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Information literacy has become an essential element of the student learning process due to the current information overload that university students face. The world is in the information age where the options for access to information is changing daily. University students need to be information literate to be able to use information responsibly and ethically. This article describes the third cycle of an action research study that sought to investigate the merit of integrating information literacy that is aligned to an acceptable framework into the curriculum of an institution of higher learning by assessing students' perceptions before and after an information literacy intervention. First-year undergraduate students at University of Guyana responded to an online questionnaire and participated in online interviews to share perceptions of their information literacy competencies during the second semester of academic year 2021/2022. SPSS was used to analyze the quantitative data and the qualitative data was coded to identify common themes. The results of the study revealed information literacy courses positively impacted students' perceptions of their information literacy self-efficacy, skills, and attitudes. [ABSTRACT FROM AUTHOR]

This paper explores the demographic and academic variables influencing students' perceived information literacy self-efficacy using Kurbanoglu et al.'s Information Literacy Self-Efficacy Scale (ILSES) and its two subscales. An online survey was created to gather data from students which contained Bangla version of the 28-item ILSES together with demographic and academic questions. A printed version of the survey was also distributed to students locally. A total of 408 students participated in the study. The findings revealed that students had moderate self-efficacy, with higher confidence in basic and intermediate-level information literacy (IL) tasks compared to advanced skills. There were significant differences in IL self-efficacy based on students' demographic and academic variables. The results suggest that age and computer proficiency were significantly associated with students' self-efficacy beliefs in information literacy. Overall, the 28-item ILSES and its two smaller subscales yielded similar results, indicating that shorter versions of the ILSES can be utilized to reduce questionnaire completion time without compromising the validity of the results. This study highlights the importance of demographic and academic variables in shaping students' IL self-efficacy beliefs and emphasizes the need for providing adequate support and training to improve information skills among students. [ABSTRACT FROM AUTHOR]

The present study aimed to explore graduate students' motivation, self-efficacy, and perceptions of credit-based information literacy (IL) courses at a research university in China. A mixed-methods approach was employed, with 405 questionnaires and ten follow-up interviews conducted. The findings indicated that graduate students displayed high levels of intrinsic motivation and self-efficacy toward the IL course. In other words, they were conscious of the importance of IL in their future academic pursuits. However, only a small portion (18.76 %) of students perceived librarians as the most appropriate person for the course. Moreover, in terms of the format of course format, the majority of participants preferred a blend of lectures and group activities over online learning. There was also agreement among the participants that the focus of IL courses should go beyond basic information search skills and include training in learning strategies. The study also found that gender played a role in shaping motivation and perception levels, with female students generally scoring higher. The findings of this study provide valuable insights for librarians to enhance their credit-based IL courses, catering to the specific needs and preferences of graduate students. • Mixed-methods research design focus on graduate students' motivation and perception of information literacy • Identify gender differences as a significant factor influencing students' intrinsic motivation for information literacy • Students prefer faculty who are proficient in IL as the most appropriate person for teaching IL courses. [ABSTRACT FROM AUTHOR]

This mixed-methods analysis uses exit surveys from 17 teacher education programs in four US states to compare self-ratings of preparedness between two cohorts of preservice teachers: 2019 graduates who had "normal" student teaching experiences (n = 1264) and 2020 graduates (n = 1280), for whom in-person student teaching was shortened by 6–10 weeks during the spring 2020 COVID-19 school closures. Despite truncated student teaching experiences, the 2020 cohort felt more prepared. Through a theoretical lens of self-efficacy, we explore how these differences might reflect a generative process as future teachers deepen their understanding of complexities in teaching, and grapple to bridge theory and practice. • Preservice teachers with shorter student teaching experiences rated themselves as more prepared. • Preservice teachers with less student teaching attributed their preparation to vicarious and social persuasion experiences. • Student teaching helps preservice teachers align self-estimations derived from coursework with realities of classroom management. [ABSTRACT FROM AUTHOR]

Students' academic self-beliefs are associated with their school achievement and enjoyment. However, academic self-beliefs appear to be lower in rural schools. In a sample of students in Australian rural schools (N = 974), this study investigated whether perceived autonomy support (PAS) predicted two important self-belief constructs: academic buoyancy and academic self-efficacy. The results revealed that PAS positively predicted academic buoyancy and academic self-efficacy. Multigroup structural equation modeling further identified that primary school students reported more adaptive school experiences than high school students. This research has implications for how teachers can best support students' academic self-beliefs in rural schools. • Rural students' perceived autonomy support (PAS) predicted greater academic self-efficacy. • Academic buoyancy mediated this association. • Significant differences were found between primary and high school students. • Primary school students reported more adaptive school experiences. • Academic buoyancy completely mediated the association in primary school settings. [ABSTRACT FROM AUTHOR]

Global competence has gained considerable attention in education within a diverse and globalized world. Drawing from the OECD PISA 2018 framework for students' global citizenship, we employ hierarchical linear modelling to examine the effects of individual attributes, family background, and school characteristics on students' global competence in six countries/regions. The results reveal that gender, student self-efficacy in global issues, familial socioeconomic status, and teachers' intercultural attitudes significantly influence students' global competence in all six areas. Moreover, region-specific differences were found. The study provides valuable insights for advancing research, furthering the conceptualization and implementation of education for global competence. • Gender and student self-efficacy have significant effects on their global competence. • Familial socioeconomic status has significant effects on student global competence. • Teachers' intercultural attitudes significantly influence students' global competence. • There are region-specific differences in student global competence. [ABSTRACT FROM AUTHOR]

Defending in bullying is a complex, yet important behavior that is likely associated with individual characteristics and group factors that operate simultaneously in the classroom microsystem. However, little research has longitudinally analyzed the role of multiple promoting factors at both the individual and classroom level. Drawing on the social-ecological theory and social-cognitive theory, the present study examined the prospective associations between Fall defending self-efficacy, moral disengagement, moral identity, and moral distress and Spring defending behavior. Participants were 1163 adolescents (48.7% females; M age = 13.6, SD = 1.1) attending 67 classrooms in Italian public schools. Defending showed moderate stability over one school year. At the individual level, multilevel analyses showed that T1 self-efficacy for all students, and moral distress for male students, positively predicted T2 defending. Moreover, high moral disengagement negatively predicted T2 defending only when students also reported high levels of moral identity. At the class-level, T1 class defending and class moral identity explained between-class variability in T2 defending. The findings have multiple implications for interventions that aim to increase defending behavior. [ABSTRACT FROM AUTHOR]

