Search

Based on the Achievement Goals Theory and Students' Approaches to Learning, we proposed a model in which students' self‐efficacy acts as a mediator between students' performance‐approach goals orientation and their approach to learning in dealing with academic tasks throughout an academic year. We used structural equation modelling (SEM) to test the model on a sample of 565 first‐year university students at three different moments. The results showed that self‐efficacy in academic tasks at T2 totally mediated the relationship between performance‐approach goals at T1 and the deep approach at T3 and partially the relationship with the surface approach at T3. The results underline that if the direct effect of performance‐approach goals is that of the surface approach intensification without any impact on the deep approach, an increase in the deep approach and a decline in the surface approach can be observed through self‐efficacy in academic tasks. [ABSTRACT FROM AUTHOR]

Social norms are important predictors of youth attitudes and behaviours. There is substantial evidence that positive and meaningful intergroup contact supported by inclusive norms can have a range of benefits beyond prejudice reduction. The present research explores whether perceived peer inclusion norms and perceived norms of equality in school are associated with better quality and more frequent intergroup contact and in turn, whether these are associated with better academic self‐efficacy. To test these assertions, we conducted a cross‐sectional survey with ethnic majority and ethnic minority youth aged 11–12 (n = 629, 48% female, 43% minority ethnic) attending one of four ethnically diverse secondary schools in England. In support of our hypotheses, we found that both perceived inclusive peer norms and perceived school equality norms were associated with higher quantity and quality of contact for both ethnic majority and minority group youth. An indirect effect was observed whereby perceived peer norms of inclusion and school norms of equality were associated with higher academic self‐efficacy through higher quality outgroup contact for both groups. No indirect effect was observed for contact quantity. Findings evidence the importance of perceived peer and school equality norms as well as intergroup contact effects for outcomes that go beyond prejudice reduction, in this case academic self‐efficacy. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the collaborative dialogue patterns of pair programming and their impact on programming self‐efficacy and coding performance for both slow‐ and fast‐paced students. Forty‐six postgraduate students participated in the study. The students were asked to solve programming problems in pairs; those pairs' conversations were recorded when they worked on their tasks. Data analysis methods, including lag sequential analysis, cluster analysis and paired t‐test, were employed, and the results showed that (1) four collaborative dialogue patterns emerged: Lecture, Guide, Question and Answer (Q&A), and Inquiry patterns; (2) Guide and Inquiry patterns significantly increased programming self‐efficacy for both fast‐ and slow‐paced students while Lecture and Q&A patterns significantly increased programming self‐efficacy for slow‐paced students but not for fast‐paced students; (3) Guide and Inquiry patterns played a significant role in improving coding performance for slow‐paced students. The study reveals a complex relationship between collaborative dialogue patterns with programming self‐efficacy and coding performance, critically affecting students' pair programming quality. Further details of the findings are also discussed. Practitioner notesWhat is already known about this topic Pair programming is promising in promoting problem solving and knowledge transfer and is widely used in programming education.There are different patterns observed in the pair programming process.Collaborative dialogue patterns found in "expert‐novice" pair programming were derived from a single programming task.What this paper adds Four collaborative dialogue patterns of pair programming emerged by increasing the different tasks and experiment duration and expanding the sample size, which further verified the stability of the similar patterns in previous studies.Four collaborative dialogue patterns showed different significant impacts on different students' programming self‐efficacy and coding performance.This study presents the finer‐grained characteristics of collaborative interaction in programmer pairs and contributes to the explanation regarding the different effects of pair programming reported in previous studies.Implications for practice and/or policy Four collaborative dialogue patterns can help the teachers understand the collaborative process of pair programming between fast‐ and slow‐paced students.The collaborative dialogue patterns can be used to formulate effective intervention strategies to stimulate the process of collaboration in pairs and applied in future programming education to provide a new path for cultivating and promoting students' programming abilities.It is worth further investigating the impact of collaborative dialogue patterns on students' computational thinking. [ABSTRACT FROM AUTHOR]

Statistics has played an increasingly important role in applied linguistics research. However, little research has been available that sheds light on statistical literacy among early‐career researchers of applied linguistics. The study reported in this article surveyed statistical literacy, attitudes toward statistics, and statistics self‐efficacy among Chinese applied linguistics research students and further examined the inter‐variable relationships. Based on analyses of the cross‐sectional survey of 211 master's students, we found that: (1) the students' overall statistical literacy was not satisfying; (2) although they thought positively of statistics, they were not particularly confident with statistics; (3) the three experience‐related variables—the number of statistics courses taken, quantitative research orientation, and self‐training—were important predictors of statistical literacy, attitudes toward statistics, and statistics self‐efficacy; and (4) statistics self‐efficacy seemed to mediate the relationship between attitudes toward statistics and statistical literacy. We discussed these findings in relation to improving statistics courses in applied linguistics program in China and to statistics learning and teaching. [ABSTRACT FROM AUTHOR]

Background: There is growing interest in studying the co‐occurrence of multiple achievement goals and how different goal profiles relate to educational outcomes. Further, contextual aspects of the classroom have been known to influence the goals students pursue but existing studies remain confined within certain traditions and confounded by methods not well suited for studying classroom climate effects. Aims: This study sought to investigate achievement goal profiles in mathematics and their associations with background covariates (i.e., gender, prior achievement) and correlates at the student‐level (i.e., achievement, self‐efficacy, anxiety) and class‐level (instructional quality dimensions of classroom management, supportive climate, instructional clarity and cognitive activation). Sample: Participants were 3836 Secondary‐3 (Grade‐9) students from 118 mathematics classes in Singapore. Methods: Achievement goal profiles and their relationships with covariates and student‐level correlates were examined with updated procedures of latent profile analysis. Subsequently, multilevel mixture analysis assessed the associations of student‐level goal profiles and different class‐level dimensions of instructional quality. Results: Four profiles were identified: Average‐All, Low‐All, High‐All and High‐Approach. These profiles differed across covariates and correlates, with High‐Approach students associated with positive outcomes and High‐All students with math anxiety. Cognitive activation and instructional clarity predicted stronger membership in High‐Approach profile than Average‐All and Low‐All, but not High‐All. Conclusion: Certain goal profile patterns were consistent with past studies and supported the fundamental separation of approach and avoidance goals. Less differentiating profiles were associated with undesirable educational outcomes. Instructional quality can be considered as an alternative framework for examining classroom climate effects of achievement goals. [ABSTRACT FROM AUTHOR]

This study examines the mediating role of personal growth initiative in the relationship between academic self‐efficacy and engagement by examining gender differences. The novelty of this study lies in its focus on the mediating role of personal growth initiative and its examination of gender differences in the relationship between academic self‐efficacy and engagement. By examining if there are any differences in the links between the variables based on gender, this research gives important insight into how these factors influence academic life for different student groups. The data was collected from 607 (333 female and 274 male) full‐time undergraduate students. LISREL was used to test the structural model. We tested the hypotheses that academic self‐efficacy is positively associated with student engagement, personal growth initiative mediates the relationship between academic self‐efficacy and student engagement, and whether there is a gender difference in this mediation model. The findings show that personal growth initiative has a partial mediating role in the relationship between academic self‐efficacy and engagement. In addition, there is no difference between gender‐based groups, and the bootstrap analyses support these findings. Gender does not make a difference in the model because college students may evaluate higher education as increasing their future employment opportunities. Practitioner points: Personal growth initiative (PGI) mediated the relationship between academic self‐efficacy (ASE) and student engagement among undergraduates.Gender does not make a difference in this model.Practitioners should focus to enhancing students' PGI along with ASE levels to increase their engagement. [ABSTRACT FROM AUTHOR]

