Pub Date : 2021-03-31DOI: 10.7160/ERIESJ.2021.140105
Tatiana Noskova, T. Pavlova, O. Yakovleva
The digital learning environment comprises various resources - didactically transformed and untransformed information, and mediated communication. Students’ information behaviour combines both actions characteristic of the traditional educational process and specific for the digital environment, based on digital tools and user interactions. Students’ information behaviour in the digital environment is considered as an indicator of their engagement in various educational activities that contribute to the personalisation of learning. The results of a survey on students’ preferences of information resources in the digital environment show that learners use a variety of information sources, but they mainly apply the methods of work in the “traditional” learning paradigm. They insufficiently use the digital environment potential of collaboration, knowledge exchange, and knowledge extraction from authentic sources. Obtained data indicates problems in students’ information culture and shortcomings in the methodological support of students’ autonomous work. Based on the results, recommendations on creating conditions for developing students’ prospective strategies of interaction with digital resources are proposed. These recommendations include a gradual increase of the authentic digital learning resources, an account of students’ information preferences, and a particular attention to the management issues in the digital learning environment.
{"title":"A Study of Students’ Preferences in The Information Resources of The Digital Learning Environment","authors":"Tatiana Noskova, T. Pavlova, O. Yakovleva","doi":"10.7160/ERIESJ.2021.140105","DOIUrl":"https://doi.org/10.7160/ERIESJ.2021.140105","url":null,"abstract":"The digital learning environment comprises various resources - didactically transformed and untransformed information, and mediated communication. Students’ information behaviour combines both actions characteristic of the traditional educational process and specific for the digital environment, based on digital tools and user interactions. Students’ information behaviour in the digital environment is considered as an indicator of their engagement in various educational activities that contribute to the personalisation of learning. The results of a survey on students’ preferences of information resources in the digital environment show that learners use a variety of information sources, but they mainly apply the methods of work in the “traditional” learning paradigm. They insufficiently use the digital environment potential of collaboration, knowledge exchange, and knowledge extraction from authentic sources. Obtained data indicates problems in students’ information culture and shortcomings in the methodological support of students’ autonomous work. Based on the results, recommendations on creating conditions for developing students’ prospective strategies of interaction with digital resources are proposed. These recommendations include a gradual increase of the authentic digital learning resources, an account of students’ information preferences, and a particular attention to the management issues in the digital learning environment.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"4320 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86222193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-31DOI: 10.7160/ERIESJ.2021.140103
Vlasta Moravcová, Jarmila Robová, Jana Hromadová, Z. Halas
The paper focuses on students’ understanding of the concepts of axial and central symmetries in a plane. Attention is paid to whether students of various ages identify a non-model of an axially symmetrical figure, know that a line segment has two axes of symmetry and a circle has an infinite number of symmetry axes, and are able to construct an image of a given figure in central symmetry. The results presented here were obtained by a quantitative analysis of tests given to nearly 1,500 Czech students, including pre-service mathematics teachers. The paper presents the statistics of the students’ answers, discusses the students’ thought processes and presents some of the students’ original solutions. The data obtained are also analysed with regard to gender differences and to the type of school that students attend. The results show that students have two principal misconceptions: that a rhomboid is an axially symmetrical figure and that a line segment has just one axis of symmetry. Moreover, many of the tested students confused axial and central symmetry. Finally, the possible causes of these errors are considered and recommendations for preventing these errors are given.