The emergence of artificial intelligence-generated content (AIGC) in the realm of education, notably in product design, signifies a watershed moment, heralding significant enhancements over conventional pedagogies by potentially catalyzing unparalleled innovation. This investigation assesses the ramifications of assimilating AIGC into product design instruction, focusing on its advantages, constraints, and consequent influence on students' design cognition across a spectrum of proficiency levels. The study encompassed 119 scholars with a focus on product or industrial design, delineated into three distinct echelons of proficiency. Utilizing Technology-mediated Learning Theory, an empirical field study was initiated to explore AIGC's impact on self-efficacy, ideation volume, innovation, diversity, and the aggregate quality of outcomes, taking into account the divergence in pedagogical strategies and student competency tiers. AIGC notably augmented students' self-efficacy, ideation, novelty, and variety, albeit with a potential diminution in ideational quality. Disparities in self-efficacy, volume of ideas, and their caliber were discernibly evident across varying tiers of competency. AIGC markedly fosters innovation within product design pedagogy, demonstrating its ascendancy over traditional instructional methods in catalyzing scholastic innovation. However, orthodox teaching methodologies retain their critical role in the cultivation of problem-solving acumen. Personalized support, particularly for those demonstrating lower self-efficacy, is paramount in amplifying their creative ideation through bespoke pedagogical strategies, thus maximizing the utility of AIGC integration. • Challenges and benefits of ideation with AIGC for students of all abilities. • AIGC promotes creative thinking in product design ideation learning. • The critical mediating role of students' self-efficacy in ideation generation. • Supporting students of all ability levels and improving their design ideation skills. [ABSTRACT FROM AUTHOR]

This qualitative study aimed to fill a research gap by examining the development of self-efficacy beliefs among nonnative-speaking student teachers (NNSTs) in teaching languages other than English. Situated in an international teacher education program for Chinese as a second/foreign language, this study explored the impacts of collaborative practicums on the self-efficacy beliefs of 17 NNSTs while they worked with 28 native-speaking student teachers (NSTs). The collaborative tasks included peer discussions, microteaching, peer observations, and peer feedback. The NNSTs' reflective essays were collected as primary data, supplemented by peer discussion and microteaching videos and peer feedback questionnaires. Using a qualitative methodology that integrated emotion coding and thematic analysis, the study revealed that all four tasks positively influenced NNSTs' self-efficacy beliefs by satisfying their professional engagement intentions. However, tasks involving verbal interactions between NNSTs and NSTs had adverse effects on NNSTs' self-efficacy beliefs, attributed to the limited academic language proficiency of NNSTs and the unsympathetic reactions and linguistic superiority displayed by NSTs. Finally, a three-phase collaborative practicum framework was proposed for language teacher education programs involving mixed native and nonnative trainee groups. This framework highlights the importance of developing inclusive interventions to foster the mutual recognition of nonnative-speaking teachers' values. [ABSTRACT FROM AUTHOR]

With the growing interest in positive psychology, EFL learners' positive factors, such as flow experience and self-efficacy, have been intensively researched in cross-sectional studies. However, a lack of evidence exists regarding how learners' flow experience and self-efficacy fluctuate over time and their dynamic interplay. To bridge these gaps, based on the broaden-and-build theory, this study aims to explore the dynamic changes of flow experience and self-efficacy and their interplay by adopting a weekly diary design. Following eight consecutive weeks, this study traced 113 EFL learners with their 904 data entries. Results demonstrated that students maintained a moderate flow experience level throughout the study period, with a noticeable upward trajectory over time at the within-person level. Additionally, the level of self-efficacy consistently maintained a medium to high level with slight fluctuations. Yielded from the cross-lagged panel model, we found that self-efficacy predicts flow experience consistently and robustly over time, whereas flow experience significantly impacts self-efficacy at only three time points. This study reveals the significance of comprehending the dynamic nature of flow experience and self-efficacy in EFL learning. The findings provide practical implications for facilitating the experience of EFL learners' flow by cultivating their self-efficacy. [ABSTRACT FROM AUTHOR]

In this study, a mixed method and prospective design was followed to achieve two objectives: code student responses to an open-ended question about their teachers' teaching and examine how this classification relates with the associations among students' self-reports on teachers' message framing (gains or losses), their self-efficacy, academic achievement emotions, and teacher reported grades. 1107 Spanish students in grades 9 to 12 participated in the study. GPT-4 was used to code the open-ended question responses on teachers' teaching style. Structural equation modeling (SEM) tested the hypothesized relations among variables accounting for the teaching styles. Results from the SEM revealed that gain-framed messages related positively with student outcomes, as opposed to loss-framed messages, but only when teachers displayed a motivating teaching style. For demotivating teachers, messages did not relate with students' outcomes except for gain-framed messages and student adaptive emotions. Directions for future research and implications for educational practice are discussed. These findings bridge critical gaps in the field, incorporating a self-determination theory lens into a qualitative design, and concurrently addressing message framing and its interaction with teaching style on student outcomes. The study's exploration of a wide range of emotions and its direct examination of teaching's predictive value on student emotions further enrich the existing scholarship. In practical terms, the results provide valuable insights for educators, highlighting that cultivating a motivating teaching style and employing gain-framed messages can positively influence students' emotions, self-efficacy beliefs, and grades. This research not only contributes to theoretical advancements in educational psychology but also offers a tangible and straightforward resource for teachers to enhance their instructional practices and positively relation with student outcomes. The major findings discussed above underscore the significance of these insights in informing both educational theory and classroom practices. For instance, the evidence gathered could be useful to develop interventions targeting teaching practices or those targeting students' behavioural change regarding following teachers' advice. Telling a teacher how to frame their messages is simple, does not require much time, expertise, or budget. Thus, it denotes the best scenario to conduct school-based interventions. • Most teachers are identified by students as motivating. • When motivating, message framing relates with self-efficacy, emotions & grades. • For demotivating teaching styles, messages do not predict student outcomes. • Gainf-framed messages impact emotions independently from teaching style. [ABSTRACT FROM AUTHOR]

This study surveyed 359 online undergraduate and graduate students regarding their information-seeking self-efficacy, online learning self-efficacy, and performance proficiency. A mediation model was conducted to examine the direct effect of students' online learning self-efficacy on their performance proficiency and the mediation effect of information-seeking self-efficacy. Multivariate correlational analysis showed that all three variables significantly correlated. Of the three variables, online learning self-efficacy has the strongest correlation to performance proficiency, while the variable with the least amount of correlation is between online-learning and information-seeking efficacies. Moreover, a significant regression equation showed that students' average performance proficiency increased by 0.359 for each point of online learning self-efficacy and 0.323 for each point of information-seeking self-efficacy. Furthermore, mediation analysis revealed that information-seeking self-efficacy partially mediated the relationship between online learning self-efficacy and performance proficiency. In conclusion, information-seeking self-efficacy is a partial mediator and plays a buffering role between online learning self-efficacy and performance proficiency. [ABSTRACT FROM AUTHOR]

