The aim of this study is to examine the teachers’ attitudes toward the inclusion of students with special educational needs, in public schools and how these attitudes are influenced by their self-efficacy perceptions. The sample is comprised of 416 preschool, primary and secondary education teachers. The results show that, in general, teachers develop positive attitude toward the inclusive education. Higher self-efficacy was associated rather with their capacity to come up against negative experiences at school, than with their attitude toward disabled learners in the classroom and their ability to meet successfully the special educational needs students. The results are consistent with similar studies and reveal the need of establishing collaborative support networks in school districts and the development of teacher education programs, in order to achieve the enrichment of their knowledge and skills to address diverse needs appropriately.

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Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

This research explores the relationships among personal accomplish- ment, mentoring, affect, creative self-efficacy, and creative involvement. With a sample of working adults (N = 242), structural equation modeling results revealed that the data fit the theoretical model well in that creative self-efficacy fully mediated the relationships between personal accomplishment and creative work involvement and between mentoring and creative work involvement. Hierarchical regression analyses demonstrated that positive affect moderated the relationship between personal accomplishment and creative self-efficacy but negative affect did not, signifying that positive affect may be a necessary situational factor to optimize the personal accomplishment-creative self-efficacy link. In contrast, negative but not positive affect moderated the link between mentoring experiences and creative self-efficacy, suggesting that mentoring experiences associated with negative affect situationally may have been likely to have a significant consequence in weakening creative self-efficacy. The findings expand upon self-efficacy and mentoring theories by highlighting the importance of employing theoretically relevant moderating and mediating variables in research investigating the etiology of possible variables associated with vital workplace outcomes.

Personal Accomplishment, Mentoring, and Creative Self-Efficacy as Predictors of Creative Work Involvement: The Moderating Role of Positive and Negative Affect

This paper examined predictors of career adaptability skill among higher  education students in Nigeria. A sample of 603 higher education students randomly selected from six colleges of education in Nigeria participated in this study.  A set of self-reported questionnaire was used for data collection, and multiple linear regression analysis was used to analyze the data.  Results indicated that 33.3% of career adaptability skill was explained by the model.  Four out of the five predictor variables significantly predicted career adaptability skill among higher education students in Nigeria.  Among the four predictors, career self-efficacy sources was the most statistically significant predictor of career adaptability skill among higher education students in Nigeria, followed by personal goal orientation, career future concern, and perceived social support respectively.  Vocational identity did not statistically predict career adaptability skill among higher education students in Nigeria.  The study suggested that similar study should be replicated in other parts of the world in view of the importance of career adaptability skill to the smooth transition of graduates from school to the labor market.  The study concluded by requesting stakeholders of higher institutions in Nigeria to provide career exploration database for the students, and encourage career intervention program in order to enhance career adaptability skill among the students.

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Predictors of career adaptability skill among higher education students in Nigeria

Social network sites (SNS) have attracted considerable attention among teens and young adults who tend to connect and share common interest. Despite this popularity, the issue of students’ adoption of social network sites is still being unexplored fully in Malaysia. Driven by this factor, this study was designed to analyze the impact of social network sites on students’ academic performance in Malaysia. Using a conceptual approach, the study gathered that more students prefer the use of Facebook and Twitter in academic related discussions in complementing conventional classroom teaching and learning process. Thus, it is imperative that lecturers and academic institutions should implement the use of these applications in promoting academic excellence. As for profit oriented organizations such as bookshops, computer and smartphone one vendors, they can promote their products through these applications and engage students to make purchases via them having understood that many students prefer and use Facebook, Twitter and Google+. The discussion from this study however does not represent the general sampling of Malaysian university students.

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The Influence of Social Network Sites (SNS) upon Academic Performance of Malaysian Students

This study was undertaken to investigate whether career decision self-efficacy (CDSE) could mediate the relationships of career adaptability with emotional intelligence and with self-esteem among u...

https://www.tandfonline.com/doi/pdf/10.1080/02673843.2021.1886952

The mediating role of career decision self-efficacy on the relationship of career emotional intelligence and self-esteem with career adaptability among university students

This study examined (a) the correlation of the four hypothesized sources of self-efficacy (mastery experience, vicarious experience, social persuasion, emotional arousal) with academic performance, and (b) the prediction of the main source of self-efficacy that affects academic performance. A 40-item survey measuring sources of mathematics self-efficacy was administered to 178 third-year engineering students. Academic performance, which includes mathematics module grades and cumulative grade point average (GPA) scores, were collated. The results of the present study showed that self-efficacy sources were correlated with mathematics achievement scores as well as cumulative GPA of electronics-related engineering diplomas. More importantly, mastery experience was found to be the main predictor for academic achievements of mathematics and related engineering modules. Finally, suggestions are offered to help curriculum developers in instructional design so as to improve students’ engineering academic performance.

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C.W. Loo

Papers

Sources of Self-Efficacy Influencing Academic Performance of Engineering Students