An increasing percentage of students entering postsecondary institutions are working at least part‐time and balancing multiple identities, responsibilities, and demands on their time and resources. As student demographics change, postsecondary institutions must rise to meet these students where they are. Two effective ways to do that include Competency‐based Education (CBE) and Credit for Prior Learning (CPL), methods by which students are able to leverage what they have already learned outside of a traditional classroom. This article explores the benefits of these tools, particularly CPL, to both students and institutions, using evidence from research. Among these benefits are reduced time and expense, higher degree completion rates, and increased student confidence and self‐efficacy. This research also acknowledges equity considerations of CPL and CBE, including efforts to expand the reach of these options to more working learners, as well as how these tools help establish stronger connections between learning and work. [ABSTRACT FROM AUTHOR]

Achieving adequate physical activity is an important health goal that many elementary school students are not meeting during the school day. The physical activity leadership (PAL) Program was designed to provide individually tailored supports to improve the quantity and quality of physical activity in schools, as well as promote improvements in self‐efficacy, attitudes, and motivation for physical activity. Self‐efficacy, attitudes, and motivation are three key factors in predicting increases in physical activity, and consequently serve as the cognitive‐affective variables examined in the present study. A sample of 117 fourth‐ and fifth‐grade students and 22 teachers completed several quantitative and open‐ended feedback measures before and after a district‐wide physical activity intervention. Results indicated the PAL Program was highly beneficial to all participants, and several key measures (negative attitudes, motivation to exercise, and perceptions of physical ability) were significantly impacted in the anticipated direction. Open‐ended feedback data collected from teachers involved also suggests that the program was well‐received and was perceived as beneficial. This study provides additional evidence in support of individually tailored physical education interventions. Practitioner Points: The physical activity leadership (PAL) Program provided tailored supports to improve quantity and quality of physical activity in schools, as well as promote improvements in elementary children's self‐efficacy, attitudes, and motivation for physical activity. The PAL Program significantly decreased negative attitudes towards exercise, increased motivation to exercise, and enhanced perceptions of physical ability in children. Students and teachers reported benefits to participating in the program, suggesting that a tailored PE intervention such as this is of value to implement in elementary schools. [ABSTRACT FROM AUTHOR]

Networking helps people explore careers and find jobs. To date, the scientific literature has described few evidence‐based techniques for boosting networking self‐efficacy in university students. Here, two studies assessed the effectiveness of informational interviewing as a theory‐based technique for improving networking self‐efficacy. Study 1 (n = 90) used a pre–post, quasi‐experimental design and found participants who conducted a virtual informational interview with business professionals reported higher networking self‐efficacy at posttest than participants in a comparison condition. Study 2 (n = 72) used a single‐group design with three measurement occasions and found self‐reported learning during an in‐person informational interview moderated the relationship between participants' pre‐ and posttest networking self‐efficacy. Results suggest that informational interviewing can be an effective technique for increasing networking self‐efficacy among university students. [ABSTRACT FROM AUTHOR]

This study investigated visual arts college students' perceptions of the gender stereotyping of creativity and the influence of this stereotyping on creative self‐efficacy. The sample consisted of 1198 Chinese visual arts college students. The results showed that (a) both male and female students identified stereotypically masculine traits as more important to creativity than stereotypically feminine traits are, (b) male students demonstrated higher creative self‐efficacy than their female counterparts did, and (c) students' gender significantly moderated the effect of the gender stereotyping of creativity on creative self‐efficacy. Specifically, the gender stereotyping of creativity had a positive effect on male students and a negative effect on female students. These findings revealed that gender stereotypes dominate concepts of creativity in Chinese art education and may hinder female students' development of creative self‐efficacy, resulting in gendered inequality in the visual arts field. The implications of these findings for visual arts education in China are discussed. [ABSTRACT FROM AUTHOR]

In chemistry lessons it is crucial that learners are capable to perform experiments. During their school education students should learn how to formulate hypotheses and how to develop experiments in order to confirm them. They should pay attention to safety aspects during experimentation and be able to write a protocol including how to carry out the experiment, observations and analysis [1, 2]. The educational objective of chemistry lessons is to enable students to obtain these abilities. But do students trust their own abilities and to what degree? Are there differences between students of different types of schools, or different approaches like chemistry lessons and natural sciences? In this article a student survey is presented, which deals with the self‐efficacy expectations of students and the posed questions. [ABSTRACT FROM AUTHOR]

Background: Students' academic performance and learning experiences are crucial in school education, yet their relationships with instructional characteristics remain an open question. Aims: The present study examined how cognitive activation and teacher support were associated with students' academic emotions and achievement in math classrooms via domain‐ and task‐specific self‐efficacy. Sample: In total, 5388 eighth graders from central China participated in this study. Methods: Cognitive activation, teacher support, math‐related enjoyment and anxiety, and domain‐ and task‐specific self‐efficacy were measured with self‐reported student questionnaires. The math achievement was measured with a standardized test. Results: Our findings showed that the two instructional characteristics were positively related to math achievement and enjoyment but negatively related to math anxiety, with the mediation effects of task‐ and domain‐specific self‐efficacy. In detail, cognitive activation had a stronger relationship with math anxiety through task‐specific self‐efficacy than domain‐specific self‐efficacy. Whereas, cognitive activation had a greater linkage with math enjoyment through domain‐specific self‐efficacy than task‐specific self‐efficacy. In addition, teacher support had a greater association with learning outcomes through domain‐specific self‐efficacy than task‐specific self‐efficacy. Conclusions: The relational mechanism of cognitive activation and teacher support on math achievement and academic emotions were differentially mediated by task‐ and domain‐specific self‐efficacy in Chinese math classrooms. [ABSTRACT FROM AUTHOR]

Background: Self‐efficacy, or the beliefs learners hold about what they can do, develops largely from how learners perceive and interpret four main sources of information: mastery experiences, vicarious experiences, social persuasions and physiological and affective states. Although the relationship between these sources and self‐efficacy is well‐established, less is known about the factors that may influence how early adolescent learners perceive and interpret information from these sources. Aims: The purpose of this study was to investigate how the predisposition of perfectionism might predict how learners perceive efficacy‐relevant information in the domain of math. Methods: Using a correlational design, this study considered whether perfectionism was associated with how middle school students (N = 1683) perceive information from the four hypothesized sources of self‐efficacy. Participants completed a paper‐based survey at two time points. Perfectionism was measured at Time 1. Self‐efficacy and its sources were measured at Time 2. Structural equation modelling techniques were used to examine the relationship between factors. Results and Conclusions: Students who held themselves to high standards (i.e., greater self‐oriented perfectionism) reported higher levels of mastery experiences, vicarious experiences, social messages and self‐efficacy. Conversely, students who felt external pressure to be perfect (i.e., socially prescribed perfectionism) reported lower levels of mastery experiences, vicarious experiences and self‐efficacy, as well as higher levels of negative physiological and affective states. The relationship between perfectionism and self‐efficacy was partially mediated by students' perceptions of mastery. This study extends the current literature on the sources of math self‐efficacy in early adolescence by showing how a predisposition like perfectionism is associated with how adolescent learners perceive and interpret efficacy‐relevant information. [ABSTRACT FROM AUTHOR]

