• Journal of Engineering Education Research
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• v.13 no.4
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• pp.60-69
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• 2010

The purpose of this study was to investigate whether there were difference between gender of engineering students in terms of academic achievement, self-efficacy and engineering self-efficacy. A total of 387 engineering students (male=284, female=103) completed the self-efficacy and engineering self-efficacy test. And students self-reported their grade point average(GPA) in their former semester. The results of t-test with gender about academic achievement indicated that there were not differences in academic achievement between gender. The results of MANOVA with grades indicated that there were differences in self-efficacy and engineering self-efficacy between gender. Male students scored significantly higher than female students in self-efficacy, and engineering self-efficacy.

• Journal of Convergence for Information Technology
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• v.8 no.5
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• pp.51-58
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• 2018

This study aimed to find the related factors of nursing students' self-efficacy(including general self-efficacy and social self-efficacy), self-leadership and academic performance. Collected data were analyzed using SPSS 19.0. The general self-efficacy scores of the subjects in who're admitted according to aptitude, higher school grades, extroverts, and higher leadership were significantly higher than those who weren't. The social self-efficacy scores were significantly higher in younger ages, extroverts and higher leadership. Self-leadership was higher in those who're admitted according to aptitude. Academic performance was significantly higher in the females and higher school grades. Social self-efficacy was positively correlated with self-leadership, and negatively with academic performance. Explanation rate of sex, general self-efficacy and social self-efficacy on academic performance was 10.5%. These results can be applied as a basis for developing guidelines of nursing students' self-efficacy, self-leadership and academic performance after repeated studies.

• Journal of Christian Education in Korea
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• v.78
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• pp.213-229
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• 2024

Purpose of Study : The purpose of this study is to verify whether self-control has a mediating effect on the influence of grit on college students' self-efficacy, which has a significant impact on academic achievement. Research content and methods : In order to verify the influence of grit and self-control on college students' self-efficacy, this study first selected measurement tools for self-efficacy, grit, and self-control and created an online questionnaire. Next, a survey was conducted on 128 students at University A in Chungcheongnam-do. Descriptive statistical analysis and bivariate correlation analysis were performed on the collected data to verify the normality of the data and multicollinearity between factors. In addition, multiple regression analysis was used to verify the influence of grit and self-control on self-efficacy. Next, the effect of grit on self-efficacy was analyzed using structural equation modeling to verify whether self-control mediates it. As a result of the analysis, overall self-efficacy was influenced by the reliability of self-control and academic passion of grit. Self-confidence, a sub-factor of self-efficacy, was influenced by reliability of self-control and academic passion of grit. Self-regulation efficacy was influenced by the reliability of self-control and academic persistence of grit. Preference for task difficulty was influenced by grit, maintenance of academic interest, and self-control. Next, self-control was found to mediate the effect of grit on self-efficacy. Conclusion and Recommendations : This study explored the effects of grit and self-control on college students' self-efficacy. As a result, grit and self-control had a positive effect on self-efficacy. Additionally, self-control was found to mediate the effect of grit on self-efficacy. This study proposes to support grit and self-control in order to support successful academic achievement of college students.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.1-19
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• 2003

The purpose of this study is to investigate the self-efficacy of gifted students in the area of sciences. For this purpose, The Self-efficacy Beliefs Inventory was administered to 220 5th and 6th gifted students and high achievers. The research findings were as follows; First, there was no statistically significant difference in the general, academic, self regulated learning, and others’ expectation self-efficacy beliefs between gifted students and high achievers as well as among groups of gifted students. Second, the gifted students in mathematics were higher than other groups in the mathematics self-efficacy beliefs. Third, the high achievers were higher than other groups in the language art self-efficacy beliefs. Fourth, the gifted students in mathematics were higher than other groups in mathematics self-efficacy beliefs. Fifth, the gifted students in science were higher than other groups in science self-efficacy beliefs. Sixth, the gifted students in IT were higher than other groups in computer self-efficacy beliefs. Seventh, the gifted students in IT were lower than other groups in social self-efficacy beliefs.

• Journal of Digital Convergence
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• v.15 no.5
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• pp.401-409
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• 2017

The purpose of this study was to identify the relationship of self-esteem, self-efficacy and ego-resilience of nursing students and to evaluate the effect of self-esteem and self-efficacy to ego-resilience. In this study, 247 data was collected from nursing students of G-city in South Korea from Sep. 2016 to Nov. 2016, and the collected data was analyzed with SPSS 22.0 Statistics Program. The result showed that self-esteem had positive correlation with both of self-efficacy and ego-resilience, and self-efficacy had positive correlation with self-efficacy. Both of self-esteem and self-efficacy were significant to ego-resilience with the explanation power of 59.2%. It is necessary for nursing students to improve their self-esteem and self-efficacy from college education to cope and adapt to various stress situations experienced in the clinical field, and it is required to develop the ego-resilience improvement program using self-esteem and self-efficacy.