Motivating students to persist in learning they did not choose is one of the most challenging parts of being an educator. Psychological, classroom-based interventions have been popularized, but less research has explored online support outside the classroom. An experimental test of the efficacy of a programme of informational nudge videos for the support of students' interest in learning a new language during compulsory university course in Japan was conducted. First/second year students (n = 2364; F = 627), participated in the experimental study. The experimental group watched 14 engaging informational videos (mean = 56 s) twice. The control group watched 14 videos that taught a specific an English phrase for the same amount of time. Prior/post individual interest, and prior utility-value for learning English, and their prior course self-efficacy were collected. Students pre/post English knowledge and their persistence in course online learning components was collected. Following latent profile analysis based on prior variables, the full sample and each subgroup was used to test a fully-forward longitudinal Structural Equation Model which tested the impact of the experiment on students' future individual interest in learning English. The LPA reveal three latent subgroups labelled low, moderate and high motivation. SEM test indicated a small, positive experimental effect for full sample (β =.05) and a larger effect for the moderate motivation subgroup (β =.08). Post individual interest for the moderate group was a significant predictor of e-learning persistence (β =.23), which predicted future knowledge (β = 10). This pilot programme of informational nudges presented a small significant longitudinal effect for future individual interest for the full sample and moderate motivation subgroup. This was followed by subsequent mediated links to e-learning persistence and knowledge growth. The informational nudge experiment presented positive results indicating that these informational, "light-touch" nudges have the propensity to support students' interest in learning. [ABSTRACT FROM AUTHOR]

English as a Medium of Instruction (EMI) results in an increasing number of students writing their master's theses in English as a second language (L2). The thesis process is challenging for many students, and academic writing in L2 English could add to these challenges. However, in EMI contexts, little is known about students' writing and language-related conceptions and their relationship with writing success. Hence, this study investigates variation within and interconnections between master's thesis writers' (N = 283, both L1 and L2 writers) self-efficacy for thesis writing, writing conceptions, apprehension about grammar, and thesis grade in a multilingual EMI university context in Finland. Data analyses included various statistical methods such as t-tests, two-step clustering, and ANOVAs. The findings indicate a positive connection between adaptive writing conceptions, thesis grade, and self-efficacy for thesis writing. Three groups of writers were identified, reflecting different combinations of writing conceptions, with significant differences in thesis grade, self-efficacy for thesis writing and apprehension about grammar. No significant differences were found between L1 and L2 writers. • Maladaptive writing conceptions are related to lower thesis grade and self-efficacy. • Adaptive writing conceptions are related to higher thesis grade and self-efficacy. • Apprehension about grammar is positively related to block and perfectionism. • Three groups of master's thesis writers identified through a person-oriented analysis. • No significant differences were found between L1 and L2 thesis writers. [ABSTRACT FROM AUTHOR]

To assess the contribution of interprofessional education (IPE) for pre-graduate students from eight study branches. These seminars had patient-partners and caregivers as co-facilitators for reflexive conversations, with educational goals of learning interprofessional communication and involving patients in decision-making. A pre/post seminar comparison with 2 questionnaires about the students' professional identity, multidisciplinary collaboration and patients' involvement, and the richness of stakeholders' definitions. 1142 students participated in the course (n = 740 after removing missing data). The results indicate that this type of education helps students feel more confident in their ability to communicate and collaborate (z = −10,204; p < 0,001), involves patients in their care plan (z = −7,996; p < 0,001) and fosters the competence and autonomy of the post-graduate students in their own professional field (z = −10,627; p < 0,001). It also enriches the definition of patients' roles (n = 399; z = −17,276; p < 0,001). Including patients-partners and caregivers in IPE enriches the professional identity and increases the self-efficacy of futures caregivers. This program exposed students to collaborative care practices, can reduce their resistance to this type of practice after graduation by making them more confident in using a structured team approach and recognising its benefits for both patients and caregivers. • Validation of an interprofessional self-efficacy tool including patient partnership. • Enriching the understanding of the patient's role in healthcare. • Increased student self-efficacy regarding multidisciplinary aspects. • Discusses the place of public health executives in an IPE. • Include patients and caregivers in educational program. [ABSTRACT FROM AUTHOR]

Distance students' attitude toward seeking library help was examined in a medium sized university. A web-based survey was conducted for indentifying library help seeking attitudes among distance students. A 30-mile radius of the campus was used to arbitrarily distinguish between near campus and far campus groups. The study concluded that distance students who visit library and seek help more frequently are more likely have higher self-efficacy on learning. Among all types of library help sources, Libguides were the most used. Near campus students preferred face-to-face consultation more than virtual service, and they also tend to seek help from peers. However, far campus students were more likely seek help with a distance librarian. Email continued to be the most common way of distributing and receiving library information. Social network tools for information seeking were not appreciated as had been anticipated. Implications of the findings for providing effective reference service are discussed. There is not one reference service model that fits all. A library should determine the best reference service that meets the changes of their communities and library's function over time. [ABSTRACT FROM AUTHOR]

This study investigated the self-efficacy perceptions of Israeli library and information science students regarding their information seeking behavior. That is, it examined the judgments that participants make of their searching abilities. The study was based on Bandura's four sources of self-efficacy information: past performance or mastery experiences, vicarious experiences of observing the experiences of others, social feedback and affective states. An online survey presenting the Information Seeking Self-Perception Scale (IRSPS) was distributed and 205 students completed the questionnaire anonymously. Findings show that participants reported a high level of self-efficacy and that three of the four sources of self-efficacy information were significant in constructing their self-efficacy beliefs. Correlations between self-efficacy percepts and several socio-demographic variables revealed no gender-based differences. A significant correlation was found between age and degree and the sources with more influence. Older postgraduate students reported being more impacted by their mastery experiences, their affective states and social feedback. The implementation of the Information Seeking Self-Perception Scale (IRSPS) can be valuable when designing and implementing LIS academic programs for different groups of students. [Copyright &y& Elsevier]

This study investigates distance learners' information literacy skills in using digital library resources and the factors (online learning and information manipulation) that correlate with learners' information seeking self-efficacy. In addition, distance learners' preferences with regard to digital resources selection and interests of developing information seeking skills were examined. 3517 students enrolled in one or more distance education courses were invited to participate in the online survey; 219 students completed the survey, for a response rate of 6.2%. The results revealed that distance learners who have higher self-efficacy for information seeking and proficiency in information manipulation exhibited higher self-efficacy for online learning. Moreover, students with high self-efficacy demonstrated superior knowledge of digital resources selection. Students who have low self-efficacy with regard to information seeking were more likely to express interest in learning how to use the library resources, although learning techniques for database searching was the exception. [Copyright &y& Elsevier]

