• The Mathematical Education
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• v.53 no.1
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• pp.1-24
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• 2014

This study examines the effects of reflective journal writing on the mathematics self-efficacy in reciprocal peer tutoring. Participants were 38 high school students in Gyeonggi province who attended at a summer intensive mathematics course for 4 weeks. This study used a mixed method. SPSS 21.0 program was used to analyze the quantitative data, and the interviews, observational journals and reflective journals of 6 students were used to analyze qualitative data. According to the results, all the subcategories of mathematics self-efficacy, - mathematics problem-efficacy, mathematics success-efficacy, mathematics learning-efficacy, and mathematics subject-efficacy - improved except mathematics occupation-efficacy. In case of mathematics success-efficacy and mathematics problem-efficacy, students revealed the greatest improvement. In conclusion, reflective journal writing in reciprocal peer tutoring could be suggested as a treatment program to improve students' mathematics self-efficacy.

• Journal of the Korean Society of Food Culture
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• v.30 no.6
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• pp.703-713
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• 2015

The purpose of this study was to determine the relationship between children's dietary self-efficacy, general characteristics and mother's parenting self-efficacy among elementary school students. Mother's parenting self-efficacy was significantly higher as parents' educational levels increased (p<0.001), as family monthly income level increased (p<0.001), and when father's job was professional or managing work (p<0.001). Children's dietary self-efficacy was meaningfully higher when parents' educational levels were higher (p<0.01), and family income level was higher (p<0.01). Mother's parenting self-efficacy showed a correlation with children's dietary self-efficacy (p<0.001). All factors comprising parenting self-efficacy, such as 'general parenting self-efficacy' (p<0.001), 'healthy parenting self-efficacy' (p<0.001), 'communication parenting self-efficacy' (p<0.001), 'educational parenting self-efficacy' (p<0.001), and 'control parenting self-efficacy' (p<0.001) showed correlation with children's dietary self-efficacy. It is suggested that in order to improve children's dietary self-efficacy and mothers' parenting self-efficacy, families, schools, and communities must put forth a concerted effort. By complementing existing nutritional programs focusing on nutritional knowledge, one can develop a education program and social support to enhance children's dietary self-efficacy and mothers' parenting self-efficacy.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.379-392
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• 2018

This study aims to explore science inquiry teaching efficacy that middle school science teachers implementing science practice-based teaching for one year recognized as necessary for teaching science through science practice. Examining interview data in this study, science inquiry teaching efficacy was identified in both planning and implementing in the areas of managing efficacy, instructional strategy efficacy, and content knowledge efficacy. In planning science inquiry instruction, there is science curriculum management efficacy under managing efficacy. There are the efficacy of outlining science inquiry lesson, efficacy of organizing science practice, efficacy of questioning for science practice, and efficacy of understanding student science practice under instructional strategy efficacy. Under the content knowledge efficacy are contents and science practice understanding efficacy and core ideas efficacy. In implementing science inquiry instruction, managing efficacy includes science practice time management efficacy and science practice classroom culture efficacy. Instructional strategy efficacy includes efficacy of motivating student science practice, efficacy of responding to student science practice, efficacy of stimulating student active thinking, efficacy of student active engagement in argumentation, efficacy of evaluating student participation. No content knowledge efficacy have been identified in implementing science inquiry instruction.

• Korean Journal of Human Ecology
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• v.12 no.4
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• pp.433-447
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• 2003

Since self-efficacy was suggested by Bandura(1977) as the most important factor that affects human behavior, preceding studies about self-efficacy are frequently related with children, and it is a main stream that only personal factors are chosen as related factors of these studies. Considering we don't have enough studies about family factors that reflect qualitative and relational factors of adolescents' home background, this study was aimed to seize the actual condition of self-efficacy meaning perceived and emotional faith about their own ability. These are our major concerns: 1. What kind of tendency does self-efficacy and appearance stress of adolescents, family functioning show? 2. How strong are relative influences of variables on self-efficacy of adolescents? This study was operated on July and August, 2002, aimed 378 middle school and high school students in Jeon-Nam, Mokpo area. 378 question sheets were used for analysis. Followings are results of this study. First, aimed students' average mark of self-efficacy was 2.09, which meant a normal level. And in low-ranked part, self-control-efficacy was the highest, and confidence task difficulty preference was following. Furthermore, whole self-efficacy showed a little difference from the demographic factor of adolescents. In low-ranked part, however, confidence and self-efficacy showed a somewhat difference. As students grew up, confidence decreased, and male students showed higher self-control-efficacy than female ones. Second, appearance stress and family functioning degree had a strong relation with self-efficacy. Family functioning, had important interrelation not only with whole self-efficacy but also with low-ranked part of self-efficacy. In low-ranked part, self-control-efficacy and task difficulty preference were proportional to the family functioning degree. From these results, we can find that the appearance stress was an actual factor that affected the self-efficacy of adolescents, and their self-efficacy was strongly related with family functioning degree. Accordingly, affirmative emotion in family, harmonic communication among family members and sharing housekeeping works had an immediate influence on elevation of self-efficacy.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.131-139
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• 2007

This study investigated whether there was a difference between general teaching efficacy and science teaching efficacy of preservice elementary teachers. And, the difference was also examined in the area of several variables of the preservice teachers, such as gender, the university majors, the high school majors, and grades. The results showed that a significant difference was not found between general teaching efficacy and science teaching efficacy. Teacher variables were found as the major factors to explain the difference. In case of male students who are majoring in science/math at university, and the students who majored in science/math at high school, science teaching efficacy was higher than general teaching efficacy. Whereas, in case of female students and nonscience majors at university and high school, science teaching efficacy was lower than their general teaching efficacy. Educational implications for preservice elementary teachers were discussed.

