anxiety, which often leads to the desire to exaggerate dangers [24].…”

Section: Introductionmentioning

confidence: 99%

The Influence of Irrational Beliefs on Attitudes to Dangers among Medical and Psychological-Pedagogical Students

Маралов¹,

Sitarov²,

Koryagina³

et al. 2021

Int j pharm res allied sci

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Attitude towards dangers is the most important indicator of a person's adaptability to the surrounding reality. It includes sensitivity to threats and the choice of adequate or inappropriate responses to dangerous situations. Attitudes to danger are influenced by many factors. This study tested the hypothesis on the effect of irrational beliefs on the types of attitudes to dangers among students of medical and psychological-pedagogical profile. A total of 438 future medical students and educational psychologists of three higher educational institutions of Russia aged 17 to 40 years (average age-19.5 ± 2.8 years old) took part in the study. Men-121, women-317. The author's questionnaires were used to identify sensitivity to threats and people's choice of ways to respond in situations of danger, as well as a list of the irrational beliefs of A. Beck and A. Freeman. Mathematical processing was carried out using the φ * criterion-Fisher's angular transformation and Pearson's dichotomous correlation coefficient. As a result, many positive and negative connections of irrational beliefs with the types of students' attitudes towards dangers were found. In particular, exaggeration of dangers among men is determined by obsessive-compulsive beliefs, and among women-by avoidant beliefs; ignoring dangers-among men is determined by the beliefs of the antisocial type, and among women-by the beliefs of the passive-aggressive and histrionic types. As a result, it is concluded that irrational beliefs, along with other psychological factors, make a significant contribution to the formation of a particular type of personality's attitude to dangers. By creating conditions for overcoming certain irrational beliefs and replacing them with rational ones, it is possible to influence the optimization of a person's attitude to dangers. The results can be used in the training of medical and psychological-pedagogical students, as well as in the activities of psychological services of universities, aimed at correcting students' inadequate types of attitude to dangers.

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“…Selfefficacy, assurance of their ability to successfully complete assignments, interact with others, and successful management of work and family. 9,10 People with high selfefficacy, unlike people with low self-efficacy, use higherlevel intellectual processes to solve problems and imagine themselves successful in challenging assignments. 11 In other words, self-efficacy is the perception of individuals of a specific range of abilities to perform the necessary actions to achieve valuable goals.…”

Section: Introductionmentioning

confidence: 99%

Modeling the Structural Relationship of Happiness Based on Psychological Well-Being With Self-efficacy Intermediation and Academic Self-regulation in University Students

Iri

Fakhri

Hassanzadeh

2019

Int Clin Neurosci J

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Background: Happiness is the degree of emotion that a person judges with his overall quality of life as an utterly desirable life. The purpose of this study was to model the structural relationship between happiness based on psychological well-being and self-efficacy and self-regulatory mediation among students at Farhangian University. Methods: This correlation study was carried out using structural equation modeling methods. The statistical population of this study included all undergraduate students at the Farhangian University of Golestan province who were studying in the academic year of 2016-17. By using the Morgan table, 280 people selected through multi-stage random cluster sampling. The data were collected using Savari and Arabzadeh’s educational self-regulatory scale, Sherer Self-efficacy Scale, Oxford Happiness Questionnaire, and Ryff’s psychological well-being questionnaire. Data analysis was performed using path analysis and structural equations with AMOS software. Results: The results showed that psychological well-being had a positive effect on happiness (P<0.02). Also, the pattern fit results showed that psychological well-being indirectly affects selfefficacy, and self-regulation has an indirect effect on happiness (P<0.001). Conclusion: The results of this study showed that there is a significant relationship between happiness and psychological well-being with self-efficacy and self-regulation mediation. Therefore, it is possible to raise the level of happiness and psychological well-being of students through the development of programs aimed at promoting self-efficacy and self-regulation of students.

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The Effects of Irrational Beliefs on Academic Motivation and Academic Self-efficacy of Candidate Teachers of Computer and Instructional Technologies Education Department

Cited by 17 publications

References 9 publications

Mindset, Academic Motivation, And Academic Self-Efficacy As Correlates Of Academic Achievement Among Undergraduate Students in Communication Sciences and Disorders Programs

Mindset, Academic Motivation, And Academic Self-Efficacy As Correlates Of Academic Achievement Among Undergraduate Students in Communication Sciences and Disorders Programs

The Influence of Irrational Beliefs on Attitudes to Dangers among Medical and Psychological-Pedagogical Students

Modeling the Structural Relationship of Happiness Based on Psychological Well-Being With Self-efficacy Intermediation and Academic Self-regulation in University Students

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