How Self Efficacy Is Perceived By Urban High School Students
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| Author | : Patricia A Decoster |
| Publisher | : |
| Total Pages | : |
| Release | : 2017 |
| Genre | : Electronic dissertations |
| ISBN | : |
Academic self-efficacy, an individual’s judgement of his or her capacity to perform specific academic tasks, is described through a phenomenological study using interview, field notes and survey data. Academic self-efficacy is a main driver of motivation, stamina and resilience, qualities especially necessary within urban settings. The problem of practice is framed within the context of recent urban secondary structural reforms efforts to increase understanding of how students perceive their own self-efficacy as many studies in this area have been quantitative in nature and based on outcome indicators such as grades, attendance and graduation rates. Using a mixed methods convergent design, the data was used to extract four emergent themes that students identified as having a positive or negative impact on their academic self-efficacy. The implications for school and district leadership are discussed in light of these findings with specific attention to the collection and use phenomenological data within urban schools to improve instruction and school climate.
| Author | : Tim Urdan |
| Publisher | : IAP |
| Total Pages | : 379 |
| Release | : 2006-02-01 |
| Genre | : Education |
| ISBN | : 1607527502 |
The introduction of the psychological construct of self-efficacy is widely acknowledged as one of the most important developments in the history of psychology. Today, it is simply not possible to explain phenomena such as human motivation, learning, self-regulation, and accomplishment without discussing the role played by self-efficacy beliefs. In this, the fifth volume of our series on adolescence and education, we focus on the self-efficacy beliefs of adolescents. We are proud and fortunate to be able to bring together the most prominent voices in the study of self-efficacy, including that of the Father of Social Cognitive Theory and of self-efficacy, Professor Albert Bandura. It is our hope, and our expectation, that this volume will become required reading for all students and scholars in the areas of adolescence and of motivation and, of course, for all who play a pivotal role in the education and care of youth.
| Author | : Kolajo A. Afolabi |
| Publisher | : |
| Total Pages | : 87 |
| Release | : 2010 |
| Genre | : High school students |
| ISBN | : |
| Author | : Russell Krummell |
| Publisher | : |
| Total Pages | : 378 |
| Release | : 2020 |
| Genre | : Academic achievement |
| ISBN | : |
Elementary and middle school students' sense of self-efficacy-their belief in their abilities to achieve at desirable levels on school-related tasks-has been empirically found to be significantly related to the school climate in which it is nurtured. A paucity of research exists about the relationship between self-efficacy and school climate among high school students, however. This gap in the research is problematic as self-efficacy and school climate are important correlates of student achievement and both begin to decline as students move through middle school and into high school. This study examines the association between high school students' perceptions of a triad of widely adopted domains of school climate-teaching and learning, interpersonal relationships, and the institutional environment of the school-and their beliefs in three complementary domains of self-efficacy-academic, emotional, and social self-efficacy. This cross-sectional correlational study used survey research to capture data on perceptions of school climate and self-efficacy beliefs from 10th- and 11th-graders (N = 60) at an urban high school in Texas. A Spearman's rho correlational analysis revealed a single significant positive correlation with a medium effect size between students' perceptions of the institutional environment domain of school climate and their beliefs in their emotional self-efficacy. The study's findings suggest that other factors may mediate/moderate the relationship between the domains of school climate and self-efficacy under study, although the robustness of these conclusions must be qualified due to sampling issues that arose during the data capture.
| Author | : Patricia M. Noonan |
| Publisher | : Corwin Press |
| Total Pages | : 136 |
| Release | : 2017-07-20 |
| Genre | : Education |
| ISBN | : 1506376320 |
Build skills for lifelong success Many students leave high school without the skills they need to succeed in postsecondary education and the workforce. How can we better equip students for lifelong success? Research demonstrates that intrapersonal and interpersonal competencies impact student behavior and achievement, increase graduation rates, and promote strong post-school outcomes. The Skills That Matter provides middle and high school educators with the resources, tools, and practical examples to teach key intrapersonal and interpersonal competencies, including self-regulation, goal-setting, self-efficacy, assertiveness, and conflict management. Readers will find Competency-specific evidence-based instructional strategies with examples, and Tools such as sample instructional plans, formative assessments, and student-friendly products. This book provides teachers with the practical information they need to better develop socially and emotionally engaged, career-equipped, lifelong learners.