{"title":"Students’ understanding of axial and central symmetry","authors":"Vlasta Moravcová, Jarmila Robová, Jana Hromadová, Z. Halas","doi":"10.7160/ERIESJ.2021.140103","DOIUrl":"https://doi.org/10.7160/ERIESJ.2021.140103","url":null,"abstract":"The paper focuses on students’ understanding of the concepts of axial and central symmetries in a plane. Attention is paid to whether students of various ages identify a non-model of an axially symmetrical figure, know that a line segment has two axes of symmetry and a circle has an infinite number of symmetry axes, and are able to construct an image of a given figure in central symmetry. The results presented here were obtained by a quantitative analysis of tests given to nearly 1,500 Czech students, including pre-service mathematics teachers. The paper presents the statistics of the students’ answers, discusses the students’ thought processes and presents some of the students’ original solutions. The data obtained are also analysed with regard to gender differences and to the type of school that students attend. The results show that students have two principal misconceptions: that a rhomboid is an axially symmetrical figure and that a line segment has just one axis of symmetry. Moreover, many of the tested students confused axial and central symmetry. Finally, the possible causes of these errors are considered and recommendations for preventing these errors are given.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"52 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90414534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-31DOI: 10.7160/ERIESJ.2021.140102
Hülya Yıldızlı
The present research aimed to explore actions, views, and emotions in relation to teachers’ goal orientations and the reflection of goal orientations on their teaching practices. The study also aimed to compare whether there were differences among teachers’ practices based on their goal orientations. A case study design was adopted and 10 teachers who taught in different schools and school levels participated in the study. Those 10 teachers were grouped into two goal orientations; those with Learning-Mastery-Goal-Orientations (L-M-GO) and those with Learning-Mastery-Performance-Goal-Orientations (L-M-P-GO). A questionnaire and semi-structured interviews were held with teachers and the collected data were analysed using qualitative techniques. The results suggested while all teachers -regardless of their goal orientations- defined themselves as individuals who made efforts to learn, those with L-M-P-GO orientations experienced negative emotions and ideas in their learning journeys. Moreover, all teachers reported that there were certain cases where they avoided work. There were differences between teachers’ classroom practices and ideas based on their goal orientations.
{"title":"A Case Study on Goal Orientations for Teaching","authors":"Hülya Yıldızlı","doi":"10.7160/ERIESJ.2021.140102","DOIUrl":"https://doi.org/10.7160/ERIESJ.2021.140102","url":null,"abstract":"The present research aimed to explore actions, views, and emotions in relation to teachers’ goal orientations and the reflection of goal orientations on their teaching practices. The study also aimed to compare whether there were differences among teachers’ practices based on their goal orientations. A case study design was adopted and 10 teachers who taught in different schools and school levels participated in the study. Those 10 teachers were grouped into two goal orientations; those with Learning-Mastery-Goal-Orientations (L-M-GO) and those with Learning-Mastery-Performance-Goal-Orientations (L-M-P-GO). A questionnaire and semi-structured interviews were held with teachers and the collected data were analysed using qualitative techniques. The results suggested while all teachers -regardless of their goal orientations- defined themselves as individuals who made efforts to learn, those with L-M-P-GO orientations experienced negative emotions and ideas in their learning journeys. Moreover, all teachers reported that there were certain cases where they avoided work. There were differences between teachers’ classroom practices and ideas based on their goal orientations.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"21 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73243141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-31DOI: 10.7160/ERIESJ.2021.140104
Enrique de la Hoz, Rohemi Zuluaga, A. Mendoza
This research uses a three-phase method to evaluate and forecast the academic efficiency of engineering programs. In the first phase, university profiles are created through cluster analysis. In the second phase, the academic efficiency of these profiles is evaluated through Data Envelopment Analysis. Finally, a machine learning model is trained and validated to forecast the categories of academic efficiency. The study population corresponds to 256 university engineering programs in Colombia and the data correspond to the national examination of the quality of education in Colombia in 2018. In the results, two university profiles were identified with efficiency levels of 92.3% and 97.3%, respectively. The Random Forest model presents an Area under ROC value of 95.8% in the prediction of the efficiency profiles. The proposed structure evaluates and predicts university programs’ academic efficiency, evaluating the efficiency between institutions with similar characteristics, avoiding a negative bias toward those institutions that host students with low educational levels.
{"title":"Assessing and Classification of Academic Efficiency in Engineering Teaching Programs","authors":"Enrique de la Hoz, Rohemi Zuluaga, A. Mendoza","doi":"10.7160/ERIESJ.2021.140104","DOIUrl":"https://doi.org/10.7160/ERIESJ.2021.140104","url":null,"abstract":"This research uses a three-phase method to evaluate and forecast the academic efficiency of engineering programs. In the first phase, university profiles are created through cluster analysis. In the second phase, the academic efficiency of these profiles is evaluated through Data Envelopment Analysis. Finally, a machine learning model is trained and validated to forecast the categories of academic efficiency. The study population corresponds to 256 university engineering programs in Colombia and the data correspond to the national examination of the quality of education in Colombia in 2018. In the results, two university profiles were identified with efficiency levels of 92.3% and 97.3%, respectively. The Random Forest model presents an Area under ROC value of 95.8% in the prediction of the efficiency profiles. The proposed structure evaluates and predicts university programs’ academic efficiency, evaluating the efficiency between institutions with similar characteristics, avoiding a negative bias toward those institutions that host students with low educational levels.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"280 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76300719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-31DOI: 10.7160/ERIESJ.2021.140101
Blanca Elba García y García
This study explores the attributions to which undergraduate university students ascribe academic achievement. Attribution theory was used as a means to understand scholastic success-failure. The questions that guided the study were the following: What are the causal attributions that predominate in students' academic achievement? Is there a difference between male and female students? Is there a difference if average grades and the number of failed subjects, factored as benchmarks of academic achievement, are considered? Do the measured attributions have any weight when predicting students’ grades? A Likert scale measuring eight different attributions of academic achievement was applied to 165 students. The results showed that the most important attribution for academic achievement was intelligence. Sex-related differences were found in two attributes: calm and effort. In general, students with four failed subjects were those with the lowest averages measured in attributions. The variables that predicted good grades for male students were effort and good teachers, for female students, a liking for teachers, luck, and attention.
