The Impact of Achievement Goal Orientation, Learning Strategies, and Digital Skill on Engineering Skill Self-Efficacy in Thailand

Chonsalasin, Dissakoon; Khampirat, Buratin

doi:10.1109/access.2022.3146128

Cited by 14 publications

(8 citation statements)

References 94 publications

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“…It proposed that teachers still need enhanced skills in teaching digitally [55][56][57]. Some studies also confirmed that self-efficacy and attitudes have some influence on digital competence [58,59]; teachers who perceive themselves as having insufficient self-efficacy or attitudes often show low self-confidence that impacts their digital competence to provide learning opportunities for their students [60,61]. Fewer studies of digital competence are related to gender and age [62,63].…”

Section: Teachers' Digital Competencementioning

confidence: 99%

“…The more digitally competent teachers are, the better they are at the use of digital tools and the integration of information technology [52][53][54][55][56]. Therefore, schools or policymakers still need to formulate reasonable policies to encourage teachers to improve their digital capabilities, actively participate in digital technology training, improve teachers' attitudes and self-efficacy in using digital technology, and promote the learning of their digital capabilities, to apply ICT to classroom teaching and improve the quality of teachers' teaching [60][61][62][63][64]. Furthermore, the results confirm teachers' digital tools use has a positive and significant effect on ICT integration [71,72].…”

Section: Plos Onementioning

confidence: 99%

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Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

Peng,

Abdul Razak,

Hajar Halili

2023

PLoS ONE

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Technology invention and implementation have resulted in long-term educational progress. This study aimed to identify the innovative strategies in determining the factors influencing in-service teachers’ technology integration in China, focusing on the information and communication technology (ICT) integration. The sample consists of 685 in-service teachers. Four factors are found to influence in-service teachers’ ICT integration: attitudes, self-efficacy, digital competence, and digital tools use. The results of the study utilizing the PLS-SEM approach demonstrated that all four factors have a substantial impact on in-service teachers’ ICT integration and interact with each other. Meanwhile, attitudes, digital competence, and digital tools use have a mediating effect in this research. In addition, the study discussed the effects of gender, age, and teaching experience on influencing factors and ICT integration. This research provided beneficial insights for a successful design of instruction with ICT and contributed to innovative strategies for educational technology.

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Section: Teachers' Digital Competencementioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

Peng,

Abdul Razak,

Hajar Halili

2023

PLoS ONE

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“…Fourth, causal attributions play a determining role in academic achievement since they determine the ability of students to maintain the effort and persevere in their goals [84][85][86][87][88][89][90][91]. In this way, those students who have come to create an attributional style based on helplessness and characterized by the belief that their effort has little or no value for achieving positive academic outcomes are not proactive in the tasks, and the probabilities of dropping out are much higher [92][93][94][95][96], especially when the level of demand begins to increase given the natural evolution of the academic year.…”

Section: Key Variablesmentioning

confidence: 99%

“…In this way, highly motivated students, with an optimal level of self-efficacy, positive emotions based on the belief in their own ability, and an adaptive attributional pattern, consider that luck is not a particularly determining factor in their academic development and trust. Their attitude can make a difference and make it possible to achieve success [91,[108][109][110][111]. For these reasons, they are capable of maintaining effort and perseverance until reaching their academic goals, radically decreasing the probability of falling into hopelessness embedded in university dropout.…”

Section: Key Variablesmentioning

confidence: 99%

Predictors of University Attrition: Looking for an Equitable and Sustainable Higher Education

et al. 2022

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The failure and dropout of university studies are issues that worry all nations due to the personal, social, and economic costs that this they entail. Because the dropout phenomenon is complex and involves numerous factors, to reverse it would involve a comprehensive approach through interventions aimed at the factors identified as key in the decision to drop out. Therefore, the main objective of this work is to determine the profile of students who enter the EPN (STEM higher-education institution) to analyze the characteristics that differentiate students who drop out early in their career and those who stay in school. A sample of 624 students who accessed the EPN leveling course (a compulsory course at the beginning of their studies) participated in the study. A total of 26.6% of the participants were women. A total of 50.7% of the participants passed the course. Data referring to social, economic, and academic variables were analyzed. Comparison techniques, as well as artificial neural networks, were used to compare characteristic profiles of students who passed the leveling course and those who dropped out. The results showed significant differences between the profiles of the students who passed and those who dropped out with regard to the variables related to previous academic performance and motivational and attributional aspects. The artificial neural networks corroborated the importance of these variables in predicting dropout. In this research, the key variables predicting whether a student continues or leaves higher education are revealed, allowing the identification of students at possible risk of dropping out and thus promoting initiatives to provide adequate academic support and improve student retention.

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“…Thus, information communication technology (ICT), digital technology, social media, and social networking currently play important roles in establishing the effective coexistence of distance and education management [11,12]. In addition, these online technologies are applied to the processes of teacher production [13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Improving Professional Skills of Pre-Service Teachers Using Online Training: Applying Work-Integrated Learning Approaches through a Quasi-Experimental Study

Bamrungsin

Khampirat

2022

Sustainability

Self Cite

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Preparing preservice teachers for professional engagement is important for teacher education and has received much attention over the past decades. Therefore, finding effective training and coaching to improve the professional skills of preservice teachers (PSTs) is of great importance. This study developed a proactive online training program (POTP) based on a model of work-integrated learning (WIL) activities and teacher education. The objective was to evaluate the effectiveness of the POTP in improving PSTs’ professional skills. The participants consisted of 83 PSTs in an education program from two universities in Thailand. This study comprises three phases: phase I, the development of the POTP; phase II, a quasi-experimental study with a pretest-posttest design; and phase III, a focus group discussion. The findings demonstrated that PSTs in the group in which the POTP was implemented exhibited increased professional skill development compared to the PSTs in the control group, i.e., without the POTP. Analysis from the focus group confirmed that participants gained knowledge and satisfying online tools, and they were found to have better skills. They also revealed that the POTP not only improved professional skills but also enhanced the inspiration and confidence of the PSTs and supported their life and career goals and preparation. Therefore, educators, practitioners, and policymakers involved in pedagogical content knowledge development in teacher education programs can apply the POTP and assessment models proposed in this work to develop essential soft skills for PSTs and to better prepare them for their careers as teachers in the 21st-century digital era.

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The Impact of Achievement Goal Orientation, Learning Strategies, and Digital Skill on Engineering Skill Self-Efficacy in Thailand

Cited by 14 publications

References 94 publications

Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

Predictors of University Attrition: Looking for an Equitable and Sustainable Higher Education

Improving Professional Skills of Pre-Service Teachers Using Online Training: Applying Work-Integrated Learning Approaches through a Quasi-Experimental Study

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