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Integration of knowledge with practice is a priority in the domain of nursing training to ensure quality of nursing education and maintain safety practices after graduation in their professional career. Past studies have raised concern that nursing students find clinical training as a stressful experience. This study aimed at examining the prediction power of learning self-efficacy on performance of clinical skills and ability to control sociodemographic characteristics among nursing students. This study used descriptive correlation approach. Data was collected through an online survey of L-SES and professional and clinical skills from a sample of 296 students identified through convenience sampling method. The data analysis used a two-step hierarchical regression analysis method where sociodemographic were entered in Model 1 (age, gender, and academic level of students) and domains of learning self-efficacy namely psychomotor, cognitive, and affective, were entered in Model 2. The analysis showed that the Model 1 was statistically significant (F = 29.4, p < .001, R² = 0.337) regarding professional skills. The study recommends identifying such personal and organizational factors that could enhance clinical performance among nursing students. This study would prove significant to higher education institutions and academics to emphasize that personal factors and self-efficacy of the nursing students can predict a better performance in clinical settings. The study recommends revising the training format of the nursing schools and explore alternatives of taking learning and training away from traditional nursing educational settings. [ABSTRACT FROM AUTHOR]

This study aims to analyze the student and school level variables that affect students' self-efficacy levels in mathematics in China-Shanghai, Turkey, and Greece based on PISA 2012 results. In line with this purpose, the hierarchical linear regression model (HLM) was employed. The interschool variability is estimated at approximately 17% in China-Shanghai, approximately 22% in Turkey, and approximately 23% in Greece. This study showed a positive association between variables of self-confidence, teacher support, and attitude toward school, all of which are among Level 1 variables, and mathematics self-efficacy in all three countries. A negative association was observed to exist between the variables socio-cultural index and educational opportunities at home and mathematics self-efficacy in all three countries. While pre-school education in China- Shanghai and Turkey were negatively associated with students' mathematics self-efficacy levels, the same variable was positively associated with students' mathematics self-efficacy in Greece. While the variable mathematical anxiety was negatively associated with students' mathematics self-efficacy in China-Shanghai and Greece, it was positively associated with students' mathematics self-efficacy in Turkey. The variable interest in mathematics, in turn, was negatively associated with mathematics self-efficacy solely in China- Shanghai. Regarding the association between mathematics self-efficacy levels and the school level variables, a near-zero positive association was found between class size, deemed significant for Turkey, and self-efficacy levels. The association between teacher to student ratio in school and self-efficacy levels was found to be negative in all three countries. The variable teacher's morale, however, was positively associated with self-efficacy level in China-Shanghai and Turkey. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine relationships among the such variables as socioeconomic status, math self-efficacy, anxiety, and mathematics achievement using structural equation modeling. A sample group of 8,806 students from England, Greece, Hong Kong, the Netherlands, Turkey, and the USA participated in the PISA 2012. To show how much variance on mathematics achievement can be attributed to the selected variables, separate structural equation modeling analyses were examined for each country. Next, multi-group structural equating modeling was determined to compare latent means. The results show that socioeconomic status has a significant effect on mathematics achievement. The relationship between socioeconomic status and mathematics achievement is highest in the Netherlands lowest in Hong Kong. For all six countries, the most important predictor of mathematics achievement is math self-efficacy. The relationship between math selfefficacy and mathematics achievement is highest for England. No statistically meaningful relationship between math anxiety and mathematics achievement is found for Hong Kong, England, or the Netherlands. A statistically meaningful relationship between math anxiety and mathematics achievement is observed in the countries that have low mathematics achievement; namely, Turkey, Greece, and the USA. [ABSTRACT FROM AUTHOR]

This study is aimed at investigating the relationships among students' relevant prior knowledge, meaningful learning orientation, reasoning ability, self-efficacy, locus of control, attitudes toward biology and achievement with the human circulatory system (HCS) using the learning cycle (LC) and the traditional classroom setting. The study was conducted with two teachers and four classes for a total of 60 11th grade students from high school. One class for each teacher was assigned as an experimental group and treated with 5E LC instruction and the other class was assigned as a control group and treated with traditional instruction (TI). The Human Circulatory System Achievement Test (HCSACT) was administered twice as a pre-test and after the treatment period, as a post-test to both the experimental and control groups. The Learning Approach Questionnaire, Test of Logical Thinking, Self-Efficacy Scale, Locus of Control Scale and Attitude toward Biology Scale were also administered to all students. The results indicated that the LC improved students' achievement in the HCSACT compared to TI. Stepwise multiple regression analysis revealed that in the learning cycle classrooms, the main predictors of achievement on the HCSACT were students' reasoning ability (45.8%) and their prior knowledge (15.9%). In traditional classrooms, students' meaningful learning orientation (40%) and locus of control (9.8%) were the main predictors of achievement. [ABSTRACT FROM AUTHOR]

