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Descriptors:
Self Efficacy; Social Sciences; Males; Effect Size; Gender Differences; Meta Analysis; Language Arts; Mathematics Skills; Age Differences; Research Needs; Longitudinal Studies; Incidence; Computer Literacy

Abstract:
A meta-analysis of 187 studies containing 247 independent studies (N = 68,429) on gender differences in academic self-efficacy identified an overall effect size of 0.08, with a small difference favoring males. Moderator analysis demonstrated that content domain was a significant moderator in explaining effect size variation. Females displayed higher language arts self-efficacy than males. Meanwhile, males exhibited higher mathematics, computer, and social sciences self-efficacy than females. Gender differences in academic self-efficacy also varied with age. The largest effect size occurred for respondents aged over 23 years old. For mathematics self-efficacy, the significant gender differences emerged in late adolescence. Future research should longitudinally examine gender differences in academic self-efficacy to determine the prevalence of gender differences during different life stages. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Measures (Individuals); Principals; Job Satisfaction; Foreign Countries; Work Attitudes; Personal Autonomy; Administrator Attitudes; Correlation; Questionnaires; Internet; Context Effect; School Districts; Program Evaluation

Abstract:
The purpose of the present study was to explore relations between principals' self-efficacy, perceived job autonomy, job satisfaction, and perceived contextual constraints to autonomy. Principal self-efficacy was measured by a multidimensional scale called the Norwegian Principal Self-Efficacy Scale. Job autonomy, job satisfaction, and contextual constraints to autonomy were measured by three scales developed for the purpose of this study. Perceived contextual constraints to autonomy were comprised of financial and administrative constraints, employee participation, municipal authority, and national evaluation programs. Participants in the study were 1,818 principals from the population of Norwegian principals. Data were collected by means of an electronic questionnaire. A theoretical model was tested by means of SEM analysis for latent variables using the AMOS 18 program. The model had acceptable fit to data. The results revealed a positive relation between principal self-efficacy and perceived job autonomy. Principal self-efficacy and perceived job autonomy were positively related to job satisfaction and negatively related to contextual constraints. Contextual constraints to autonomy were negatively related to job satisfaction. The present study highlights important relations between principals' self-efficacy, perceived job autonomy, job satisfaction, and contextual constraints to autonomy. The results of the study are discussed together with limitations and suggestions for further research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Citizen Participation; Adolescents; Voting; Current Events; Public Education; Correlation; Knowledge Level; Adolescent Attitudes; Student Characteristics; Surveys; Urban Areas; Regression (Statistics); Governance

Abstract:
A long-standing objective of American public education is fostering civically engaged youth. Identifying characteristics associated with likelihood of future voting, a measure of democratic participation that predicts future voting behavior, might yield targets for education programs to increase civic participation. Survey data from urban adolescents were analyzed to elucidate how civic knowledge, civic attitudes and civic behaviors are associated with self-reported likelihood of future voting. In a multivariable ordered logistic regression model with latent constructs for civic knowledge, attitudes and behavior, two civic knowledge constructs and two civic attitude constructs maintained a positive, statistically significant independent association with future voting likelihood after adjusting for race/ethnicity and advanced coursework: knowledge of American governance, current events knowledge, general self-efficacy and skill-specific self-efficacy. Further research is necessary to determine whether education programs can intervene upon these civic knowledge and civic attitude factors to increase voting participation later in life. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Memory; Personality Traits; Semantics; Scoring; Cognitive Style; Personality; Metacognition; Task Analysis; Self Efficacy; Scores; Measures (Individuals); Correlation; Decision Making

Abstract:
In learning contexts, people need to make realistic confidence judgments about their memory performance. The present study investigated whether second-order judgments of first-order confidence judgments could help people improve their confidence judgments of semantic memory information. Furthermore, we assessed whether different personality and cognitive style constructs help explain differences in this ability. Participants answered 40 general knowledge questions and rated how confident they were that they had answered each question correctly. They were then asked to adjust the confidence judgments they believed to be most unrealistic, thus making second-order judgments of their first-order judgments. As a group, the participants did not increase the realism of their confidence judgments, but they did significantly increase their confidence for correct items. Furthermore, participants scoring high on an openness composite were more likely to display higher confidence after both the first- and second-order judgments. Moreover, participants scoring high on the openness and the extraversion composites were more likely to display higher levels of overconfidence after both the first- and second-order judgments. In general, however, personality and cognitive style factors showed only a weak relationship with the ability to modify the most unrealistic confidence judgments. Finally, the results showed no evidence that personality and cognitive style supported first- and second-order judgments differently. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Intervention; Reading Instruction; Grade 7; Reading Motivation; Reading; Reading Achievement; Adolescents; Middle School Students; Correlation; Measurement; Reading Teachers; Language Arts; Control Groups; Experimental Groups; Structural Equation Models; Reading Comprehension

Abstract:
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast, in the intervention R/LA context, a dual-effects model prevailed, in which engagement and achievement were separate outcomes of instruction and motivation. The intervention R/LA context analyses revealed that CORI was associated with positive changes in motivation, engagement, and achievement relative to traditional R/LA instruction. The discussion explains why there were different relations in the two instructional contexts and demonstrates the importance of simultaneously examining both positive (affirming) and negative (undermining) forms of motivation and engagement. (Contains 2 tables, 3 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Factor Analysis; Validity; Self Efficacy; Questionnaires; Anxiety; Factor Structure; Elementary School Students; Competition; Correlation; Goodness of Fit; Team Sports; Athletes

