The relationship between sources of self-efficacy in classroom environments and the strength of computer self-efficacy beliefs. (original) (raw)
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Frontiers in Education, 2024
Optimizing learning outcomes in university students necessitates an understanding of the processes that drive high-quality learning outcomes. This study investigates the motivational factors and learning methodologies perceived by computer science students during an introductory course. A cross-sectional study was conducted with 171 computer science students asked to complete a psychometric instrument ("Study Skills Inventory for Students") during the first year of their university studies. Two major theoretical frameworks in educational psychology, namely students' self-efficacy and learning approaches were tested relative to a factor structure obtained from learning situations. The findings supported self-efficacy and three learning approaches among computer science students. Models for deep, surface, and strategic learning approaches suggest that students with higher self-efficacy tend to adopt a deeper approach to learning. Conversely, students with lower selfefficacy were more inclined toward surface learning methods. Furthermore, a link was identified between strategic learning approaches and students' experiences within their learning environments. The results substantiate earlier research and align with learning approach theories. The findings indicated that, in higher education settings, focus should be directed toward understanding the motivational factors influencing students and their learning approaches for educational outcomes.
2006
The use of computer-based learning (CBL) systems by information systems educators is rapidly growing. While improvements in student computer skills test results have been attributed to the use of such systems, little is known about the theoretical mechanisms that may be contributing to such improvements, or whether all students benefit equally from all CBL system training features. In this study, we explore self-efficacy theory as a framework for understanding how CBL systems influence student computer performance. More specifically, we examine the effectiveness of CBL systems in raising efficacy beliefs via two sources of efficacy information -enactive mastery and vicarious experience. Preliminary results revealed that students with lower initial specific computer self-efficacy (SCSE) beliefs benefited more from vicarious learning features that demonstrated concepts, whereas those with higher initial SCSE beliefs benefited more from enactive mastery features in which they could experiment on their own. Moreover, post training SCSE judgments were significantly related to computer skills testing scores. Based on our findings, educators can more precisely match CBL features with student demographics such as initial SCSE perceptions, and in turn, improve downstream student computer skills testing performance.
Self-Efficacy Beliefs and Their Sources in Undergraduate Computing Disciplines
Journal of Educational Computing Research, 2015
This study has two central purposes: First, it examines not only the roles of gender and persistence in undergraduate computing majors' learning self-efficacy, computer self-efficacy, and programming self-efficacy but also Bandura's hypothesized sources of self-efficacy; second, it examines the influence of sources of efficacy on the three aforementioned self-efficacy beliefs as a whole and as functions of gender and persistence levels. The results indicate that persistence levels had a significant effect on all the self-efficacy beliefs and sources of efficacy except computer self-efficacy and physiological state. However, these students' self-efficacy beliefs and sources of efficacy did not vary by gender. Moreover, the sources of efficacy differently influenced the three self-efficacy beliefs not only as a whole but also as functions of gender and persistence levels.
Evaluating New Teaching Methods in Computer Learning Environments: The Role of Self Efficacy
This research investigates how new teaching methods can promote teaching computer skills, in order to explore how to make full use of computer abilities in the most effective ways. It suggests that teaching computer skills through the application of new methods is a critical factor that can enhance the learning procedure in a classroom environment. At the same time the research focuses on the wider environment, as this is shaped in the school class (classroom environment), but also on the more special conditions-parameters (task orientation, student support etc), which contribute to the growth of learning in the school. The role of computer self-efficacy is been acknowledged as one of the enhancing procedures in learning and this role is systematically explored
Journal of Educational Computing Research, 2013
Teacher-centered instruction has been widely adopted in college computer science classrooms and has some benefits in training computer science undergraduates. Meanwhile, student-centered contexts have been advocated to promote computer science education. How computer science learners respond to or prefer the two types of teacher authority, student-centered versus teacher-centered, has not yet been fully examined. Therefore, the purpose of the present study is to probe how preference for teacher-centered learning or student-centered learning may affect self-efficacy in learning computer science among undergraduate computer science majors. The participants were 804 college computer science majors across Taiwan. They anonymously responded to the “Teacher Authority Scale” (with four subscales: “Preference for autonomy,” “Preference for participative management,” “Preference for dependency,” and “Preference for teacher control”) and the “Self-efficacy in Learning Computer Science Scale.”...