Background: Engineering self‐efficacy, or the belief in one's own capabilities to complete engineering tasks, has been shown to predict greater motivation, academic performance, and retention of engineering students. Investigating the types of experiences that influence engineering students' self‐efficacy can reveal ways to support students in their undergraduate engineering programs. Purpose/Hypothesis(es): The purpose of this study was to qualitatively examine how undergraduate engineering students describe the sources of their engineering self‐efficacy and whether patterns in students' responses differed by gender. Design/Method: Participants (N = 654) were undergraduate engineering students attending two public, land‐grant universities in the U.S. Open‐ended survey questions were used to identify the events, social experiences, and emotions that students described as relevant to their engineering self‐efficacy. Chi‐square analyses were used to investigate whether response patterns varied by gender. Results: Students described enactive performances as their most salient source of self‐efficacy, but interesting insights also emerged about how engineering students draw from social and emotional experiences when developing their self‐efficacy. Women more often referred to social sources of self‐efficacy and reported fewer positive emotions than did men. Conclusion: Findings suggest ways that educators can provide more targeted opportunities for students to develop their self‐efficacy in engineering. [ABSTRACT FROM AUTHOR]

This article reports on a pilot study of the Integrated Literacy Study Group, a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence‐based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast methods, we recruited 72 teachers across five states in the western United States to participate in the randomized controlled trial. Intervention teachers, relative to controls, made significant gains in self‐efficacy and use of the reading and behavioral strategies learned in the professional learning program. Students with or at risk of emotional and behavioral disorders served by participating teachers made significant improvements in academic competence and engagement. Teacher professional learning can improve teacher knowledge of evidence‐based reading and behavioral strategies for students with (or at risk for) emotional and behavioral disorders, teacher self‐efficacy, and teacher practice, with positive impacts on student early literacy and academic competence. Practitioner Points: 1.Elementary teachers are challenged by students with or at risk for emotional and behavioral disorders.2.An online intervention helped teachers manage student behavior and improve reading instruction.3.Teachers improved self‐efficacy and students gained academic competence. [ABSTRACT FROM AUTHOR]

According to Social Cognitive Theory, self‐efficacy describes students' beliefs in their ability to be successful within a certain task or domain. Though some contributions to self‐efficacy are generally accepted, it is important to continue to look for additional factors that contribute to self‐efficacy, especially those that provide opportunities for educators to improve their students' self‐efficacy. This study uses regression analyses on a sample (n = 225) of undergraduate students to examine the unique contribution that help‐seeking beliefs make to mathematical self‐efficacy. Results show that help‐seeking beliefs have a positive relationship with self‐efficacy and make a unique, positive contribution to self‐efficacy even when controlling for other sources of self‐efficacy. Results suggest the need for educators to improve student help‐seeking beliefs by purposefully teaching help‐seeking skills and providing more access to effective, individualized help for students. [ABSTRACT FROM AUTHOR]

Using Mary Shelley's Frankenstein as inspiration, this paper presents a Frankenstein‐themed transmedia storytelling experience, which encompasses simple hands‐on activities and an online narrative experience that allows students to model scientific work and engage in various science activities. The study aimed to test whether students can develop higher science and creative self‐efficacy beliefs, and a stronger science curiosity, by engaging in the transmedia experience that combined hands‐on and online narrative activities compared with participating in only hands‐on or online narrative experiences. Our paper presents findings from two classroom studies using survey findings. Results show that all three conditions (hands‐on, online game experience and transmedia) had a significant positive impact on learners' self‐efficacy beliefs and curiosity, but there was no additional benefit for the transmedia condition. Nevertheless, our work has various implications for learning sciences about the potential benefits and drawbacks of transmedia storytelling experiences. Our findings can help educators and researchers design and run transmedia storytelling projects. Practitioner notesWhat is already known about this topic Transmedia storytelling is a popular and adaptable learning application.Transmedia storytelling can be beneficial due to transfer of learning.Transmedia storytelling may foster learners' engagement and knowledge acquisition.What this paper adds The paper presents a Frankenstein‐themed transmedia experience that combines digital and hands‐on activities and borrows several themes from Mary Shelley's Frankenstein; or, the Modern Prometheus.Findings from this study show that transmedia storytelling can boost learners' science and creative self‐efficacy beliefs and science curiosity.However, transmedia storytelling combining digital and hands‐on experiences is not more effective in bolstering self‐efficacy beliefs and curiosity than digital or hands‐on experiences alone.Implications for practice and/or policy Transmedia storytelling might have unintended consequences for learning because it may exhaust learners' cognitive resources.Learners' transliteracy skills and competencies may influence what benefits they gain from partaking in transmedia storytelling experiences.Educators need to take learners' transliteracy skills into consideration when they wish to design and/or use transmedia storytelling experiences for learning purposes. [ABSTRACT FROM AUTHOR]

The present research aimed to uncover individual differences that can be used to predict, at the start of a course, performance difficulties in female students of an understudied population who are at the beginning of their academic journey. Measures of active and passive procrastination and general self‐efficacy were collected at the start of the semester from students enrolled in one of two courses representative of the general education curriculum at a university in the Middle East. Grades on the first homework assignment and test in each course were used as indices of students' early performance. Measures of procrastination and self‐efficacy failed to adequately predict either early performance or attendance rates. Yet, attendance predicted a portion of the variance in assignment performance. This study suggests that class presence, rather than dispositional individual differences, can shape the early academic success of an understudied student population. Highlights: Individual differences in self‐efficacy and procrastination were ineffective as early indicators of course difficulties.The higher the self‐efficacy of students, the less likely they were to fail to meet deadlines (a feature of passive procrastination).Attendance, rather than dispositional differences, accounted for initial academic success in the selected course. [ABSTRACT FROM AUTHOR]

Statistical knowledge is a key competency for psychologists in order to correctly interpret assessment outcomes. Importantly, when learning statistics (and its mathematical foundations), self‐efficacy (defined as an individual's belief to successfully accomplish specific performance attainments) is a central predictor of students' motivation to learn, learning engagement, and actual achievement. Therefore, it is crucial to gain a better understanding of students' self‐efficacy for statistics and its interrelations with statistics anxiety and students' belief in the relevance of statistics. Here, we present results showing development and validation of a self‐assessment questionnaire for examining self‐efficacy for statistics in psychology students (Self‐Efficacy for Learning Statistics for Psychologists, SES‐Psy). Upon using different methodological approaches, we demonstrate that the SES‐Psy questionnaire has (1) sound psychometric properties, and within our sample of university students, (2) a robust latent structure disclosing three clearly distinctive profiles that are characterized by a complex and nonlinear interplay between perceived self‐efficacy (for basic and advanced statistics), statistics anxiety, and students' belief in the relevance of statistics. Implications for educational settings and future research are discussed. [ABSTRACT FROM AUTHOR]