Many studies have focused on finding the level of effect that academic locus of control, tendencies towards academic dishonesty, and test anxiety levels have had on academic self-efficacy, and providing a separate explanation ratio for each. The relationship among the effects of the academic locus of control, tendencies towards academic dishonesty, test anxiety levels and academic self-efficacy with each other and explanation ratios of these relationships to each other were tested in this research. The participating group of the research consisted of 256 teacher candidates in their 2nd year of education at the Faculty of Education at a University in Turkey in the spring semester of the 2010-2011 academic year. The research was conducted using the relational survey model. The Academic Self-efficacy Scale, Academic Locus of Control Scale, The Scale of Academic Dishonesty Tendencies, and The Scale of Test Anxiety Levels were used as data collection instruments. Data was analyzed via SPSS 16.0 and AMOS 17.0 software programs. Consequently, it emerged that tendencies towards academic dishonesty, test anxiety, and academic locus of control together significantly and positively affect and account for academic self-efficacy. In other words, it was found that tendencies towards academic dishonesty, test anxiety levels, and academic locus of control are crucial predictors of the academic self-efficacy of teacher candidates. [ABSTRACT FROM AUTHOR]

This study examines high school students' levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011-2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students. The research methods included the Personal Information Form comprising items about students' demographic characteristics, the Maslach Burnout Inventory-Student Form, the Utrecht School Engagement Scale, the Study Habits Inventory, and the Scale for Self-Efficacy Expectations among Adolescents. The data were analyzed with multivariate analysis of variance. The results suggested that students with low self-efficacy beliefs had higher burnout levels. In addition, students with inadequate study skills and those with low self-efficacy beliefs were at higher risk of losing their beliefs. Another finding was that students with high academic success also had high self-efficacy. Unexpectedly, students with inadequate study skills and low self-efficacy beliefs were found to have high self-efficacy. Students with adequate study skills and high selfefficacy beliefs also had high school engagement levels. The study findings were discussed in relation to the literature and interpreted. Based on the interpretations, recommendations were made to school counselors and researchers. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the relationship between students' opinions about the sources of self-efficacy belief and their gender, academic achievement, the grade level, Socio-Economic Status (SES), and learning style. The study was conducted on 984 secondary school students in the fall semester of the 2011-2012 academic year. The data were collected by the scale of determining sources of self-efficacy belief, the scale of learning styles, the scale of self-efficacy belief related learning and performance which is subscale of MSLQ and personel information form. The results of the study indicated that there were significant relationships between students' opinions about sources of self-efficacy related learning and performance and their gender, academic achievement, SES, the grade level, and learning style. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the resilience of high school students in Turkey, and to determine the relationships between the student resiliency and some protective factors such as school climate, teacher attitudes and behaviors, family and peer support according to the student opinions. By using 509 students randomly selected from 24 general and Anatolian high schools from central districts of Ankara, it was found that students' perception of sociability and communication skill and determination were higher than the self-efficacy, hope and problem solving skills which were important components of resiliency. There were significant correlations between students' resiliency perceptions and gender, grade level, fathers' educational level, family income, grade point avarege and absenteeism of those students. Grade point avarege and absenteeism were found to be the most important demographic variables that predict student resiliency. Additionally results indicated that there were significant correlations between student resiliency and perceived support from family and peers and these variables were important predictors of student resiliency. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine communication skills, interpersonal problem solving skills, and social self-efficacy perception of adolescents and the predictive role of communication skills and interpersonal problem solving skills on social self-efficacy. This study is a quantitative and relational study aimed at examining the relationships among communication skills, interpersonal problem solving skills, and social self-efficacy. The study group was comprised of 494 (226 females; 268 males) randomly selected high school students studying in different high schools in Mugla, Turkey. The data were collected using the Communication Skills Inventory, Interpersonal Problem Solving Inventory, and Social Self-Efficacy Expectation Scale for Adolescents. Pearson Product-Moment Correlation analysis was employed to search for relationships among communication skills, interpersonal problem solving skills, and social self-efficacy; multiple hierarchical regression analysis was also used for explaining social self-efficacy. The findings showed that the communication skills and interpersonal problem solving skills were found to be significantly correlated to social self-efficacy and communication skills and interpersonal problem solving skills important predictors of social self-efficacy. [ABSTRACT FROM AUTHOR]

Bu çalışmanın amacı, ilköḡretim 6-8. sınıf öḡrencilerinin öz yeterlik inancı kaynaklarının öḡrenme ve performansla ilgili öz yeterlik inançlarını yordama gücünü belirlemektir. Bu çalışma, bir korelasyon çalışması olup 2010-2011 öḡretim yılı güz döneminde 1049 öḡrenci üzerinde yürütülmüştür. Çalışmanın verileri Öz Yeterlik İnancı Kaynaklarını Belirleme Ölçeḡi" ve "Öḡrenme ve Performansla İlgili Öz Yeterlik İnancı Ölçeḡi" ile toplanmıştır. Verilerin analizinde aritmetik ortalamaya, standart sapmaya, Pearson momentler çarpımı korelasyon katsayısı ve basamaklı (stepwise) regresyon analizine başvurulmuştur. Öḡrenciler en çok sözel iknanın ve performans başarılarının öz yeterlik inançlarını geliştirdiḡini; psikolojik durum ve dolaylı yaşantıların daha az geliştirdiḡi ifade etmişlerdir. Öḡrencilerin öz yeterlik inançları ile en güçlü korelasyonu gösteren ve öz yeterlik inancını en fazla yordayan faktör performans başarıları faktörüdür. Performans başarılarının yanında dolaylı yaşantılar ve sözel ikna faktörleri öḡrencilerin öḡrenme ve performansla ilgili öz yeterlik inançlarının yordayıcısı olmuştur. [ABSTRACT FROM AUTHOR]