The goals of the current study were twofold. The first goal was to describe levels of mathematics and science self-efficacy and achievement among a sample of students with varying levels of English language proficiency. The second goal was to examine the extent to which students' self-efficacy explains the relation between their English proficiency level and mathematics and science achievement. The sample consisted of 332 fifth graders (mean age = 10.46 years, SD = 0.38) and their 63 teachers in 20 schools. The student sample was linguistically diverse with parents reporting 22 different home languages. Based on district classification procedures, each student was coded into one of three English language proficiency level categories: English proficient-speaking students (English proficient), English Learner (EL) students who are reaching proficiency, yet are still being monitored (reaching proficiency), and EL students who are receiving English for Speakers of Other Languages services (ESOL; limited English proficient). Regression analyses indicated that students identified as limited English proficient consistently demonstrated lower achievement and self-efficacy across the content areas of mathematics and science as compared to their peers who were English proficient and reaching proficiency. In addition, students' self-efficacy partially explained the relation between limited English proficiency level and achievement for science, but not for mathematics. Results indicate that educators should consider variability in students' English proficiency levels as they select supports to promote both science achievement and self-efficacy. Findings also suggest promise for practices and programs that foster self-efficacy in addition to language and content skills. [ABSTRACT FROM AUTHOR]

Objective: To examine outcomes in a 4-year college pilot program built on stigma change research. U Bring Change to Mind (UBC2M) was developed and launched at Indiana University (IU) in 2014 as an institutionally supported, student-led organization to make campuses "safe and stigma-free zones." The accompanying College Toolbox Project (CTP) assessed change in student prejudice and discriminatory predispositions as well as perceptions and behaviors at follow-up.Method: All entering Class of 2019 students were invited to complete a Web-based survey (N = 3,287; response rate = 44.6%). In their third year, students were sent a follow-up survey. Stigma indicators for 1,132 students completing both waves were analyzed using descriptive statistics and multivariate regressions. Models controlled for social desirability, prior contact, socio-demographics, and self-reported mental illness. Participation was examined for potential biases.Results: Statistically significant positive changes in attitudes and behavioral predispositions emerged. Although fewer students with prior contact endorsed stigma items initially, they reported significant reduction at follow-up. UBC2M active engagement was associated with lowering prejudice. Both passive and active engagement predicted change in discriminatory predispositions as well as current inclusive behaviors and positive perceptions of campus mental health culture.Conclusion: A long-term, community-based, student empowerment approach with institutional supports is a promising avenue to reduce stigma on college campuses, to develop the next generation of mental health leaders, and to potentially reduce societal levels of stigma in the long run. CTP provides evidence that both contact and contextual visibility matter, and that UBC2M offers a nationally networked organizational strategy to reduce stigma. [ABSTRACT FROM AUTHOR]

Engagement with homework assignments is important to be able to actively process content during in-class activities in flipped classroom education. Active engagement with the content is assumed to promote deeper understanding and to improve retention of knowledge. This comparative case study aims to explore student workload during homework activities and examines in-class activities next to student motivation and their retention of knowledge in both traditional education and flipped classrooms. This quasi-experimental study was conducted in a Hematology and Oncology course, which is scheduled in the second year of medical education, in Utrecht, the Netherlands. Students' self-reported study time in traditional classrooms (2014) and flipped classrooms (2015) were measured during one course with a daily online questionnaire and in-class activities were explored using an observation scheme and audio recordings. Cognitive evaluation theory was used to investigate student motivation by measuring perceived autonomy and competence (self-efficacy) of students at the end of the course. Knowledge retention and self-efficacy were (again) measured after 10 months. The in-class observations suggested more interactivity in flipped classrooms. All participating students reported similar workload during the course, whereas exam preparation after flipped classrooms was significantly less time consuming. Students in flipped classrooms reported higher scores for self-efficacy, whereas perceived autonomy was comparable to students learning in traditional classrooms. Ten months after the course, retention of knowledge and self-efficacy scores showed no difference. This study indicated that flipped classroom education required less time investment when preparing for the end-of-course exam and students perceived higher self-efficacy, which is relevant in the light of student stress and burn-out. However, comparison of long-term measurements (retention of knowledge and self-efficacy) showed similar outcomes for students in traditional classrooms and flipped classrooms. It would be interesting to learn whether students trained in flipped classroom education turn out to be better problem solvers in their future careers. For example, if the students in this study are better able to handle patient cases during their clinical rotations. • Student workload during flipped classrooms was similar, whereas exam preparation was significantly less time consuming. • Teachers in flipped classrooms spend less time on factual knowledge as opposed to in-depth information. • The in-class observations suggest more interactivity in flipped classrooms, but this was not significant. • Students in flipped classrooms perceive higher self-efficacy compared to students in traditional education. • Retention of knowledge and self-efficacy scores showed no difference after ten months. [ABSTRACT FROM AUTHOR]

This research studied the nature of organizational citizenship behavior (OCB) among elementary and middle school students. While much is known about OCB in a large variety of contexts (Jimmieson, Hannam, & Yeo, 2010), this research is the first ever to study the unique construct of student OCB. In-depth semi-structured interviews were conducted with principals, teachers, and students. The interviews were analyzed using thematic network analysis, revealing five dimensions of student OCB: OCB toward studenthood, helping behavior toward students, OCB toward school personnel, OCB toward school community, and OCB toward external society. Practical implications and significance for future research are discussed. • All interviewees pointed toward studenthood as the main aspect of students' in-role expectations. • All interviewees were able to identify students' citizenship behaviors. • OCB's dimensions: Toward studenthood, school personnel, school community, external society, and helping behavior. [ABSTRACT FROM AUTHOR]

How students achieve in science tests has a major bearing on appraisals of their overall competence in science—and has implications for their post-school science choices and pathways. There may be some factors that are implicated in their achievement in these tests and which are important to understand when interpreting test results and appraise students' overall science performance. This study investigated real-time perceived science competence (via self-efficacy) as one such factor. In the present study, N = 160 high school students reflected on and rated their self-efficacy in science midway through a science test. Using structural equation modeling, and drawing on theorizing around the longitudinal associations between motivation and achievement as well as literature on testing effects, the study examined the extent to which performance in the first half of the test was associated with mid-test self-efficacy (the so-called "skill-development" phenomenon), the extent to which self-efficacy was associated with performance in the second half of the test ("self-enhancement"), and the extent to which performance in the first half of the test was linked to performance in the second half of the test ("self-sustaining"). Support was found for all three associations: (a) prior performance was significantly and positively associated with mid-test self-efficacy (skill-development), (b) prior performance was significantly and positively associated with subsequent performance (self-sustaining), and (c) mid-test self-efficacy was significantly and positively associated with subsequent performance (self-enhancement). It is thus evident there are real-time competence perceptions and achievement relationships occurring during a science test. By better understanding these relationships, science educators are in a stronger position to enhance and sustain high school students' science motivation and performance, particularly when they do science tests. • Students reflected on and rated their science self-efficacy midway through a science test. • Mid-test self-efficacy was positively associated with subsequent performance, beyond prior performance. • Findings highlight the proximal role of mid-test self-efficacy during testing. • Findings have implications for practitioners seeking to enhance motivation and achievement in science tests. [ABSTRACT FROM AUTHOR]

The article discusses a study of the application of the IL-HUMASS survey to social studies and humanities students in Spanish colleges and universities in order to understand their information literacy (IL). The study analyzed data regarding motivation, self-efficacy, and learning habits. According to the article, the study confirms a significant relationship between motivation and self-efficacy, while raising internal IL dimensions as academic and institutional issues. The article reports the study's conclusion that IL is a concern within Spanish universities at individual student and administrative levels.