Abstract:
The purpose of the present study was to test the validity evidence of the Child Sport Cohesion Questionnaire (CSCQ). To accomplish this task, convergent, discriminant, and known-group difference validity were examined, along with factorial validity via confirmatory factor analysis (CFA). Child athletes (N = 290, M[subscript age] = 10.73 plus or minus 1.13 years) from six elementary schools completed the CSCQ (Martin, Carron, Eys, & Loughead, 2012), a sport satisfaction questionnaire (Duda & Nicholls, 1992), the Competitive State Anxiety Inventory--2 Children (Stadulis, MacCracken, Eidson, & Severance, 2002), and a Self-Efficacy Questionnaire--Soccer (Munroe-Chandler & Hall, 2004). Results indicated that cohesion was positively related to satisfaction and negatively related to anxiety in children, providing support for convergent validity. Additionally, as hypothesized, social cohesion was less correlated to self-efficacy than task cohesion, supporting discriminant validity. Finally, support for the factorial validity of the CSCQ was demonstrated through acceptable fit indices. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Factor Analysis; Validity; Physical Activities; Measures (Individuals); Anxiety; Psychometrics; College Students; Factor Structure; Test Reliability; Self Efficacy; Human Body; Fear; Multivariate Analysis; Reliability; Prediction; Exercise

Abstract:
This study examined the psychometric properties of the Self-Presentational Efficacy Scale (SPES) developed by Gammage, Hall, and Martin Ginis (2004). University students (196 men and 269 women) completed the SPES and measures of social physique anxiety, fear of negative evaluation, and physical activity. Participants also completed the SPES a second time. A series of multivariate data analyses were conducted to examine the SPES's factor structure. Confirmatory factor analysis indicated a 3-factor model, with each factor representing a distinct latent variable. Acceptable internal consistency and test-retest reliability were found. Evidence of concurrent validity with respect to sex and exercise status was demonstrated. Convergent validity was also shown, as relationships to exercise participation and self-presentational anxiety were found. Future research should assess the reliability and validity of the SPES in other samples and the relative and unique contribution of the three factors in predicting exercise-related outcomes. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Factor Analysis; Learning Motivation; English (Second Language); Second Language Learning; Curriculum; Language Attitudes; Study Abroad; Positive Attitudes; Adult Students; Intensive Language Courses; Questionnaires; Self Efficacy; Second Language Instruction

Abstract:
The present study reports on the motivations of adult, international learners of English, studying English 20 hours a week in a US-based Intensive English Program (IEP). Though often used as participants in language acquisition studies, there are few studies of these learners' motivational profiles. In the current study, a questionnaire designed to measure language attitudes, learning orientations, and learning confidence was administered to 131 IEP learners. Factor analysis of the responses revealed five motivation components: Learning Self-Confidence, Attitudes toward English Language Learning/Community, Personal English Use, Value of English Learning, and International Posture. The results attest to a dualistic nature of instrumentality and suggest that even in a study abroad setting, international English learners are less motivated by positive attitudes toward the English community and more motivated by a sense of personal pride in learning and using English, even when learning confidence is low. (Contains 3 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Talent; Majors (Students); Self Efficacy; Engineering; Biology; Computer Science; Women Scientists; Gender Differences; Comparative Analysis; STEM Education; Academic Achievement; Science Careers; Cohort Analysis; Graduate Surveys; Student Interests; Family Work Relationship; Likert Scales; College Entrance Examinations; Graduate Study; Females

Abstract:
In previous decades, researchers have identified a gender gap in the careers and academic achievement of men and women in science, technology, engineering, and mathematics (STEM). Recently, it has been suggested that some of these gender gaps no longer exist; however, the picture is more nuanced, for women are represented well in some STEM fields (such as biology) and not in others (such as computer science). The current research employed survey methodology to explore the perceptions of 360 finalists and semifinalists of the prestigious Science Talent Search. Two cohorts of participants who were either in their late 30s (Cohort 2) or late 20s (Cohort 1) were contacted to investigate factors that influenced them to select or not select STEM college majors and occupations. Comparisons between men and women revealed that women recalled having lower self-efficacy in STEM in college than men, and fewer women selected STEM majors as undergraduates. Interest was cited as a major influence for occupational selection for both men and women. Proportionally, more women than men entered fields such as biology and fewer women entered fields such as engineering and physics/astronomy. A greater proportion of older women mentioned leaving STEM because of a lack of flexible hours and needing to attend to family responsibilities. Implications for education and future research are discussed. (Contains 9 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Education; Informal Education; Independent Study; Self Efficacy; Activities; Communities of Practice; Power Structure; Political Attitudes; Ideology; Activism; Teaching Models; Teaching Methods; Cooperative Learning; Participation; Open Source Technology; Educational Practices; Life Style; Quality of Life; Sharing Behavior; Skills

Abstract:
This study explored innovative alternative processes of living, learning, and knowledge sharing of a loosely knit community of anarchist, anticapitalist "Do-It-Yourself" (DIY) activists. Generated through participant observation and interviews, findings reinforced adult education theories--that adults can diagnose their own learning needs and carry out appropriate learning activities. Participants also critiqued prevailing educational practices, suggesting alternatives such as autonomy, choice, critical thinking, cooperative learning, and deconstructing hierarchy. In particularly promising findings, the DIY activists described radical alternative channels for knowledge sharing: piracy, skillshares, Internet/open source media, the streets, and zines. Employing older and newer technologies, and legal and illegal methods, these modalities embodied in powerful ways the participants' radical political commitments. The DIY activists also gave cause to reflect on the nature of cultural dialogism, community, and communities of practice as they struggled with the nature of their own identities, ideologies, and desires to broaden outreach beyond their immediate community. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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