Browsing by Subject "Self-efficacy"
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ItemCoaching to enhance Thai forensic police officer's self-efficacy, meaningful work, and job crafting: a case study of the office of police forensic scienceFor the past two decades, forensic science has been playing essential role in criminal investigation in Thailand. It has been praised as a game changer for criminal justice. The work of Thai forensic police officers has profoundly altered how police investigated crimes since it can provide evidence for answering crucial questions like Who? What? When? Where? Why? and How? more objectively and expeditiously among other available tools. Unfortunately, due to the nature of the behind-the-scenes type of work, Thai forensic police officers perceive themselves as just scientists working in some backroom laboratory who has no real influence nor decision making power in the overall investigation process. Thus, this study aims to explore these issues in the hope of enhancing the Thai forensic police officers’ (FPO) self-efficacy (SE), meaningful work (MW), and job crafting (JC). The study applied self-efficacy theory, meaning in work based on job characteristics theory and job crafting model as the theoretical framework. Three hypotheses were derived to evaluate significant difference between Pre-ODI and Post-ODI based on self-efficacy, meaningful work, and job crafting. Both qualitative and quantitative data were collected and used for analysis. They were obtained from 30 forensic police officers from eight different functions stationed in ten provinces using stratified sampling technique. Organization development interventions (ODI) were executed over the period of two months using individual coaching techniques, and questionnaires and interviews as instruments. Reflexive thematic analysis paired samples t-test, and Wilcoxon signed-rank test were chosen to analyze the data. Findings revealed that self-efficacy and meaningful work showed significant differences after the coaching intervention, whereas job crafting failed to exhibit any statistical significance.
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ItemA comparative study of Grade 7 students' English reading and writing self-efficacy for learning English as a foreign language according to their academic program at Saint Dominic School, BangkokThe purpose of this study was to determine the level of English reading and English writing self-efficacy for learning English as a foreign language of Grade 7 students according to their Academic Program at Saint Dominic School, Bangkok. There were 181 students studying English as a foreign language, consisting of 53 students from Academic Program 1, 64 students from Academic Program 2, 32 students from Academic Program 3, and 32 students from Academic Program 4, in Grade 7 at Saint Dominic School, Bangkok, in the academic year 2018. This study followed a quantitative research methodology employing a questionnaire developed by Henk and Melnick (1992, 1996) composing of two parts: the Reader SelfPerception Scale used to address the level of English reading self-efficacy, and the Writer Self-Perception Scale used to address the level of English writing self-efficacy. There were three main elements included in the study: the level of English reading self-efficacy, the level of English writing self-efficacy, and the difference among Academic Program. In this study, the self-efficacy focused on English reading and English writing for learning English as a foreign language. The study found that Grade 7 students among Academic Program had high level of English reading self-efficacy, and average level of English writing self-efficacy. Furthermore, there was a significant difference both in English reading and in English writing self-efficacy among Academic Program. The study concludes with recommendations for practice and for future research.
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ItemA comparative study of mathematics self-efficacy and anxiety levels of Grades 10-12 students at Thai Christian School before and after supplemental practice use of the mathematics e-learning application website Khan AcademyThe purpose of this study was to determine if students’ mathematics selfefficacy could be increased and their mathematics anxiety could be reduced by adding supplemental mathematics practice using the internet-based website Khan Academy to increase mastery experiences in solving mathematics problems. The study focused on 156 Grades 10-12 students at Thai Christian School in Bangkok. A research experiment was conducted during the course of the second semester of the 2016 school year based on Bandura (1977) sources of self-efficacy (mastery experience, vicarious experiences, verbal persuasion, psychological factors). During the experiment, the students received weekly supplemental mathematics practice by homework recommendations from the researcher sent using the Khan Academy website. A comparison was made between the students’ mathematics self-efficacy and mathematics anxiety before and after the research experiment and after the research experiment. The research included four objectives. Objectives one and two were to determine students’ mathematics self-efficacy levels and mathematics anxiety levels at the beginning and end of the research experiment. Objectives three and four were to determine if a significant increase in mathematics self-efficacy and a significant reduction in mathematics anxiety could be achieved through the addition of supplemental mathematics exercises using the mathematics e-learning website Khan Academy. The major findings in this research were that the average students’ mathematics self-efficacy increased, and the average students’ mathematics anxiety was reduced in all three-program emphasis (mathematics science, mathematicsEnglish, English-Chinese). Overall Mathematics self-efficacy increased significantly for the entire sample and mathematics anxiety reduced significantly for the entire sample.