• Journal of Convergence for Information Technology
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• v.10 no.5
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• pp.168-176
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• 2020

In order to investigate the effects of subjective oral health status and health practice behavior on oral health-related self-efficacy in adults, a survey was conducted in adults living in Busan and analyzed using the SPSS 21.0 program. The better the subjective oral health status, brushing-related self-efficacy and oral health management self-efficacy were significantly higher. The better the health practice behavior, brushing-related self-efficacy and oral health management self-efficacy were significantly higher. The better the subjective oral health status, the more positively it affected oral health-related self-efficacy. The implementation of health practice behavior in order of exercise, health responsibility implementation, and smoking showed a positive effect on oral health-related self-efficacy. Therefore, we hope that the results of this study are used as fundamental data for development of continued oral health programs converging systemic and oral health and contribute to the promotion of comprehensive and oral health in adults.

• Journal of the Korean earth science society
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• v.37 no.3
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• pp.173-185
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• 2016

The purpose of this study is to investigate the effects of systems thinking on high school students' self-regulatory efficacy and self-confidence that constitute science self-efficacy. We set self-regulatory efficacy as a factor of students' systems thinking affects their self-confidence on science through self-regulatory efficacy. A total of 210 students were sampled from general high schools and 188 valid cases were analyzed. The instrument has 39 items that consist of 20 items measuring systems thinking and 19 items of science self-efficacy. The result of the exploratory factor analysis indicated that 20 items for systems thinking, 8 items for self-regulatory efficacy, 4 items for self-confidence are reasonable. Testing the goodness of fit of a structural equation model, it turn out to be appropriate (${\chi}^2$=344.498, df=242, TLI= .921, RMSEA= .044) using 24 items (mental model, personal mastery, systems analysis, self-regulatory efficacy, and self-confidence were constructed). In addition, the mental model, which is one factor of systems thinking, is mediated by self-regulatory efficacy that affects self-confidence directly and/or indirectly. The results suggest that systems thinking affects science self-efficacy directly and indirectly. Utilizing systems thinking in science education can produce a theoretical basis in improving students' confidence and self-efficacy about science.

• The Journal of the Korea Contents Association
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• v.14 no.7
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• pp.334-345
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• 2014

Purpose: The purpose of this study aimed to find the relationship between characteristics of cultural exchanges, self-efficacy and cultural competence in Korean nursing students. Method: A total of 301 nursing students participated in this study. Data collection was conducted through the use of questionnaires which were constructed to include the General Self-efficacy Scale, the Caffery Cultural Competence Healthcare Scale(CCCHS), and the Cultural Competence Assessment(CCA). Result: Self-efficacy and cultural competency of participants in this study were shown to have moderate levels (Self-efficacy: M=3.0, SD=0.38; Cultural competency: M=2.8, SD=0.55). And the nursing students who have higher grade and foreign friends were found to have significantly higher self-efficacy and cultural competence. Moreover, there was a significant positive correlation between self-efficacy and cultural competency (r=.394, p .001). Conclusion: The findings suggest that nursing students need to enhance cultural exchanges and self-efficacy to reinforce cultural competence.

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.575-586
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• 2017

The purpose of this study was to examine the effect of career barriers and social support on the career decision making self-efficacy. It was established the study modeling which shows the moderation effect of social support in the relationship between career barriers and career decision making self-efficacy. The questionnaire has carried out for 307university students. The research findings were follow: There are significant differences in career decision making self-efficacy to sex. but there are non significant differences in career decision making self-efficacy to grade and affiliation. Career barriers has significant influenced on the career decision making self-efficacy. The more they had career barriers, the less they had career decision making self-efficacy. And there exist significant moderating effect of social support. The higher level of social support, the more the effects of career barriers on career decision making self-efficacy.

• Journal of Korea Game Society
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• v.17 no.1
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• pp.63-70
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• 2017

Occupational self-efficacy is one of the factors necessary for successful occupational rehabilitation of persons with intellectual disabilities. In this research, we investigated to see whether participating in a game-based training for job affects occupational self-efficacy. We compared a group who played a job-training game during traditional training with a group who participated only in traditional training. The results indicate that overall occupational self-efficacy of the game-based training group was affected significantly compared to the control group. Among the four subcategories, problem solving self efficacy and stress management self-efficacy showed significant improvement.