2021
As software transforms our world, it has become increasingly important to educate the next generation about the fundamental importance of Computer Science. As a result new Computer Science (CS) curricula are being introduced at secondary school level in education systems around the world and new cohorts of teachers are undertaking professional development in CS in preparation for delivery of these programmes in schools. Compared to other subject areas, professional development (PD) in CS faces the challenge that most teachers in this domain are out-of-field teachers, meaning that they qualified in one subject area but are requested to teach another subject in which they are not qualified. Also, there are fewer development efforts and studies in this domain unlike other subject areas. It is widely acknowledged that self-efficacy plays an important role in teacher professional performance and achievement. Teacher's self-efficacy can also impact their instructional practices in the classroom and the academic progress of their students. The goals of this thesis are to 1) Investigate teacher self-efficacy to teach learning outcomes in a new CS curriculum 2) Investigate teacher self-efficacy levels around their use of tools and technologies and 3) Investigate the relationship between teacher self-efficacy to teach a new CS curriculum and their use of teaching and assessment strategies in the classroom. This study describes the development and implementation of an instrument that measures secondary school teachers' self-efficacy to teach a new CS curriculum in the context of a PD for CS programme. The instrument was administered to two cohorts of teachers over a three year period. The importance of teacher selfefficacy is widely acknowledged in the literature and the results of this study indicate that teachers' self-efficacy increased over the course of the PD programme. This research contributes to the body of knowledge on measuring teacher self-efficacy to teach a new CS curriculum in the context of a CS PD programme in lower secondary schools, which is acknowledged as a under-researched area in CS education research. The results provide evidence on: teachers' self efficacy to teach a new CS curriculum; the relationship between teachers' self-efficacy and the use of teaching strategies in the classroom; the relationship between teachers' self-efficacy and the use of assessment strategies in the classroom. I would first like to thank my supervisors Dr. Chris Exton and Prof Mike Hinchey for guiding me though this process. Thank you Chris for your early stage encouragement in starting this endeavour and helping me to keep it going. Thank you Mike for your ongoing encouragement and positivity. I would like to thank my external examiners, Dr. Brett Becker and Dr. Frank Glavin for their valuable corrections and suggestions for this thesis. I would also like to thank Dr. Kerry Hagan for organising and chairing my PhD viva. Thanks to my colleagues in Lero/CSIS in UL. To Brian Fitzgerald and Joe Gibbs for your support in this endeavour, to my colleague and friend Susan Mitchell for your great sense of humour and help along the way. Thanks to Dr. Faeq Alrimawi for guiding me towards TexStudio and latex and for the formatting tips-I will never turn back. Thanks so much to Prof Ita Richardson for providing feedback on an early draftit was much appreciated.
Se el lf f--E Ef ff fi ic ca ac cy y: : A A P Pr ra ac ct ti ic ca al l I In nd di ic ca at to or r o of f S St tu ud de en nt t C Co om mp pu ut te er r C Co om mp pe et te en nc cy y i in n I In nt tr ro od du uc ct to or ry y I IS S C Co ou ur rs se es s ABSTRACT Students often receive their first college-level computer training in introductory information systems courses. Students and faculty frequently expect this training to develop a level of student computer competence that will support computer use in future courses. In this study, we applied measures of computer self-efficacy to students in a typical introductory IS course. The measures provided useful evidence that student perceptions of their ability to use computers effectively in the future significantly improved as a result of their training experience. The computer self-efficacy measures also provided enhanced insight into course-related factors of practical concern to IS educators. Study results also suggest computer self-efficacy measures may be a practical and informative means of assessing computer-training outcomes in the introductory IS course context.
Journal of Pre-College Engineering Education Research (J-PEER), 2014
The purpose of this research was to investigate high school students' computer self-efficacy (CSE) and learning behavior in a selfregulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesizes that CSE is reflected on cognitive actions and metacognitive strategies while the students are engaged with interactive learning modules. Two research questions guided this research: (1) how is students' CSE while engaged in interactive learning modules? and (2) how do high and low CSE groups plan and monitor their cognitive action, and regulate their monitoring strategies based on their CSE level? The research used a mixedmethods approach to answer the research questions. This study utilized a SRL framework that covered self-efficacy, cognitive actions, and metacognitive components. While self-efficacy was represented by CSE, metacognitive component was represented by planning, monitoring, and regulating strategies. Cognitive actions represent contextual activities while using interactive learning modules. One hundred students from two high schools, InTech Collegiate and Logan High Schools, completed activities in this study. Each student worked on three modules, namely Boolean Logic, Minimum Spanning Tree, and Modeling Using Graphs. Three different forms of data were gathered for analysis. These data included questionnaires, screen captured videos, and audio recordings of interviews. The findings of this study revealed that the students achieved the highest average score on beginning skills compared to advanced skills and file and software skills for their CSE. Furthermore, screen-captured video analysis showed that there were different profiles of cognitive actions and metacognitive strategies between high and low CSE groups in terms of the strategy changes and duration of their strategies. Issues gathered from interview analysis between these two groups were also elaborated.
European Journal of Contemporary Education, 2016
This study investigates faculty of education students' computer self-efficacy beliefs and their attitudes towards computers and implementing computer supported education. This study is descriptive and based on a correlational survey model. The final sample consisted of 414 students studying in the faculty of education of a Turkish university. The results show that male students have higher computer self-efficacy beliefs; major and class level variables do not affect students' computer attitudes and self-efficacies; students who have their own PC have more positive computer attitudes and higher computer self-efficacies; and the time spent on a computer each day and computer experience are correlated with computer attitudes and self-efficacies.