| Author | : Kathryn R. Wentzel |
| Publisher | : Routledge |
| Total Pages | : 1050 |
| Release | : 2009-09-10 |
| Genre | : Education |
| ISBN | : 1135592918 |
The Handbook of Motivation at School presents the first comprehensive and integrated compilation of theory and research on children’s motivation at school. It covers the major theoretical perspectives in the field as well as their application to instruction, learning, and social adjustment at school. Key Features: Comprehensive – no other book provides such a comprehensive overview of theory and research on children’s motivation at school. Theoretical & Applied – the book provides a review of current motivation theories by the developers of those theories as well as attention to the application of motivation theory and research in classrooms and schools. Chapter Structure – chapters within each section follow a similar structure so that there is uniformity across chapters. Commentaries – each section ends with a commentary that provides clear directions for future research.
| Author | : Judith L. Meece |
| Publisher | : Routledge |
| Total Pages | : 534 |
| Release | : 2010-06-10 |
| Genre | : Education |
| ISBN | : 1135283877 |
Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
| Author | : Nicholas D. Young |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 114 |
| Release | : 2018-11-09 |
| Genre | : Education |
| ISBN | : 1475846711 |
The Soul of the Schoolhouse: Cultivating Student Engagement’s primary focus is to help readers understand the many, diverse factors that make up engaged learning and students’ motivation to learn. The authors acknowledge the importance of cognitive aspects of education and the techniques that skilled educators use to enhance the learning process; such information is contained in chapters on motivation and models of thinking about how to engage those in our schools. This tome also reflects the essential and interrelated nature of emotional, social, spiritual, and relational elements of engagement in the learning process. As such, chapters of this book cover such topics as educational leadership for engaged learning, school-community connections, co-curricular activities, models of curriculum design, and school law and policies that bolster student learning, as well.
| Author | : Albert Bandura |
| Publisher | : Cambridge University Press |
| Total Pages | : 356 |
| Release | : 1997-05-13 |
| Genre | : Medical |
| ISBN | : 9780521586962 |
The volume addresses important issues of human adaptation and change.
| Author | : |
| Publisher | : Varna University of Management |
| Total Pages | : 106 |
| Release | : 2017-06-01 |
| Genre | : Education |
| ISBN | : |
Journal of Pedagogy and Educational Management is an interdisciplinary academic journal in the field of pedagogical theory and practice and management of contemporary education issued by Varna University of Management, Bulgaria. The journal provides a platform for research-based discussions of theoretical and empirical issues of K-12 and university and adult education. Publications focusing on educational issues from fields such as management, educational technology, pedagogy and pedagogical management, pedagogical psychology, andragogy, developmental psychology, social pedagogy, methodology, anthropology, conflictology, organizational sciences and culture are invited. The journal is open to teachers, researchers and managers who examine the problems of pedagogical methods and technology and effective educational practices. Young researchers and authors are also encouraged to submit their contributions. Manuscript submissions should be between 4,000 and 20,000 words. Major research articles of between 4,000 and 7,000 words are highly welcome. Longer or shorter papers will also be considered. The journal publishes also Research Notes of 1 500 – 2 000 words. Submitted papers must combine theoretical concepts with practical applications or empirical testing. The Journal of Pedagogy and Educational Management also includes: book reviews, announcements for conferences and seminars, abstracts of successfully defended doctoral dissertations, case studies of best practices in pedagogy and educational management, concept papers, theoretical essays. The journal will be published online in two languages: English and Bulgarian. The articles in Bulgarian are accompanied by an abstract in English. JPEM is about to be published in one volume per year, consisting of two issues. The editorial team welcomes your submissions to the Journal of Pedagogy and Educational Management. Manuscripts can be submitted to [email protected].