This study provides empirical benchmarks that quantify typical changes in students' reports of social and emotional skills in a large, diverse sample. Data come from six cohorts of students (N = 361,815; 6% Asian, 8% Black, 68% White, 75% Latinx, 50% Female) who responded to the CORE survey from 2015 to 2018 and help quantify typical gains/declines in growth mindset, self‐efficacy, self‐management, and social awareness. Results show fluctuations in skills between 4th and 12th grade (changes ranging from −.33 to.23 standard deviations). Growth mindset increases in fourth grade, declines in fifth to seventh grade, then mostly increases. Self‐efficacy, self‐management, and social awareness decline in sixth to eighth grade. Self‐management and social awareness, but not self‐efficacy, show increases in 10th to 12th grade. [ABSTRACT FROM AUTHOR]

Background: Self‐efficacy beliefs have well established theoretical and empirical linkages to persistence and achievement. Budding theoretical and recent empirical research has worked to connect self‐efficacy to interest. Building on research in these areas, burgeoning research has begun to examine the relative role of intercept and slope of self‐efficacy for these learning outcomes. Aims: This study builds on and extends previous research by testing the longitudinal implications of self‐efficacy beliefs' latent growth for knowledge and interest gains. Methods: These aims were addressed by testing a fully forward, latent SEM, which included a latent growth curve (self‐efficacy beliefs' for a course of study) framed by pre–post standardized tests and measures of individual interest in the domain. This research was undertaken in the motivationally challenging context of a compulsory foreign language university programme in western Japan. First‐ and second‐year students from 10 faculties participated (n =1,184) across a single semester, resulting in seven separate data points. Result: The SEM confirms the important longitudinal roles of self‐efficacy beliefs' intercept within achievement, and both intercept and slope within future interest. Findings support and extend recent latent curve analysis with similar variables, lending further support to the critical role played by self‐efficacy beliefs' within the development not only of knowledge but also of individual interest as a learning outcome. [ABSTRACT FROM AUTHOR]

Background: Fear appeals are discourses commonly used by teachers to motivate students especially when academic outcomes are paramount. Fear appeals have been associated with better and worse academic performance by the student recipients, with some evidence that fear appeals are detrimental for students who are anxious and have lower self‐efficacy. Little is known about the factors that drive teachers' use of fear appeals beyond a desire to increase motivation to excel. Aims: This study examined the relationship between the use of fear appeals, psychological distress, and self‐efficacy in both teachers and students. Sample: Participants were 377 students (81% female, age range 15 to 18, M = 16.68, SD = 0.49) and 96 teachers (73% female, Mean years teaching = 18.04, SD = 12.39). Methods: Participants completed surveys mid‐way through the first school term of their final year of high school. Student surveys examined student anxiety, depression, stress, self‐efficacy, and experience of teacher fear appeals. Teacher surveys examined teacher anxiety, depression, stress, emotional burnout, self‐efficacy, years of teaching, and use of fear appeals. Results: Teachers use of fear appeals was associated with student distress which was heightened for students with lower academic self‐efficacy. Similarly, teachers' use of fear appeals was associated with higher anxiety and lower self‐efficacy in teachers themselves. Conclusions: Therefore, the use and consequence of fear appeals is strongly linked to both student and teacher self‐efficacy and distress. Given the detrimental impacts of fear appeals on academic performance in vulnerable students, more research is needed on the consequences of fear appeals. [ABSTRACT FROM AUTHOR]

Background: Motivational interviewing (MI) is an evidence‐based method of promoting oral healthcare behaviour. Conventional training of MI is a time‐consuming and costly aspect in the dental curriculum. Therefore, the aim of this study was to evaluate the effectiveness and acceptance of a MI‐blended learning programme for dental students. Materials and Methods: Dental students had to perform an interdisciplinary created "ecourse Motivational Interviewing in medical settings" (eMI‐med). After completion, patient‐student interviews were recorded and evaluated using the Motivational Interviewing Treatment Integrity Code (MITI‐d). Furthermore, the students' self‐efficacy regarding smoking cessation and oral hygiene motivation was examined and the acceptance of the tool was enquired. Results: Forty interviews with 25 different students were analysed with the MITI‐d. Students showed high levels of MI‐adherent behaviour (15.45 ± 6.98), open‐ended questions (9.95 ± 6.90) and reflections (10.43 ± 8.85), which were comparable to previous classroom trainings. In addition, 90% of the students preferred e‐learning over classroom teaching. Furthermore, the students' therapeutical self‐efficacies were significantly increased by the programme. Conclusion: Within the limitations of this study, the created e‐learning programme was able to equip dental students with basic knowledge and MI skills. Furthermore, learning MI through e‐learning may heighten the self‐efficacy of dental students regarding smoking cessation and oral hygiene promotion. Students showed a high acceptance of e‐learning, preferring it over traditional learning. [ABSTRACT FROM AUTHOR]

'Life Below Water' aims to establish how creative practice can provide an effective way to nurture self‐efficacy and self‐regulation in primary education. A constructionist approach was developed to help children explore UN Global Goal 14, through drawing, prototyping and storytelling as collaborative activities. Working in duets and quartets, a group of eight Key Stage 2 children were set the task of 'inventing' sea creatures with magical healing powers. The children evaluated their progress through pre and post‐workshop questionnaires, and through discussions with their peers, teachers and parents. Workshop outcomes illustrate how nurturing skills in making can help foster creative agency and metacognition. Co‐operating as a design team encouraged symmetrical reciprocity, self‐regulation and a 'care‐full' approach to environmental protection. The study provides guiding knowledge for prospective developments, based upon tentative findings. The time required to assess the impact of 'Life Below Water' is extended to enable future research efforts, by teachers and practitioners, to inform context‐specific interpretations through whole‐class workshops and international exchanges. [ABSTRACT FROM AUTHOR]