• Journal of Korean Academy of Nursing Administration
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• v.12 no.2
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• pp.276-286
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• 2006

Purpose: The purpose of this study was to analyze the effects of self-efficacy and collective-efficacy on job stress in the nursing staff. Method: This study surveyed 160 nurses in three general hospitals in the Seoul and Gyung-gi province for two months starting in September 2004. The questionnaire consisted of 54 questions about job stress, 10 questions about self-efficacy, and 7 questions about collective-efficacy. The answers were on a scale rating of 5. The answer sheets were analyzed with descriptive statistics, the t-test, ANOVA, the tukey test, the Pearson correlation coefficients and stepwise multiple regression using SAS version 8.2. Result: The average job stress rating of the nurses was 3.11. The average self-efficacy and the average collective-efficacy were 3.41 and 3.39, respectively. The age, working department, income level, shift-work and hospital have influence on job stress. Efficacies such that self-efficacy and collective-efficacy have influence on job stress. The much efficacy makes the less job stress. The stepwise multiple regression revealed that the significant predictor of job stress was working department and hospital. Conclusion: This study showed that collective-efficacy as well as self-efficacy reduces job stress, so nursing intervention methods should promote collective-efficacy. The collective-efficacy improvement program should be developed to improve job performance, to improve cohesion of nursing units, and to improve satisfaction on the job. The next research could be to develop collective-efficacy improvement programs for nursing units.

• Management & Information Systems Review
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• v.2
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• pp.267-294
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• 1998

Recently, self-efficacy is one of the critical constructs that have been found to influence human decisions about behavior selection and the performance associated with the selected behavior. The construct has been widely adopted and tested In the fields of social psychology and/or other behavioral sciences. In information systems field, however, it has been hardly studied, although computer self-efficacy could have been an important factor explaining and predicting human computer usage behaviors. From this perspective, main purposes of the study is to understand causal relation among the factors influencing computer self- efficacy, computer usage behavior and computer self-efficacy. The research reported in this study have several objectives; 1) to develop a measure of computer self-efficacy, 2) to Identify the factors influencing self-efficacy, and 3) to reveal the relationship between self-efficacy and computer usage behavior and then 4) to explain the causal model of computer self-efficacy. By reviewing the literature, past experience, others' use, encouragement by others, and anxiety are selected as the factors influencing computer self-efficacy. Four hypotheses concerning the relationship between each of the variables and computer self-efficacy are tested by LISREL. One more hypothesis about the relationship between computer self-efficacy and computer usage is also tested. The results show that computer self-efficacy is significantly influence by computer anxiety, encouragement by others, and computer experience, and that it is closely correlated with computer usage behavior.

• Korean Journal of Human Ecology
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• v.20 no.4
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• pp.789-800
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• 2011

This study examined the relationships among principals' transformational leadership, collective efficacy and efficacy of teachers based on the survey data from 196 teachers working in day care centers in the Incheon and Gyeonggi-do areas. These valuables were all measured by teachers. The collected data were analyzed by Simple Regression and Hierarchical Multiple Regression. The main results of this study were as follows. First, principals' transformational leadership had positive effects on collective efficacy and efficacy of teachers. Second, collective efficacy of teachers had a positive influence on efficacy of teachers. Finally, the effects of principals' leadership on efficacy of teachers was totally mediated by collective efficacy of teachers. Most importantly, the collective efficacy of teachers totally mediated the positive relation between principals' leadership and the individual efficacy of teachers.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.45-58
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• 2005

The purpose of this study was to find out teacher's variables that made difference between teacher's efficacy for early childhood care and education and general self-efficacy, and to explore variables influencing in teacher's efficacy for early childhood care and education. In this study, 212 inservice teachers in edu-care centers completed and analyzed. Efficacy for Child Care and Teaching(ECCT) and general self-efficacy scale. Age, status in working place, years of experience, and participation in decision-making of working place were found as important variables in teacher's efficacy for child care and education, and general self-efficacy. And status and participation in decision-making of working place were found as important variables in explaining teacher's efficacy for child care and education.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.4
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• pp.489-498
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• 2009

The purpose of the study is to review research in concept, measurement, effect, and influence factor of teacher efficacy. Through the review of previous research, the study shows that the concept of teacher efficacy is likely to be situation-specific rather than teacher characteristic. And the study represents that the measurement of teacher efficacy is related to the development of measurement instrument and the extraction of construct. The effect of teacher efficacy concerns the relationship between teacher efficacy and the student's academic achievement and affective traits such as motivation, interests, and attitude, and the relationship between teacher efficacy and teacher. And the influence factor of teacher efficacy concerns the influence of job environment related to teacher. The four things mentioned above are discussed in detail based on the previous research.