The purpose of this study is to reveal the extent to which the sources of 6th- 8th grade students' self-efficacy beliefs predict their self-efficacy beliefs for learning and performance. The study is correlational and was conducted on a total of 1049 students during the fall term of the educational year 2010-2011. The data of the study were collected through "The Scale of Determining the Sources of Self-Efficacy" and "The Scale of Self-Efficacy for Learning and Performance". The data were analyzed on the basis of the arithmetic mean, standard deviation, Pearson product-moment correlation coefficient and stepwise regression. The students stated that their self-efficacy beliefs were developed mostly by verbal persuasion and performance accomplishments. They also noted that psychological states and vicarious experiences develop their self-efficacy beliefs at a lower level. It is the factor "performance accomplishments" that is correlated with the students' self-efficacy beliefs and predicts them in the strongest way. Apart from performance accomplishments, the factors "vicarious experiences" and "verbal persuasion" predict the students' self-efficacy beliefs for learning and performance. [ABSTRACT FROM AUTHOR]

Bu araştırmanın amacı, kavram karikatürlerinin öḡrencilerin matematiḡe karsı öz-yeterlik algı düzeylerine etkisini belirlemektir. Çalışmanın gerçekleşmesinde yarı deneysel kontrol gruplu ön testson test modelinden yararlanılmıştır. Araştırmanın çalışma grubunu 2008-2009 öḡretim yılında istanbul ili Avrupa yakasındaki bir ilköḡretim okulunun 7. sınıflarında okuyan 94 öḡrenci oluşturmaktadır. Araştırmada on altı adet kavram karikatürü geliştirilerek "Cebirsel ifadeler ve Eşitlikler" konusunda dört hafta boyunca uygulama yapılmıştır. Öḡrencilerin sosyal öḡrenme ortamı oluşturarak kavramları daha derinlemesine tartışma ve kendi düşünme kalıplarını sorgulayabilmeleri için aynı düşünceyi paylaşan öḡrencilerden meydana gelen dörder kişilik homojen gruplardan yararlanılmıştır. Araştırma verileri öḡrencilerin matematik öz-yeterlik algı düzeylerini belirlemek için "Matematiḡe Karşı Öz Yeterlik Algısı Ölçeḡi" ve uygulama süreci hakkında öḡrencilerin yazılı görüşlerinden elde edilmiştir. Toplanan nicel veriler baḡımlı ve baḡımsız örneklemler t-testi ile nitel veriler ise betimsel olarak analiz edilmiştir. Araştırmanın sonuçlarına göre kavram karikatürlerinin öḡrencilerin matematiḡe karşı öz -yeterlik algı düzeylerine anlamlı etkisinin olduḡu görülmüştür. Ayrıca, öḡrencilerin kavram karikatürlerini çok sevdikleri, matematik dersine olan ilgilerinin arttıḡı ve matematik dersini yapabileceklerine inandıkları belirlenmiştir. Elde edilen bulgular ışıḡında kavram karikatürleri ile araştırma yapacaklara yönelik öneriler geliştirilmiştir. [ABSTRACT FROM AUTHOR]

The purpose of this research is to determine the effect of concept cartoons on the students perception of their levels of self-efficacy towards mathematics. The research has been designed as the pre-test post-test with quasi experimental control group. The research participants are composed of 94 7th grade students attending an elementary school on the European side of Istanbul during the 2008-2009 Academic Year. "Algebraic expressions and Equations" were taught during four weeks by using sixteen concept cartoons which were developed in this study. Homogenous groups, each consisting of four students sharing the same opinions, were utilized in order to enable them to discuss the concepts more comprehensively and to question their own thinking patterns by creating a social learning environment. The data of the research was collected by "Mathematical Self Efficacy Levels Perception Scale" and through the written opinions of the students about implementation process. While the quantitative data was analyzed by performing the t-test for dependent and independent samples, the qualitative data was descriptively analyzed. The results of the research have shown that concept cartoons have a significant effect on the students' perception of their level of mathematical self-efficacy. Besides, it was found out that students liked concept cartoons very much, their interest to the lesson was increased and they believed they could do mathematics lesson. In the light of the findings of this study, the researchers have developed suggestions for those who will conduct further researches on concept cartoons. [ABSTRACT FROM AUTHOR]