{"title":"To What Factors do University Students Attribute Their Academic Success?","authors":"Blanca Elba García y García","doi":"10.7160/ERIESJ.2021.140101","DOIUrl":"https://doi.org/10.7160/ERIESJ.2021.140101","url":null,"abstract":"This study explores the attributions to which undergraduate university students ascribe academic achievement. Attribution theory was used as a means to understand scholastic success-failure. The questions that guided the study were the following: What are the causal attributions that predominate in students' academic achievement? Is there a difference between male and female students? Is there a difference if average grades and the number of failed subjects, factored as benchmarks of academic achievement, are considered? Do the measured attributions have any weight when predicting students’ grades? A Likert scale measuring eight different attributions of academic achievement was applied to 165 students. The results showed that the most important attribution for academic achievement was intelligence. Sex-related differences were found in two attributes: calm and effort. In general, students with four failed subjects were those with the lowest averages measured in attributions. The variables that predicted good grades for male students were effort and good teachers, for female students, a liking for teachers, luck, and attention.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"77 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80449652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-22DOI: 10.7160/eriesj.2020.130404
P. Emanovský, D. Gonda
Mathematics is an important nature exploration tool used by all natural sciences. So it is usual that mathematical calculations are part of school science education. But how are these calculations perceived by the learners themselves? What are their attitudes to this part of the teaching process? The answer to this question is important for any teacher who seeks to improve her/his teaching experience. The paper deals with the research of learners´ attitudes towards using mathematical calculations within physics lessons. Semantic differential for the sample of 230 primary and secondary school pupils was used in order to determine their attitudes towards this aspect and investigate the influence of grade and gender on the attitudes. The analysis of acquired data shows slightly negative learners´attitude to the mathematical calculations and some particular differences between grades and genders.
{"title":"Mathematical Calculations within Physics Lessons and Their Popularity Among Learners","authors":"P. Emanovský, D. Gonda","doi":"10.7160/eriesj.2020.130404","DOIUrl":"https://doi.org/10.7160/eriesj.2020.130404","url":null,"abstract":"Mathematics is an important nature exploration tool used by all natural sciences. So it is usual that mathematical calculations are part of school science education. But how are these calculations perceived by the learners themselves? What are their attitudes to this part of the teaching process? The answer to this question is important for any teacher who seeks to improve her/his teaching experience. The paper deals with the research of learners´ attitudes towards using mathematical calculations within physics lessons. Semantic differential for the sample of 230 primary and secondary school pupils was used in order to determine their attitudes towards this aspect and investigate the influence of grade and gender on the attitudes. The analysis of acquired data shows slightly negative learners´attitude to the mathematical calculations and some particular differences between grades and genders.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"20 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90350784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-22DOI: 10.7160/eriesj.2020.130401
I. Safari
A teacher plays an important role in the development of the students’ potential and helps to form their future. This research intends to study the degree of burnout and job satisfaction in English as a foreign language (EFL) teachers of universities and Schools in Iran, as well as their association with demographic characteristics. To measure teachers’ burnout, Maslach Burnout Inventory questionnaire was applied, which has also been validated by experienced teachers for the Iranian population and the Employee Satisfaction Inventory questionnaire, prepared for the Iranian population, was applied to estimate job satisfaction. Questionnaires were answered completely by 159 teachers, who work at universities and schools in Iran. After data analysis, the findings showed a negative correlation between teachers’ burnout and their job satisfaction; their experience relatively moderate burnout levels, and their job satisfaction level is high. The findings also represented that the type of workplace influences satisfaction regarding the factor “job conditions”. The study was for the first time that Iranian EFL teachers’ burnout and job satisfaction in universities and schools were investigated and the findings showed that by increasing the level of job satisfaction, the perceived burnout decreases, where burnout and job satisfaction presented medium to high negative correlation.