The participatory view of learning emphasises students' identity construction. However, identity research in the context of programming education to cultivate students' computational thinking is scarce. In this study, an instrument of computational identity with components of engagement, imagination and affiliation, was developed and validated. Convenience sampling was used to select 1066 senior primary school students studying programming to respond to the instrument, and to a programming empowerment instrument developed previously with components of meaningfulness, self‐efficacy and impact. The two instruments' factor structure was confirmed to have acceptable discriminant validity and support gender invariance. There was a positive relationship between programming empowerment and computational identity. Specifically, students' perceived meaningfulness and self‐efficacy of programming related to all aspects of computational identity. The perceived impact of programming is related only to the imaginative aspect of computational identity. The establishment of the instrument enables researchers to investigate further factors related to students' computational identity development. The results also indicate that the programming curriculum should be carefully designed so that students can realise the meaning of the activities and foster their programming self‐efficacy. This, in turn, is critical to enable these primary school students to participate in and become a member of the digital community. Practitioner notesWhat is already known about this topic Cultivating students' computational thinking (CT) has become an educational goal in various countries around the world.It is necessary to develop appropriate tools to assess students' CT development.Founded on a participatory view of learning, identity has been employed in different subject areas to assess students' development, but identity research in CT is scarce.What this paper adds An instrument of computational identity with components of engagement, imagination and affiliation is developed and validated with a sample of senior primary students.This study shows the importance of empowerment in developing primary students' computational identity.Students' perceived meaningfulness of programming and self‐efficacy relate to all aspects of identity, but the impact of programming only relates to the imaginative aspect of identity.Implications for practice and/or policy The curriculum for CT should be designed carefully to foster the development of students' computational identity.The curriculum should allow students to see the meaning of programming activities and how young people can make an impact by means of CT.The programming tasks should be designed at an optimal level of difficulty so that students' self‐efficacy can be fostered. [ABSTRACT FROM AUTHOR]

Due to the COVID‐19 pandemic, universities were forced to adopt a remote learning model, which introduced a number of stressors into college students' everyday life and study habits. The current study investigates if students' study‐related stress increased after the pandemic's onset and how individual and contextual factors moderate this potential stress increase. Longitudinal survey data about students' stress levels and self‐efficacy in self‐regulation were collected before and after the onset of the COVID‐19 pandemic at a public university (N = 274). Regression analysis results show an overall increase in study‐related stress levels after the onset of the pandemic. Students with self‐efficacy in self‐regulation reported lower stress increases; students with higher mental health impairment and limited time for coursework reported larger stress increases. To address students' stress levels and strengthen coping resources, universities should consider providing students with resources to improve their self‐regulation and time‐management skills. [ABSTRACT FROM AUTHOR]

The aims of nursing training include not only mastering skills but also fostering the competence to make decisions for problem solving. In prenatal education, cultivating nurses' knowledge and competence of vaccine administration is a crucial issue for protecting pregnant women and newborns from infection. Therefore, obstetric vaccination knowledge has become a basic and essential training program for nursing students. However, most of these training programs are given via the lecture‐based teaching approach with skills practice, providing students with few opportunities to think deeply about the relevant issues owing to the lack of interaction and context. This could have a negative impact on their learning effectiveness and clinical judgment. To address this problem, a mobile chatbot‐based learning approach is proposed in this study to enable students to learn and think deeply in the contexts of handling obstetric vaccine cases via interacting with the chatbot. In order to verify the effectiveness of the proposed approach, an experiment was implemented. Two classes of 36 students from a university in northern Taiwan were recruited as participants. One class was the experimental group learning with the proposed approach, while the other class was the control group learning with the conventional approach (ie, giving lectures to explain the instructional content and training cases). The results indicate that applying a mobile chatbot for learning can enhance nursing students' learning achievement and self‐efficacy. In addition, based on the analysis of the interview results, students generally believed that learning through the mobile chatbot was able to promote their self‐efficacy as well as their learning engagement and performance. Practitioner notesWhat is already known about this topic Issues relevant to AI technology in education have been extensively discussed and explored around the world.Among the various AI systems, the potential of chatbots has been highlighted by researchers owing to the user‐friendly interface developed using the natural language processing (NLP) technology.Few studies using AI chatbots in professional training have been conducted.What this paper adds In this study, a mobile chatbot was used in a nursing training program to enhance students' learning achievement and self‐efficacy for handling vaccine cases.The mobile chatbot significantly improved the students' learning achievement and self‐efficacy in comparison with the conventional learning approach in the vaccine training program.From the interview results, it was found that the students generally believed that the mobile chatbot was able to promote their self‐efficacy as well as learning engagement and performances in the vaccine training program.Implications for practice and/or policy Mobile chatbots have great potential for professional training owing to their convenient and user‐friendly features.It would be worth applying mobile chatbots as well as other NLP‐based applications to other professional training programs in the future. [ABSTRACT FROM AUTHOR]

Introduction: This paper examined individual, family, and peer roles in promoting Latinx youths' math and science performance. The role of maternal/paternal modeling in education was examined as shaping academic self-efficacy and, in turn, math/science grades among a population considered at risk of low academic achievement. Moreover, the study tested the moderating roles of class ethnic fit (i.e., feelings of fit based on having same-ethnic peers in class) and gender.Method: Cross-sectional data came from a southwestern U.S. sample of Latinx adolescents (N = 329; 54% female, Mage = 13.69 years, SD = 0.56) who reported on maternal/paternal educational modeling, academic self-efficacy, math/science grades, class ethnic fit, and gender.Results: Adolescents' perceptions of maternal modeling, but not paternal, related to higher levels of academic self-efficacy which, in turn, related to higher math/science performance. Moderation results revealed: (a) for adolescents who perceived low science class ethnic fit, high levels of parental modeling related to higher levels of academic self-efficacy which, in turn, were related to higher science grades, and (b) maternal modeling positively related to girls', but not boys', academic self-efficacy and paternal modeling positively related to girls', but not boys', math/science performance.Conclusions: These results suggest maternal modeling is a promotive factor, supporting Latinx youths' academic self-efficacy which, in turn, related to math/science grades. Additionally, a negative direct relation between maternal modeling and science grades suggests maternal modeling generally support academic self-efficacy, but not necessarily science attainment. These associations are nuanced as they are informed by context and parent-child gender. [ABSTRACT FROM AUTHOR]

Background: Objective Structured Clinical Examinations (OSCEs) are commonly used to provide feedback to students on their performance in formative examinations. However, students are often unable to act independently on the feedback they receive. This study explored how the use of video‐assisted reflection in OSCEs can enhance students' ability to reflect and engage in sustainable feedback. Methods: Twenty‐one students undertaking a mock‐final OSCE consented to have one of their examination stations filmed. Participants completed a series of reflective forms immediately after the OSCE, after verbal feedback from an examiner and finally, after watching the video of their own performance. Students were asked to predict their overall grade as well as list areas for improvement. Pearson r correlations examined the relationship between the examiners' grades and the candidates' self‐predicted grades. Wilcoxon signed‐rank tests were used to compare the length of reflections at each stage. Semi‐structured interviews were conducted to explore students' beliefs on self‐efficacy and how the video‐assisted reflection altered their ability to act on feedback. Results: The students' ability to self‐assess and gauge their own performance improved significantly after undertaking the video‐assisted reflection (p < 0.01). Furthermore, video‐assisted reflection significantly increased the length of the student's reflections. In interviews, participants described multiple ways in which the video‐assisted reflection improved their confidence and ability to act on feedback, highlighting a clear enhancement in self‐efficacy. Discussion: Video‐assisted reflection of recorded OSCE stations represents an effective approach to increase student self‐efficacy and subsequently improve engagement in sustainable feedback practice. [ABSTRACT FROM AUTHOR]

