educative process as a contributor to self-efficacy in adult education graduate students
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educative process as a contributor to self-efficacy in adult education graduate students

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Published .
Written in English

Subjects:

  • Education -- Study and teaching (Higher),
  • Self-efficacy -- Study and teaching -- Case studies.,
  • Self-confidence -- Study and teaching -- Case studies.,
  • Self-perception -- Study and teaching -- Case studies.,
  • Self-actualization (Psychology)

Book details:

Edition Notes

Statementby Croft Campbell-Higgins.
GenreCase studies.
The Physical Object
Paginationvii, 142 leaves.
Number of Pages142
ID Numbers
Open LibraryOL19165570M
ISBN 100612498069

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P. Mayo, in International Encyclopedia of Education (Third Edition), Directive Approach. The directive nature of the educational process is affirmed (see, e.g., the discussion with Moacir Gadotti and Sergio Guimarães published in Brazil in – Gadotti et al., 50).Guarding against the perceived danger of a laissez faire pedagogy, resulting from a misconception of his. between self-efficacy and academic performance. The analysis of the data indicated that students’ level of self-efficacy is high (average=45) and a significant relationship exists between self-efficacy and academic achievement (r=, at level). Introduction.   Four key mindsets have been identified as conducive to perseverance and academic success for students: 1) a belief that one belongs at school, 2) belief in the value of the work, 3) belief that effort will lead to increased competence, and 4) sense of self-efficacy and the ability to succeed (Farrington, ). The types of messages conveyed by. Exploring the related theme of self-efficacy, defined by Bandura () as people's beliefs about their capabilities to produce designated levels of performance and exercise influence over events.

In the context of education, teacher self-efficacy is considered a powerful influence on teachers’ overall effectiveness with students. Tschannen- Moran and Woolfolk Hoy () suggest that supporting the development of teachers’ self-efficacy is essential for producing . The author draws upon his own plus years of experience in continuing higher education, some of which is encapsulated in his book, "Drawing on Experience in Adult and Continuing Education. Needs assessment is a problem solving process that is used to determine instructional needs in a variety of educational contexts, from K - 12 education to organizational training. This course introduces students to the process of identifying instructional needs, including strategies for gathering data, working with clients and subject matter.   Although online distance education provides adult learners with an opportunity for life-long learning, there are still factors challenging them to engage in educational processes. The purpose of this study is to explore the challenges faced by adult learners in online distance education through the analysis of the relevant literature.

Self-efficacy, like many other aspects of socio-emotional learning, is both an enabler of success at school and an outcome of schooling. Studies have shown that interventions to build students’ self-efficacy beliefs can improve outcomes on particular tasks as well as influencing later life outcomes. Educational psychology involves the study of how people learn, including topics such as student outcomes, the instructional process, individual differences in learning, gifted learners, and learning logists who work in this field are interested in how . ACADEMIC SELF-EFFICACY In Education, self-efficacy is a key contributing factor to learners' success, because self-efficacy influences the choices learners make and the courses of action they pursue (Pajares, ). Academic self-efficacy refers to . This study examines the effects of teachable agents' expressed self-efficacy on students. A total of students, to years-old, used a teachable agent-based math game focusing on the base-ten number system. By means of data logging and questionnaires, the study compared the effects of high vs. low agent self-efficacy on the students'.