{"title":"A Study on the Relationship Between Burnout and Job Satisfaction of Iranian EFL Teachers Working in Universities and Schools","authors":"I. Safari","doi":"10.7160/eriesj.2020.130401","DOIUrl":"https://doi.org/10.7160/eriesj.2020.130401","url":null,"abstract":"A teacher plays an important role in the development of the students’ potential and helps to form their future. This research intends to study the degree of burnout and job satisfaction in English as a foreign language (EFL) teachers of universities and Schools in Iran, as well as their association with demographic characteristics. To measure teachers’ burnout, Maslach Burnout Inventory questionnaire was applied, which has also been validated by experienced teachers for the Iranian population and the Employee Satisfaction Inventory questionnaire, prepared for the Iranian population, was applied to estimate job satisfaction. Questionnaires were answered completely by 159 teachers, who work at universities and schools in Iran. After data analysis, the findings showed a negative correlation between teachers’ burnout and their job satisfaction; their experience relatively moderate burnout levels, and their job satisfaction level is high. The findings also represented that the type of workplace influences satisfaction regarding the factor “job conditions”. The study was for the first time that Iranian EFL teachers’ burnout and job satisfaction in universities and schools were investigated and the findings showed that by increasing the level of job satisfaction, the perceived burnout decreases, where burnout and job satisfaction presented medium to high negative correlation.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"10 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88637976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-22DOI: 10.7160/eriesj.2020.130402
M. Mudrák, M. Turčáni, J. Reichel
At current e-learning platforms, is often seen non-efficient usage of their possibilities when creating educational content. This article deals with the possibilities of using adaptive tools that are offered by learning management system (LMS) Moodle when creating a personalised e-course. The methodology created by the authors of the article for personalised e-course adjusts the study content based on characteristics of each student stated by his or her initial knowledge, learning style, and motivation. The article is aimed at the presentation of the created methodology and its impact on the level of student's output knowledge as well as overall learning efficiency. By using the methodology, there was an opportunity to compare the impact of two different approaches – the personalised one and non-personalised. Statistical analysis revealed that the use of personalized e-course has a positive impact on students' activity, motivation, and their level of output knowledge. The results showed that the attended secondary school has no or only minimal impact on the output knowledge if the students studied through the personalized e-course. An interesting finding was that students in all surveys have a stronger tendency to prefer the same learning styles over the years.
{"title":"Impact of Using Personalized E-Course in Computer Science Education","authors":"M. Mudrák, M. Turčáni, J. Reichel","doi":"10.7160/eriesj.2020.130402","DOIUrl":"https://doi.org/10.7160/eriesj.2020.130402","url":null,"abstract":"At current e-learning platforms, is often seen non-efficient usage of their possibilities when creating educational content. This article deals with the possibilities of using adaptive tools that are offered by learning management system (LMS) Moodle when creating a personalised e-course. The methodology created by the authors of the article for personalised e-course adjusts the study content based on characteristics of each student stated by his or her initial knowledge, learning style, and motivation. The article is aimed at the presentation of the created methodology and its impact on the level of student's output knowledge as well as overall learning efficiency. By using the methodology, there was an opportunity to compare the impact of two different approaches – the personalised one and non-personalised. Statistical analysis revealed that the use of personalized e-course has a positive impact on students' activity, motivation, and their level of output knowledge. The results showed that the attended secondary school has no or only minimal impact on the output knowledge if the students studied through the personalized e-course. An interesting finding was that students in all surveys have a stronger tendency to prefer the same learning styles over the years.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"30 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76081405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-30DOI: 10.7160/ERIESJ.2020.130302
Şeyma Şahin, B. Ökmen, Abdurrahman Kılıç
The aim of this study is to determine the effect of teaching a learning psychology course in different ways on students’ academic success and attitudes towards the course. The experimental research method was used in this research. The participants were students in the second year of a psychological counseling and guidance program in a state university in Turkey. The data were collected by Learning Psychology Course Achievement Test and student letters. ANOVA, Kruskal Wallis and Wilcoxon Signed Rows test were used in the analysis. Student letters were analyzed through content analysis. In first group, the lecturer taught the class interactively each week with the presentations prepared by the researchers. In the second group, no lectures were made in this group. At the beginning of the lesson each week, students were given the outputs of the presentations and the lesson was carried out with two activities each week. In the third group, the flipped learning model was applied in this group. As a result of the study, it was concluded that the standard deviation was smaller in the group in which the flipped learning model was applied compared to the other two groups.