Teachers have frequent interaction with students and are well positioned to refer students for mental health assistance when needed. Twelve secondary schoolteachers in Hong Kong were interviewed about their experience referring students to mental health professionals (MHPs). Using consensual qualitative research, multiple factors were found to influence teachers' referral decisions, including problem severity, students' willingness, stigma of help-seeking, parent/guardian's beliefs, teacher-parent/guardian relationship, MHPs' effectiveness and availability, quality of interaction with MHPs, and teachers' self-efficacy in handling student issues. Based on the findings, we propose a conceptual model of factors influencing teachers' referral decisions. Implications for research, practice, and training are discussed. [ABSTRACT FROM AUTHOR]

This study examined the individual differences in the changing trajectories of mastery goal orientation (MGO) among college students during their first two years of college. Latent class growth analysis is used to analyze a two-year study of 370 college freshmen. Findings reveal three MGO trajectories patterns: high-stable, medium-decreasing, and low-decreasing. Students with higher proactive personalities and higher academic self-efficacies are more likely to show stable MGOs and have higher initial levels of MGO. This suggests the extent of changes in MGO varies among students during their time in college. Theoretical and practical contributions are discussed. • Students' mastery goal orientations either remain stable or decrease over time. • Proactive personality helps students keep mastery goal orientation stable. • Academic self-efficacy helps students keep mastery goal orientation stable. • Proactive personality positively relates to initial mastery goal orientation level. • Academic self-efficacy positively relates to initial mastery goal orientation level. [ABSTRACT FROM AUTHOR]

Previous research has indicated that the quantity and quality of lecturer-student interaction may enhance student engagement in online lessons, and that student engagement may promote student learning and satisfaction. However, the effectiveness of such interaction may depend upon the lecturer's leadership characteristics and technology use. Thus, the purpose of this study is to identify lecturers' charismatic leadership and technological use that enable student engagement, and ultimately, student learning and satisfaction. An online survey was used to obtain data from 659 higher education students in the United States, which were analyzed using covariance-based structural equation modeling. Lecturer charismatic leadership and technology use are each significantly related to student engagement, which predicts students' learning performance and satisfaction. Further, it was found that in the lower self-efficacy student group, lecturer charismatic leadership and technology use significantly improves students' behavioral engagement. The findings of this research emphasize the importance of lecturer and learner characteristics for effective interaction and outcomes in online lessons. • Lecturer charismatic leadership skills influence online student engagement. • Lecturer technology use skills impact upon online student engagement. • Online emotional engagement has the greater influence on student outcomes. • Online behavioral engagement of lower self-efficacy students can be improved. • Online student engagement contributes to learning performance and satisfaction. [ABSTRACT FROM AUTHOR]

While a number of studies on peer feedback in academic writing have been done on how students engaged with received feedback in a single assignment, little work has examined engagement with giving feedback and across a longer timeline, which is problematic for a pedagogical technique that is often new to EFL students and should be used repeatedly in a semester. Using a mixed method design that draws upon transcripts of voiced peer comments, monthly reflection journals, semi-structured interviews, stimulated recalls, and two rounds of a self-efficacy survey, this longitudinal study examined how three EFL undergraduates of relatively different proficiency levels affectively, behaviorally, and cognitively engaged with giving feedback over ten iterative feedback practices in an EAP writing course. The findings showed both initial engagement differences and extensive gains in engagement across all three learners despite challenges in proficiency and self-efficacy. Pedagogical implications of how peer feedback could be enhanced in EAP writing courses are discussed. • Engagement with providing feedback enhances academic writing knowledge and skills. • Engagement with providing feedback can be traced from increasing comment length. • Engagement with providing feedback can be traced from more in-depth problem identification and solution. • Engagement with providing feedback can be traced from more positive feelings. • Engagement with providing feedback develops together with self-efficacy in writing and peer feedback. [ABSTRACT FROM AUTHOR]

Despite the wide use of integrated writing (IW) tasks in writing practice and assessment, learners' self-perceived ability to perform this type of writing task is underexplored. The cross-linguistic perspective is largely neglected in the extant literature on writing self-efficacy but there are a huge number of Chinese-English bilinguals in mainland China. With a sample of 239 university students, this study measured L1 and L2 IW self-efficacy in line with four central processes embodied in IW (e.g., reading-to-write) tasks: ideation, convention, self-regulation, and source use, and tested their direct effects on L1 and L2 IW performance. Structural equation modeling (SEM) results indicated that writing self-efficacy was a positive and significant predictor of learners' IW performance in the L2 context, but not in the L1 context. It was also observed that IW competence and self-efficacy beliefs transferred between L1 and L2, supporting the critical role of L1 IW competence and self-efficacy beliefs in L2 development. Implications are discussed theoretically and pedagogically to better understand students' self-beliefs of their writing abilities and actual performance. • Learners' perceived abilities of performing integrated writing tasks are investigated with a cross-linguistic perspective. • Associations between integrated writing self-efficacy and actual performance are influenced by the L1/L2 context. • Integrated writing competence and self-efficacy beliefs transfer between L1 and L2 contexts. [ABSTRACT FROM AUTHOR]

Abstract Virtual reality (VR) is gaining attention for having the potential to enrich students' educational experiences. However, few studies have investigated the process of learning with VR. With the use of structural equation modeling, this study investigated the affective and cognitive factors that play a role in learning with a desktop VR simulation when pre-to post-test changes in motivation, self-efficacy, and knowledge about genetics are used as outcomes. The sample consisted of 199 university students (120 females), who learned from a desktop VR genetics simulation as a mandatory part of an undergraduate medical genetics course. The results indicated that there were two general paths by which desktop VR led to increases in the amount of learning following a VR lesson: an affective path that went through VR features, presence, intrinsic motivation, and self-efficacy; and a cognitive path that went through VR features, usability, cognitive benefits, and self-efficacy. It is concluded that learners may benefit from desktop VR simulations in which efficacious VR features and a high level of usability are emphasized. Highlights • Desktop VR features affect objective learning measures. • As part of an affective path, presence is a key variable affecting learning with VR. • As part of a cognitive path, cognitive benefits is central to learning with VR. • Efficacious VR features and high-level usability benefit learning outcomes. [ABSTRACT FROM AUTHOR]