This research consisted of two studies to investigate how the Chinese rural educational system supported students' online learning and to determine the factors that influenced students' online learning quality (satisfaction and cognitive and social presence) during the COVID‐19 pandemic. Study 1, based on interviews with three curriculum officers, seven principals and 30 course teachers, found that great efforts were made to realize digital equity and education for all students. The necessity of providing resources and support to teachers and students (facilitating conditions) was recognized, along with the importance of teachers' online course design and organization and the facilitation of discourse (teaching presence and social presence). Based on the findings of Study 1 and the literature review, a conceptual model of facilitating conditions and teaching presence reported to influence students' online learning quality was generated. In Study 2, 1,409 students from three rural primary schools were surveyed to test the conceptual model. The results indicated that facilitating conditions influenced students' online learning quality through enhanced technology self‐efficacy and perceived usefulness. Teaching presence directly and positively predicted students' online learning quality. This research highlights the importance of creating a learning community and providing technology access and support to ensure online learning opportunities and quality for rural students. Practitioner notesWhat is already known about this topic Chinese students from rural or migrant schools have fewer opportunities to access computers and the Internet, lower frequencies of online activity and technology self‐efficacy and less training and parental and teacher support.Providing support and resources to encourage and facilitate technology use among teachers and students in rural and underdeveloped schools is of great importance.Identifying the factors that contribute to online learning quality among rural school students to tackle the transition to online learning is necessary.What this paper adds The rural government and schools have made great efforts to ensure digital equity and education for all students, despite family conditions.Facilitating purposeful interactions and providing timely feedback is critical for effective learning in online teaching.Facilitating conditions represented by available support and resources and teaching presence influence students' online learning quality in rural areas.Implications for practice and/or policy Providing digital equipment and resources to all students is the first step towards distance learning.Providing opportunities to improve teachers' digital competency is critical for providing quality online instruction.Providing students timely assistance and useful and learner‐friendly technologies to enhance their satisfaction and social and cognitive presence is necessary.Online instructors should create a friendly online learning environment, facilitate active discussion and purposeful reflection and create opportunities to promote students' open communication, group cohesion and meaning construction. [ABSTRACT FROM AUTHOR]

We sought to determine the extent to which sociodemographic characteristics indirectly influence the relationships among self‐efficacy beliefs, feminist attitudes, and career aspiration domains. A group of college students (N = 1,129; 37% racial minorities) from an urban midwestern university participated in the study. Two moderation analyses were conducted and yielded interaction effects of Self‐Efficacy Beliefs × Gender on leadership aspiration (p =.01) and Self‐Efficacy Beliefs × Sexual Orientation on leadership aspiration (p =.050). Results indicated that a stronger endorsement of self‐efficacy beliefs led both male and lesbian, gay, bisexual, queer, intersex, and questioning (LGBQIQ) students to seek out leadership positions within their chosen career field. The effect of feminist attitudes on achievement aspiration was stronger for LGBQIQ students than for heterosexual students (p =.044). On the basis of these results, we present several recommendations to aid career counselors in their work with college students to promote an increase in self‐efficacy and to increase career aspirations. [ABSTRACT FROM AUTHOR]

Science of reading is a term that has been used variously, but its use within research, policy, and the press has tended to share one important commonality: an intensive focus on assessed reading proficiency as the primary goal of reading instruction. Although well intentioned, this focus directs attention toward a problematically narrow slice of reading. In this article, we propose a different framework for the science of reading, one that draws on existing literacy research in ways that could broaden and deepen instruction. The framework proposes, first, that reading education should develop textual dexterity across grade levels in the four literate roles first proposed by Freebody and Luke: code breaker (decodes text), text participant (comprehends text), text user (applies readings of text to accomplish things), and text analyst (critiques text). Second, the framework suggests that reading education should nurture important literate dispositions alongside those textual capacities, dispositions that include reading engagement, motivation, and self‐efficacy. Justification is offered for the focus on textual dexterity and literate dispositions, and we include research‐based suggestions about how reading educators can foster student growth in these areas. Finally, we propose that reading education should attend closely to linguistic, cultural, and individual variation, honoring and leveraging different strengths and perspectives that students bring to and take away from their learning. Reimagining a science of reading based on these principles has the potential to make it both more robust and more socially just, particularly for students from nondominant cultures. [ABSTRACT FROM AUTHOR]

The relevance and value of increased learner participation in effect change research is increasing in its significance and importance across the education sector, guided by current national governance and the move of local authorities to implement action research models to drive improvement. This paper reports on a study led by primary seven pupils in a remote rural Scottish primary school, working collaboratively towards planning, developing, implementing and evaluating learner‐led research. The pupil researchers created their own initiative, introducing dogs to the classroom, which was designed to increase self‐esteem and self‐efficacy for all learners in their school. Through the implementation of the initiative, they were observed to develop their own social and emotional well‐being as they engaged in the process of interviewing, results analysis and subsequent resource dissemination. This article discusses the collaborative and supportive relationship alongside the desire to bring about positive change that must underpin genuine collaboration. [ABSTRACT FROM AUTHOR]

This study investigated the different effects of teacher–student rapport on urban and rural students' math learning via mathematics self‐efficacy and mathematics anxiety in China. The participants were 8145 urban and rural fourth graders (mean age = 10 years old) in a central city of China. The findings indicated that (a) compared with rural students, urban students reported significantly higher mean scores for teacher–student rapport, mathematics self‐efficacy, and mathematical academic outcome, and significantly lower mean scores for mathematics anxiety; (b) students perceived teacher–student rapport in urban and rural schools had a substantial effect on students' mathematical academic outcome through increasing students' mathematics self‐efficacy and alleviating students' mathematics anxiety; and (c) teacher–student rapport in rural schools majorly increased their students' mathematical academic outcome via boosting rural students' mathematics self‐efficacy rather than reducing their mathematical anxiety, which is significantly different from that for urban students. Implications and future directions are elaborated. [ABSTRACT FROM AUTHOR]

This study examined the associations between classmates' reading-related gender stereotypes and students' reading self-efficacy, self-concept, motivation, and achievement. Our sample consisted of 1,508 fifth-grade students (49% girls; age: 10.89 years); data were collected at two time points. Multilevel analyses yielded two main results: First, there was a relation between students' individual reading-related gender stereotypes and their reading self-concept, self-efficacy, and motivation with boys experiencing negative and girls experiencing positive effects. Second, a contextual effect was found: after controlling for students' individual reading-related gender stereotypes, classmates' gender stereotypes were negatively related to all of the boys' reading outcomes. The results provide evidence for the assumption that classmates are important communicators of gender stereotypes and that they reinforce conforming behaviors. [ABSTRACT FROM AUTHOR]