{"title":"Effects of Teaching a Learning Psychology Course in Different Ways on the Students’ Success and Attitudes","authors":"Şeyma Şahin, B. Ökmen, Abdurrahman Kılıç","doi":"10.7160/ERIESJ.2020.130302","DOIUrl":"https://doi.org/10.7160/ERIESJ.2020.130302","url":null,"abstract":"The aim of this study is to determine the effect of teaching a learning psychology course in different ways on students’ academic success and attitudes towards the course. The experimental research method was used in this research. The participants were students in the second year of a psychological counseling and guidance program in a state university in Turkey. The data were collected by Learning Psychology Course Achievement Test and student letters. ANOVA, Kruskal Wallis and Wilcoxon Signed Rows test were used in the analysis. Student letters were analyzed through content analysis. In first group, the lecturer taught the class interactively each week with the presentations prepared by the researchers. In the second group, no lectures were made in this group. At the beginning of the lesson each week, students were given the outputs of the presentations and the lesson was carried out with two activities each week. In the third group, the flipped learning model was applied in this group. As a result of the study, it was concluded that the standard deviation was smaller in the group in which the flipped learning model was applied compared to the other two groups.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"107 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76889406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-31DOI: 10.7160/eriesj.2020.130103
I. Safari, Mehran Davaribina, Iraj Khoshnevis
This research intended to examine the influence of English as a Foreign Language (EFL) teachers’ self-efficacy, job satisfaction, and reflective thinking on their professional development. Two-hundred and twelve Iranian EFL teachers from different universities, language institutes, and schools participated in the research. They were requested to answer Teachers' Sense of Efficacy Scale, The Minnesota Satisfaction Questionnaire, Reflective Thinking Scale, and Professional Development Questionnaire as the main data collection instruments. The questionnaires were submitted in three different ways: email, social networks and in person. Structural Equation Modeling on SPSS AMOS version 24 was employed to examine the hypothesized model of relationships. This model was confirmed following the application of the modification indices suggested by the software (Normal chi-square=3.6; RMSEA=.03; RMR=.02; GFI =.93; AGFI=.90; NFI=.92; CFI=.93; IFI=.93). The findings showed significant internal correlations between all the latent variables along with their sub-scales. Furthermore, multiple regression analysis showed that self-efficacy and job satisfaction positively predicted professional development, with self-efficacy exerting more predictive power compared to job satisfaction. It was further found that not only did reflective thinking not predict professional development, but, conversely, it was partly predicted by professional development. Pedagogical implications of the study have been discussed.
{"title":"The Influence of EFL Teachers’ Self-Efficacy, Job Satisfaction and Reflective Thinking on their Professional Development: A Structural Equation Modeling","authors":"I. Safari, Mehran Davaribina, Iraj Khoshnevis","doi":"10.7160/eriesj.2020.130103","DOIUrl":"https://doi.org/10.7160/eriesj.2020.130103","url":null,"abstract":"This research intended to examine the influence of English as a Foreign Language (EFL) teachers’ self-efficacy, job satisfaction, and reflective thinking on their professional development. Two-hundred and twelve Iranian EFL teachers from different universities, language institutes, and schools participated in the research. They were requested to answer Teachers' Sense of Efficacy Scale, The Minnesota Satisfaction Questionnaire, Reflective Thinking Scale, and Professional Development Questionnaire as the main data collection instruments. The questionnaires were submitted in three different ways: email, social networks and in person. Structural Equation Modeling on SPSS AMOS version 24 was employed to examine the hypothesized model of relationships. This model was confirmed following the application of the modification indices suggested by the software (Normal chi-square=3.6; RMSEA=.03; RMR=.02; GFI =.93; AGFI=.90; NFI=.92; CFI=.93; IFI=.93). The findings showed significant internal correlations between all the latent variables along with their sub-scales. Furthermore, multiple regression analysis showed that self-efficacy and job satisfaction positively predicted professional development, with self-efficacy exerting more predictive power compared to job satisfaction. It was further found that not only did reflective thinking not predict professional development, but, conversely, it was partly predicted by professional development. Pedagogical implications of the study have been discussed.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"20 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82709715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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