Abstract There is a wealth of research investigating the predictive power of learners' attitudes towards technology, perceived usefulness of technology and efficacy. However, the associations between these learner factors and the actual application of technology for individualized and collaborative school-related learning activities in a specific domain and in the Asian context are not adequately discussed. This paper contributes to the literature by attempting to investigate such correlations, and treating individualized and collaborative applications as separate entities, with particular reference to Chinese adolescent learners of English in Hong Kong. An analysis of 193 questionnaires completed by adolescent English learners aged 13–16 in three Hong Kong secondary schools supported the differentiation of actual application for individualized and collaborative school-related English learning activities. While the adolescents' attitudes, self-efficacy (familiarity with technology) and perceptions towards technology use were positive, attitude was related to use of technology for individualized learning purposes, and self-efficacy was related to perceived usefulness of technology for English learning. Their perceived usefulness of technology and actual application behavior for school-related learning tasks were not commensurate with each other. Older adolescent learners tended to favor more technology as a useful tool for English learning. Gender effects, however, were negligible. The study points to the significance of understanding both learner perceptions and relations with actual application of technology use for school-related English learning activities. Highlights • A discrepancy between application and perceived usefulness of technology. • Attitude was related to use of computer technology for individualized learning purposes. • Self-efficacy was related to perceived usefulness of technology for English learning. [ABSTRACT FROM AUTHOR]

Abstract The current study used a longitudinal design to model initial interest and utility-value as antecedents of developing interest and course proficiency. Using measures from four time points across one academic year and competency assessed at the beginning of the previous year, we examined direct and mediated contributions of utility-value, self-efficacy, and self-concept for the development of domain interest. Japanese tertiary students (n = 614; Female = 129) undertaking a compulsory year-long study of English as a foreign language participated. Students reported motivation (interest, utility-value and competence beliefs of self-efficacy and self-concept) for studying English as a foreign language. In addition, the design allowed detection of reciprocal effects: the forward effect of interest on competence beliefs and in turn the forward effects of competence beliefs on interest. Initial domain interest indicated direct and/or mediated effects for all constructs, while self-efficacy indicated a reciprocal relationship with domain interest. Profile analyses (LPA) identified 3 motivation profiles that were stable across two semesters. Testing a mover-stayer model (LPTA) indicated some movement between the low and medium intensity profiles of motivation. Highlights • Self-efficacy and interest presented a reciprocal relationship. • Initial interest predicted future competency beliefs, utility-value and achievement. • Competency beliefs were important signals for movement between subgroups. [ABSTRACT FROM AUTHOR]

Abstract Although formative assessment is regarded as a promising way to improve teaching and learning, there is considerable need for research on precisely how it influences student learning. In this study we developed and implemented a formative assessment intervention for mathematics instruction and investigated whether it had effects on students' interest and achievement directly and via students' perception of the usefulness of the feedback and their self-efficacy. We conducted a cluster randomized field trial with pretest and posttest. The 26 participating classes were randomly assigned to a control group or the intervention group. Results of path analyses indicate that feedback was perceived as more useful in the formative assessment condition, self-efficacy was greater, and interest tended to increase; learning progress did not differ between the groups. The assumed indirect effects were partly confirmed: formative assessment showed an indirect effect on interest via its perceived usefulness. Highlights • Feedback in a formative assessment (FA) intervention is perceived as useful. • FA in mathematics has an impact on students' self-efficacy and interest. • FA has an indirect effect on interest via students' perception of its usefulness. • FA has a small indirect effect on achievement via students' self-efficacy. • No indirect effects via both intervening variables together were found. [ABSTRACT FROM AUTHOR]

Abstract Facebook offers a new learning environment, and is used for online academic discussions between distance learners; however, students lack the primary skills to use it academically due to its popular social use. This issue requires investigation into the drivers that affect undergraduate intentions and behaviour when using Facebook as students of private universities in Malaysia. The technology acceptance model (TAM) is adopted to demonstrate student perceptions of using Facebook for learning. Perceived enjoyment and self-efficacy are also integrated into the research framework to offer a deep understanding about the acceptance and use of new technologies. The determinants analysed are perceived usefulness, perceived ease of use, perceived enjoyment and self-efficacy. Statistical Analysis Software (SAS) is used to analyse the data. The results show that all determinants have significant positive relationships with intention and behaviour to use, except for perceived usefulness. The research findings offer valuable and helpful implications that will contribute to universities, educational developers and academics regarding the effective use of Facebook for learning. This research successfully developed an extended TAM model and verified its applicability for learning in Facebook. Highlights • Most of the students perceive that Facebook is not useful for learning with no intention to use Facebook for learning. • TAM model has been extended with perceived enjoyment and self-efficacy and confirmed its applicability. • Facebook can also be used as an educational tool if its perceived usefulness is improved among students. [ABSTRACT FROM AUTHOR]

Highlights • Self-efficacy was the common factor related to math knowledge across two countries. • Math self-concept was positively related to mathematic knowledge for U.S. students. • Three factors were negatively related to math knowledge for U.S. students. • Two factors were positively related to math knowledge for Chinese students. • Sense of belonging was negatively related to math knowledge for Chinese students. Abstract Few studies have examined how factors predict students' mathematic knowledge/literacy. By using the data from the United States and China from PISA 2012, 11 factors were constructed and used to identify relationships between mathematic knowledge/literacy and factors related to student, parent, and school using a complex samples general linear model. Results revealed that math self-efficacy was the only common factor that positively affected students' mathematic knowledge/literacy across the two countries. For U.S. students, mathematic knowledge/literacy was also positively affected by math self-concept and negatively affected by perceived peer math norms, math anxiety, and math professional development. However, for Chinese students, mathematic knowledge/literacy was positively affected by student-teacher relationships and student-math teacher ratio and negatively affected by sense of belonging. [ABSTRACT FROM AUTHOR]