The Augmented Reality (AR)‐based learning environment not only provides educators with novel ways to present learning materials but also give learners the opportunity to spontaneously interact with the material. Previous studies have shown that AR has many advantages in education; however, few focuses on the mechanisms behind promoting inquiry motivation, such as the effect of AR on learners' self‐efficacy and conceptions of learning. This study developed an AR‐based wave‐particle duality learning application, "AROSE," to explore the effect of AR technology on students' self‐efficacy and conceptions of learning physics. A quasi‐experimental study method was used, and 98 high school students aged between 16 and 18 were randomly assigned to experimental and control group. After a 4‐week intervention, it was found that integrating AR technology into physics classrooms can (1) significantly enhance students' physics learning self‐efficacy, as indicated by understanding of concepts, higher‐level cognitive skills, practice and communication; (2) guide students to be more inclined to higher‐level conceptions of learning physics rather than lower ones; and (3) stimulates students' motivation to learn more deeply. [ABSTRACT FROM AUTHOR]

We used an experimental design to evaluate the impact of three online teaching strategies on students' self‐efficacy to work with suicidal clients. Results showed that the three strategies, informed by adult learning and social learning theory, were equally effective. Implications for programs preparing students for suicide intervention roles are discussed. [ABSTRACT FROM AUTHOR]

International education is a content area with a rich history and yet within the lens of higher education research, is relatively new to the field. While seminal works have historically informed the field, emerging research and scrutiny have led to a better understanding of the overall student experience for international students and education abroad for degree‐seeking students. In addition to learning about incoming and out‐going student experience, research is also focusing more on the abroad experience as it pertains to student identity, self‐efficacy, long‐term outcomes, and the necessity for changing historical trends. For international students, the impact of foreign policies continues to influence their experiences as they navigate their education outside of their home country. But even more than their efforts to get to the United States, developing research highlights that international students have a differentiated experience once they arrive on campus from their domestic counterparts. Emerging and future areas of research are also discussed. [ABSTRACT FROM AUTHOR]

Assessment plays a crucial role in the learning process by providing feedback, to both instructors and students, on how well students are mastering the content and where additional instruction or tutoring is needed. Promote Self-Regulated Learning to Support Self-Efficacy To foster self-efficacy, instructors and students must first recognize and embrace the ability of students to monitor their own learning. Making a Grand Contribution: Fostering Learner Self-Efficacy is the Key to Rapid Learning Performance Gains. [Extracted from the article]

In recent years, student voice has become a popular school reform strategy, with the promise of generating relations of trust, respect, belonging and student empowerment. However, when student voice practices are taken up by schools, student voice may also be associated with less affirmative feelings: it is often accounted for in terms of teacher 'fear', 'resistance' or 'uncertainty' about altered power relations. Such explanations risk individualising and pathologising teachers' responses, rather than recognising the complexities of the institutional conditions of student voice. This article considers the affective politics of student voice: that is, the contestations that attend who gets to name how student voice feels in schools. Working with data from an evaluation study of three Australian primary schools who engage in 'exemplary' student voice practices, we listen to school leaders and facilitating teachers' accounts about the responses of other teachers at their schools to student voice. Parallels are drawn between the construction of some teachers as reluctant, and previous analyses of 'silenced' student voices in schools. We argue that, in order to analyse the enactment of student voice in more nuanced tones, it is necessary to consider the profoundly emotional experience of teaching and learning, the ambivalences of teachers' experiences of student voice and contemporary reconstitutions of teacher subjectivities. [ABSTRACT FROM AUTHOR]

Female university graduates tend to have less career success than their male counterparts. Career optimism is considered a crucial predictor of future career success, but little is known about predictors of career optimism. Based on Social Cognitive Career Theory (SCCT), we hypothesised that both perceived lecturer support and perceived career barriers impact career optimism via students' self‐efficacy, and differentiated the model along gender lines using a subgroup path analysis. Two hundred and thirty‐two undergraduate psychology students from German universities answered an online questionnaire. Results revealed that the expected indirect effect of perceived lecturer support and perceived career barriers on career optimism via self‐efficacy was only identifiable in women. For men, we found a direct connection between perceived lecturer support and career optimism, as well as that an increase in perceived career barriers reduced males' self‐efficacy. We were unable to identify any sex differences in career optimism. [ABSTRACT FROM AUTHOR]

Grounded in Bandura's (1997) self‐efficacy theory and Savickas's (2011) career construction theory, this study examined school counselors' beliefs about whether they can perform specific tasks related to supporting students' career and college readiness. A national sample of school counselors (N = 2,047) completed the School Counselor Self‐Efficacy for Enhancing Student Career and College Readiness Scale (Baker, Parikh‐Foxx, & Martinez, 2017). Findings from a survey research design indicated that the extent of related training and the challenges associated with implementation of career service delivery were of concern to participants. Recommendations for training, practice, and further research are presented. [ABSTRACT FROM AUTHOR]

Background: The self‐concept of children has an impact on later behavioural development and psychopathology; therefore, evidence of the accurate measurement of self‐concept is important. Harter and Pike's (1984, Child Development, 55, 1969) commonly used measure of self‐concept, the Pictorial Scale of Perceived Competence and Social Acceptance for Children, has demonstrated varying evidence of its construct validity and reliability, particularly with preschool‐ or kindergarten‐aged participants. Aim: To examine the measurement properties of the Acceptance and Competence measures, and to substantiate the measures' adequacy within the latter participant age range. Sample: One hundred and ninety‐seven preschool or kindergarten‐aged children (M = 5.40 years, SD = 0.30) provided data as part of the Animal Fun study over three measurement periods. Methods: The study conducted a pair of Rasch analyses on the Acceptance and Competence measures described prior, with adherence to the assumptions of univariate measurement, item fit, item invariance, and response category adequacy examined as part of these analyses. Results: While the Acceptance measure demonstrated adequate reliability outside of some potentially misfitting items, the study identified several limitations for the Competence measure, including potential gender‐based and verbal IQ‐based response biases. Conclusions: Practitioners and research applications of these subscales may benefit from the response recoding recommendations provided in this study for the Acceptance measure, as they improved the measure's properties. The study provides potential solutions to item adequacy concerns, and avenues for future research, involving these measures. [ABSTRACT FROM AUTHOR]

Background: Transition Year (TY) is a quasi‐gap year offered midway through post‐primary education in Ireland. TY is intended to provide a low‐stakes environment to promote maturity and social skills, and to prepare students for adult life. Previous interview‐based research has found that TY is seen as a positive experience by many students and teachers. However, no study has sought to quantify the extent to which TY participation may be associated with socioemotional development. Aims: To gather baseline data before TY and then examine differences in socioemotional outcomes over a 2‐year period (three waves of data collection) between students who went on to take part in TY and those who did not. Sample: A total of 1,563 Grade 9 students ‎(47% female, mean age = 15.4 years) in 20 schools were randomly sampled to provide a nationally representative sample. Methods: Outcome measures were selected to reflect (1) the intended aims of TY and (2) outcomes consistently identified through qualitative research as being associated with TY. These include student–teacher relations, self‐reliance, subjective age, school satisfaction, and social self‐efficacy. Latent growth curve models were used to examine differences in students' development over time, controlling for initial (baseline) status and background covariates. Results: TY participants reported significantly higher increases in subjective age and (for boys) self‐reliance over three waves than non‐participants. However, expected differences were not observed for other measures. Conclusions: This is the first study to report longitudinal quantitative analyses of socioemotional outcomes in TY. The results highlight a tension between broadly positive qualitative reports of TY outcomes and the limited quantitative evidence, to date, of same. Some directions for future research are suggested. [ABSTRACT FROM AUTHOR]