Abstract Building on Seymour Papert's view of empowering students by mastering programming, this study conceptualized programming empowerment as consisting of four components: meaningfulness, impact, creative self-efficacy, and programming self-efficacy. A sample of 287 primary school students in grades four to six completed a corresponding survey. Confirmatory factor analysis validated the proposed components of the programming empowerment instrument. A structural equation model indicated that students with greater interest in programming perceived it as more meaningful, had greater impact, had greater creative self-efficacy, and had greater programming self-efficacy. Also, students with attitudes toward collaboration that were more positive than others had greater creative self-efficacy. Boys showed more interest in programming than girls did. Students in higher grade levels than others viewed programming as less meaningful and had lower programming self-efficacy. These results support future studies that evaluate the impacts of interest-driven computational thinking and programming curricula with ample collaboration opportunities. Highlights • Empowerment consists of meaningfulness, impact, creative and programming self-efficacy. • The study validated the programming empowerment instrument. • Students with greater interest in programming perceive greater empowerment. • Students with positive collaboration attitude have greater creative self-efficacy. • Students in senior grades viewed programming as less meaningful than junior grades. [ABSTRACT FROM AUTHOR]

Abstract Previous research has recognized that networked learning—including the use of social media, blogs, and learning communities—offers unique affordances for supporting the development of self-efficacy. However, additional research is needed to examine applications of networked learning that integrate professional contexts into academic learning experiences. The present study reports on an intervention in which networked learning was used to promote student self-efficacy for social networking and professional development. The learning design integrates three techniques: a focus on developing personal learning networks, a blog-based learning community, and mastery experiences for networking with professionals. The hypothesis was that networked learning among peers in the learning community would help support the gradual development of skills and confidence for social networking, while networking to learn with professionals would amplify the impact of mastery experiences on student self-efficacy. A study of 72 undergraduate business students found that the intervention led to significant gains in self-efficacy for social networking and professional development activities. Students also reported a greater likelihood of engaging in these activities in the following year. Finally, students perceived the learning experience as relevant for their lifelong learning and professional success. Graphical abstract Image 1 Highlights • The study offers a model of networked learning for self-efficacy based on the integration of professional contexts. • The intervention included a blog-based learning community and social networking with professionals. • Students had significant increases in self-efficacy for social networking and professional development activities. • Students had significant increases in intentions to engage in social networking for professional development in the future. [ABSTRACT FROM AUTHOR]

Highlights • Three factors of self-efficacy were obtained: organization, help-seeking, and achievement. • Mastery feedback is related to self-efficacy beliefs beyond the initial status of those beliefs. • Instructors should consider how assessments affect student sense of self-efficacy. Abstract This study examined the relationship between midterm examination results and the self-efficacy beliefs of undergraduate accountancy students. Students enrolled in a mandatory introductory accounting course were surveyed regarding their self-efficacy beliefs before and after receiving their midterm exam results in a 13-week semester. The analysis showed that there was a positive relationship between midterm examination results and student sense of self-efficacy at the end of the course, even after taking into account their self-efficacy beliefs before receiving their midterm results. The results are consistent with Bandura's (1994) theoretical argument that enactive mastery is a source of self-efficacy for individuals Enactive mastery is mastery that is demonstrated through events and activities, such as a performance, or an examination. The approach taken here stands in contrast to other studies of self-efficacy that seek to examine how self-efficacy influences achievement. Theoretical and practical implications of the findings are explored. [ABSTRACT FROM AUTHOR]

Cognitive load theory (CLT) holds that discovery learning and other instructional strategies imposing high levels of extraneous load on novice learners hinder learning. Such learning conditions are also associated with significant drops in persistence, a key measure of motivation. However, research within the CLT framework typically engages motivation as a necessary precursor to learning, rather than as an outcome of instruction. In this study, we examine changes in motivational beliefs as outcomes of learners' cognitive processes through a CLT lens as they engage with instruction. Using a double-blind quasi-experimental design, we manipulate the level of cognitive load imposed on participants through instruction and assess changes in self-efficacy from pre-to post-intervention. In an analysis of data from students enrolled in an undergraduate biology course (n = 2078), students in the treatment condition demonstrated significantly higher performance on end-of-semester lab reports and self-efficacy measures. However, post-instruction self-efficacy was not significantly related to performance, controlling for pre-instruction self-efficacy, gender, and scientific reasoning ability. These findings introduce the possibility that the cognitive load imposed on working memory during instruction may affect motivational beliefs and provides a foundation to further explore connections between historically distinct theoretical frameworks such as CLT and social cognitive theory. [ABSTRACT FROM AUTHOR]

We examine how teacher-student communication through social network technologies may support student resilience during an ongoing war (i.e., the 2014 Israel-Gaza war). Based on student responses from open-ended surveys ( N  = 68), five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The mere existence of continuous online contact with teachers also contributed to resilience perceptions. Interviews with 11 secondary school teachers revealed three main purposes for this communication: (a) delivering emotional support to students, (b) monitoring their distress; and (c) maintaining civilized norms of discourse. Practical implications and theoretical contributions are discussed. [ABSTRACT FROM AUTHOR]

Charles W. Eliot’s revision of curriculum through the elective system has had significant influence on U.S. higher education. Contemporary concerns about constrained resources and “efficiency” efforts have called into question the value of investments in diverse course and degree offerings. This summary of Eliot’s elective system and its impact on U.S. higher education curricula offers a historical perspective to inform contemporary discourse in a time of reform. Eliot’s inaugural speech and introduction of the elective system are examined, including the context for its introduction, the challenges incurred during implementation, and the benefits it has yielded for U.S. higher education and society. [ABSTRACT FROM AUTHOR]

Academic aspirations are important for academic success. Students with migration backgrounds tend to report high academic aspirations despite low success in school, a phenomenon known as the attainment-aspiration gap. This paper investigates whether the self-perception of ability (here, academic self-efficacy) can explain aspirations better than actual attainment in students with migration backgrounds. Data from 380 seventh-grade students enrolled in German schools showed background-specific patterns in multigroup structural equation analyses: In students without migration backgrounds, attainment and self-efficacy both predicted academic aspirations. In students with migration backgrounds, attainment in reading and mathematics did not predict aspirations, whereas academic self-efficacy did. Furthermore, a differential pattern of results for family background variables emerged across students depending on their familial countries of origin. As aspirations can influence behavior and facilitate academic and employment-related success, understanding factors that lead to their formation in students from diverse backgrounds is important for research and practice. [ABSTRACT FROM AUTHOR]

Addressing communication skills in pharmacy curriculums is one of the tactics to foster future pharmacists with better skillsets for medication counseling. Blended learning and objective structured clinical examinations (OSCEs) may address these skills in undergraduate pharmacy education through the integration of multimedia and feedback in teaching strategies. The study is to evaluate the effects of a blended learning program on students' self-efficacy and skills in medication counseling by (1) examining if a blended learning program improves students' self-efficacy and skills in counseling for over-the-counter (OTC) medications, and (2) comparing the effects of different learning programs (didactic lecture vs. blended learning) on students' self-efficacy and skills in the counseling for OTCs. This study uses the Cognitive Load Theory and OSCE to develop learning materials and perform skill evaluation for students who will take the course, Community Pharmacy, at National Taiwan University in 2022 and 2023. In the control cohort, students will receive 4-week lecture-based learning of communication skills. We will develop 12 videos demonstrating common scenarios of OTC counseling that occur in community pharmacies. In the intervention cohort, students will receive 3-week lecture-based learning and 1-week video-based learning of communication skills. A pre-to-post self-administrated survey will be administered to evaluate students' self-efficacy of OTC counseling. Each student will be required to have a one-on-one role-play with standardized patients before and after the course to demonstrate their skills in OTC counseling. A standardized checklist will be used to assess students' skills in medication counseling. Paired t-tests will be conducted to examine the difference in the pre-to-post scores of students' self-reported self-efficacy. Multivariate regression analyses will be performed to determine which learning program provides students with better self-efficacy and performance in OTC counseling. We are able to refine the course structure to equip future pharmacists with improved skills at communicating about medication use. [ABSTRACT FROM AUTHOR]

Recent professional development programs have enhanced teachers’ ability to change their classroom discourse behaviour to a more dialogic style. Only a few programs investigate the role of video-based reflections in supporting teachers to change their practice. This study focuses on effects of the ‘Dialogic Video Cycle’ (DVC) on teacher self-efficacy as a prominent factor in teaching behavior. Additionally, changes in teachers’ practice and the impact of the DVC on student self-efficacy were examined. Compared with a non-video reflection group, the video reflection group showed a positive trend in teacher self-efficacy and significant effects on practice changes. In the video reflection group, student self-efficacy also showed a positive trend. Video transcripts from the DVC workshops underline the role of teachers’ self-beliefs. [ABSTRACT FROM AUTHOR]

Academic procrastination has been widely recognized as a problematic but common phenomenon in education. A growing body of literature construes procrastination as a situational, dynamic construct. Yet, little is known about its development in young secondary education students. The current study aims to elucidate this issue while exploring the relation with metacognitive self-regulation, self-efficacy, and effort regulation. Hierarchical growth curve modeling of the development of students' procrastination (566 students, 20 Mathematics/English grade-1 secondary education classes) revealed positive linear trajectories at class level but showed greater variability at student level. All mentioned predictors were negatively associated with procrastination and declined over time, with effort regulation revealing the strongest association. Interaction effects with time revealed a stable procrastination - effort regulation association, whereas the association with metacognitive self-regulation and self-efficacy diminished over time. The findings support the view on academic procrastination as a dynamic construct and highlight the importance of early intervention. [ABSTRACT FROM AUTHOR]

Academic self-efficacy is widely accepted as being both the cause and effect of academic achievement. However, empirical research using longitudinal data and domain-specific assessments is scarce and seems to be completely absent in domains other than mathematics. We drew on a sample of N  = 1597 secondary school students in Germany and 2 measurement occasions within 1 school year to test for reciprocal effects between self-efficacy and achievement in the domains of mathematics and reading. Despite high stabilities of achievement and self-efficacy, structural equation modeling revealed positive effects of mathematics self-efficacy on later mathematics achievement and of reading achievement on later reading self-efficacy. Evidence for reciprocal effects resulted in the domain of reading from separately considering students with and without a migration background in multiple group models. The findings highlight the necessity of early interventions and a domain-specific approach. [ABSTRACT FROM AUTHOR]

Self-efficacy is an important concept for understanding learning and achievement. The concept covers students' self-confidence and their expectations for future performance. Students' learning experiences are crucial for the development of self-efficacy beliefs, which may affect students' achievements. The present study explores how self-efficacy can be contextualized with information and communication technology in 15 countries. A theoretical model is built and tested in each country based on data from the International Computer and Information Literacy Study 2013. The analyses show that experience with technology, autonomous learning, and socioeconomic background explain the variations in ICT self-efficacy. Further, gender, self-efficacy, and socioeconomic background play important roles in understanding students’ computer and information literacies. This indicates that ICT self-efficacy is positively related to computer and information literacy when controlled for other student characteristics and background contextual variables. The results reveal a clear distinction between ICT self-efficacy and computer and information literacy. [ABSTRACT FROM AUTHOR]

Combining complete social networks and structural equation modeling, we investigate how two learning-related cognitions, academic self-efficacy and growth mindsets, relate to integration in support networks of 580 university students in 30 seminar groups. We assessed integration as popularity in academic support networks (being an academic helper and collaborator) and in social support networks (being a friend and resource for sharing personal difficulties). Perceived integration in both networks was measured with self-reports, whereas actual integration in both networks was measured with sociometric peer-reports. Structural equation modeling showed that students who were initially more integrated in academic support networks became more integrated in social support networks over time, but not vice versa. Students with higher academic self-efficacy perceived themselves to be an academic resource for others, which in turn enhanced peer-reported academic integration. Academic self-efficacy was related to growth mindsets and growth mindsets were related to actual integration in academic support networks. [ABSTRACT FROM AUTHOR]

Vocabulary is essential for comprehension and achievement across disciplines. Understanding factors that contribute to vocabulary learning is important, especially for English learners (ELs) studying science, a linguistically and cognitively demanding topic. Our study examined structural relationships among background characteristics, science anxiety and self-efficacy, and science vocabulary learning of 252 Grade 8 students (31% current ELs; 69% former/non-ELs). Path analysis results indicated strong model fit and accounted for 47% of the variance in science vocabulary learning. Results identified academic vocabulary knowledge, initial science vocabulary knowledge, and science anxiety—variables under control of educational systems—as strong contributors to or mediators of learning and highlighted the importance of initial vocabulary knowledge in mitigating the negative relationships between anxiety and both learning and self-efficacy. Lower percentages of the variance explained in science anxiety (14%) and science and genetics self-efficacy (12% and 9%, respectively) suggest a need to include other predictors in future. [ABSTRACT FROM AUTHOR]

Learning from direct instruction can be enhanced by preparatory invention tasks: students invent an index that allows to differentiate a set of cases regarding important aspects (self-regulated). However, contradictory results have been found. As self-regulated activities often need practice, we tested whether the contradictory findings persist when students can practice inventing. We randomly assigned 99 eighth-grade students to two conditions (independent variable): they either invented twice (self-regulated; n = 49) or worked through worked solutions of the two tasks (guided; n = 50) before learning about ratios in physics from a lecture. Extraneous load, deep-structure recall, knowledge-gap perception, and self-efficacy were potential mediators. Transfer was the dependent measure. Guidance led to less extraneous load. However, self-regulation led to higher transfer because the students devoted more attention to the deep structure of the preparation tasks. Our findings suggest that—given some practice—self-regulated outperforms guided preparation for learning from direct instruction. [ABSTRACT FROM AUTHOR]