Background: The cross‐lagged panel (regression) model (CLPM) is the usual framework of choice to test the longitudinal reciprocal effects between self‐concept and achievement. Criticisms of the CLPM are that causal paths are over‐estimated as they fail to discriminate between‐ and within‐person variation. The random‐intercept cross‐lagged panel model (RI‐CLPM) is one alternative that extends the CLPM by partialling out between‐person variance. Aims: We compare analyses from a CLPM and a RI‐CLPM which examine the reciprocal relationships between self‐concept, self‐efficacy, and achievement and determine the extent CLPM estimates are inflated by between‐person variance. Sample(s): Participants (n = 314) were first‐year undergraduate psychology students recruited as part of the STudent Engagement with Education and Learning (STEEL) project. Methods: Participants completed measures of self‐efficacy and self‐concept prior to completing fortnightly quiz assessments. Results: Cross‐Lagged Panel (regression) Model estimates are likely over‐estimated in comparison with RI‐CLPM estimates. Cross‐Lagged Panel (regression) Model analyses identified a reciprocal effects relationship between self‐concept and achievement, confirming established literature. In RI‐CLPM analyses, these effects were attenuated and a skill development association between achievement and self‐concept was supported. A reciprocal relationship between self‐efficacy and achievement was supported. Better model fit was reported for the RI‐CLPM analyses. Conclusions: Prior findings relating to the reciprocal effects of self‐concept and achievement need to be reconsidered. Whilst such a relationship was supported in a CLPM analysis in this study, within an RI‐CLPM framework, only achievement predicted self‐concept. However, in both CLPM and RI‐CLPM models a reciprocal effects model of self‐efficacy and achievement was supported. [ABSTRACT FROM AUTHOR]

Background: Work‐related learning is particularly important at the start of graduates' careers. Preparing students for work‐related learning is a chief aim of higher education, demonstrating its relevance when investigating the transition to work. Aim: This study aimed to investigate the role of personal factors for work‐related learning during the transition from higher education to work. This study took a longitudinal and person‐centred approach by examining differences in work‐related learning between different motivational profiles based on the conjoint development of self‐efficacy and achievement goals. Sample: Questionnaires were administered four times, starting in the beginning of students' final year of higher education until 4 months after graduation (N = 814). Methods: In order to assess the development of the personal factors, different multi‐indicator latent growth curve models were estimated. Afterwards, a multidimensional latent class growth analysis was used to identify latent profiles of participants with similar growth trajectories. Differences in work‐related learning were investigated by a multivariate analysis of variance. Results and Conclusions: The results revealed an average increase in self‐efficacy, learning‐goal, and performance‐approach orientation, indicating that the transition to work triggers change in these personal factors. Performance‐avoidance orientation decreased on average. Four distinct motivational profiles were discerned: strongly efficacious and approach‐oriented, moderate efficacious and approach‐oriented, moderate efficacious and learning‐oriented, and undecided profile. Furthermore, differences were found concerning work‐related learning, in which the strongly efficacious and approach‐oriented profile reported more participation in formal and informal learning activities using personal sources, while the undecided profile showed least participation in the latter. [ABSTRACT FROM AUTHOR]

Empowerment is defined as a process by which marginalized groups gain mastery over issues of concern to them. One such population is racial and ethnic minority college students. These students experience academic disparities while simultaneously relying on higher education to facilitate more equitable social outcomes for themselves and ultimately to strengthen U.S. society for all. Nonetheless, nearly four decades after Rappaport's introduction of the empowerment construct, we still have no core constructs or measure of them for understanding and assessing the empowerment of underrepresented students on college campuses. As an initial step to understand and evaluate empowerment for this important population, this study drew from previous qualitative research to create and field‐test a quantitative measure with racial/ethnic minority college students. Exploratory factor analyses in independent samples identified 4 factors of empowerment: Self‐Efficacy/Control, University Environment, Financial Confidence, and Student Racial/Ethnic Identity. Confirmatory factor analyses illustrated relationships between factors. Findings revealed that the measure, the College Student Empowerment Scales for Racial/Ethnic Minorities (CSES), is valid and reliable. Results emphasize internalized influences on psychological empowerment through an individual's identity within empowering university and societal contexts. Future directions are discussed, including research using this measure and opportunities for intervention in universities. [ABSTRACT FROM AUTHOR]

The present research explored the mediating roles of flow and self‐handicapping behaviors in the relationship between academic psychological capital (PsyCap) and academic achievement in a purposive sample of university undergraduates (N = 300). Components of academic PsyCap were measured with the Perceived Self‐efficacy subscale of the Student Approaches to Learning Scale, the Life Orientation Test – Academics, the Academic Hope Scale, and the Academic Resilience Scale. Flow and self‐handicapping behaviors were measured with the Flow Short Scale and the Self‐handicapping Scale Revised, respectively. Students' cumulative grade point averages (CGPAs) in the previous semester were taken as an index of their academic achievement. The measurement model of the study revealed a good fit to the data and the structural model indicated the positive direct effects of academic PsyCap and flow and the negative effect of self‐handicapping behaviors on academic achievement. Both flow and self‐handicapping behaviors demonstrated a parallel mediation between academic PsyCap and CGPA such that academic PsyCap decreased self‐handicapping behaviors, which in turn resulted in improved CGPA; on the other hand, academic PsyCap enhanced the flow experience, which led to improved academic achievement. Implications of the study and recommendations for future research are reflected upon. [ABSTRACT FROM AUTHOR]

This research draws on the self‐system model of motivational development to explain how the use of business simulation games in class facilitates students' engagement and enhances their learning. Based on a survey of 360 undergraduate students who played a business simulation game in a marketing course, the findings show that students' perceptions of competence, autonomy, relatedness and self‐efficacy have a positive impact on their cognitive, emotional and behavioural engagement. In addition, cognitive and emotional engagement have a positive influence on skills development and perceived learning. [ABSTRACT FROM AUTHOR]

Serious games are becoming increasingly popular due to their association with increased learning outcomes when compared to traditional self‐regulated learning activities. However, the majority of research examining the outcomes of serious games has focused almost exclusively on learning outcomes. This has resulted in a lack of research examining why these types of games result in increased positive outcomes, such as engagement or performance. This study seeks to address this gap in existing research by examining the relationship between game difficulty and participants' engagement, performance and self‐efficacy in a Pacman style maze navigation game. This required the use of hidden difficulty variations which participants were randomly assigned. Participants engaged with the game over a 5‐days practice period. Results from this study suggest that difficulty plays a considerable role in influencing participants' self‐efficacy for the task. Self‐efficacy has been consistently linked to positive outcomes such as increased engagement and performance. This highlights the importance of difficulty as a game design factor as well as providing an insight into the manner in which serious games could be further refined in order to increase user's self‐efficacy and associated positive outcomes. Implications for future serious games and self‐efficacy research are discussed. [ABSTRACT FROM AUTHOR]