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ItemA comparative study of matriculation students' motivation for learning mathematics according to gender in five Burmese Migrant Learning Centers in Mae Sot, ThailandAmong the several components of motivation for learning, the individual's sense of goal orientations, the impression and value of learning tasks, control of learning beliefs and perceptions of personal self-efficacy for learning are important components of the Social Cognitive Theory of Motivation for Learning, which provides the theoretical framework for this study. A number of studies have found that the gender gap in mathematics is highly correlated to perception of the culture of gender inequality in a society. The objectives of this study were to measure the levels of the matriculation students' motivation in learning mathematics and to investigate if there was any difference according to gender in five Burmese Migrant Learning Centers in Mae Sot. One hundred seven students (51 male and 56 female), aged 15-29 years, participated in the survey. The results of this study showed that the differences between genders on average motivation in learning mathematics were small among the migrant learning centers' matriculation students. However, female students had a lower level in overall motivation, higher motivation in control of learning beliefs and lower motivation in the factor of perceived self-efficacy. The reasons for this are likely culturally rooted and sustained. Traditionally, in Burmese culture, boys are regarded and treated as being superior to girls. This cultural perspective most likely affects the girls' motivation and self-confidence in their learning. The article concludes with recommendations for practice and for future research.
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ItemA comparative study of teachers' self-efficacy for teaching stem subjects and attitudes toward stem education according to gender at Wattana Wittaya Academy, Bangkok, Thailand( 2020) Sunita Sachdev ; Suwattana EamoraphanThe purpose of conducting this research was to determine the level of teachers’ self-efficacy when teaching STEM subjects and their attitudes towards STEM education at Wattana Wittaya Academy in Bangkok, Thailand. A second purpose was to determine whether there was a significant difference in teachers’ self-efficacy for teaching STEM subjects and attitudes toward STEM education according to gender. As a source of data collection, the researcher used Teachers’ Self-Efficacy for Teaching STEM Subjects and Attitudes Toward STEM Education (T-STEM Questionnaire). The respondents were 67 teachers completed the questionnaire. The data obtained were analyzed by descriptive statistics, means and standard deviations and independent samples t-test. The findings of thisstudy were as follows: Teachers had a high level of self-efficacy for teaching STEM subjects. Teachers had positiveattitudes toward STEM education. There was no statistical difference between teachers’ STEM teaching self-efficacy for teaching STEM subjects and attitudes toward STEM education according to gender at Wattana Wittaya Academy, Bangkok, Thailand. Recommendations for practice and future research are provided.
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ItemA comparative study on self-efficacy for performing learning inquiry tasks and attitudes toward learning chemistry through inquiry-based laboratories in Grades9-12 students at Concordian International School, Thailand(Digital Production Press, Assumption University, 2018) Pawinee Narueponjirakoon ; Suwattana EamoraphanThe purpose of conducting this research was to determine students’ self-efficacy as well as attitudes toward learning chemistry of middle and high school students before and after learned inquiry-based laboratories. The inquiry-based laboratory offered many benefits to students without difficulties of planning and performing laboratory for science classes. The inquiry-based laboratory process was comprised of developing a hypothesis, designing an experiment, and interpreting data. The attitudes toward learning chemistry were favorable views about laboratory skills, lectures, and real-world applications of the students. The students’ self-efficacy and attitudes toward learning chemistry were collected through valid and reliable survey called Student Perceptions in Chemistry Evaluation (SPiCE) created by Winkelmann, Baloga, Marcinkowski, Giannoulis, Anquandah, and Cohen (2014). Pre- and post-evaluations were given to grades 9-12 students (n=48) after finishing the pre-lab session and post-lab session respective. Results indicated no response on students’ self-efficacy and attitudes toward learning chemistry. Discussions of what factors might affect the results were presented along with recommendations for teachers and future researchers.
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ItemA correlational study of self-efficacy and perceived parental encouragement for learning English as a foreign language with English academic achievement of Batch 5 and Batch 6 students at level up academy, Loikaw Township, Kayah State, Myanmar( 2020) Alexander ; Gonzalez, Orlando Rafael GonzalezThe purpose of this quantitative study was to investigate if there was a significant relationship of self-efficacy and perceived parental encouragement for learning English as a foreign language with English academic achievement of Batch 5 and Batch 6 students at Level Up Academy, Loikaw Township, Kayah State, Myanmar. A population sample of 71 students from Batch 5 (34 students) and Batch 6 (37 students), enrolled during the academic year 2017-2018, was chosen for this study. A 32-item questionnaire was used to measure the levels of self-efficacy for learning EFL, including its four subscales (listening efficacy, speaking efficacy, reading efficacy and writing efficacy); an 8-item questionnaire was used to measure perceived parental encouragement for learning EFL; and the levels of English academic achievement were determined using the English subject’s final test. After data collection was done, descriptive statistics (means and standard deviations) and a statistical hypothesis testing (correlational analysis using Pearson’s product moment correlation and multiple correlation coefficient) were carried out to address the research objectives and hypotheses of this study. The research findings indicated that the levels of self-efficacy for learning EFL of both Batch 5 and Batch 6 students were slightly high. It was also found that the level of perceived parental encouragement of Batch 5 students was slightly high, while that of Batch 6 students was moderately high. The English subject’s final test revealed that Batch 5 and Batch 6 students had good English academic achievement. Correlational analysis using Pearson’s product moment correlation suggested that there was a strong, significant and positive relationship of self-efficacy for learning EFL with English academic achievement of Batch 5 and Batch 6 students. However, there was not significant relationship of perceived parental encouragement for learning EFL with English academic achievement of Batch 5 and Batch 6 students. The four subscales of self-efficacy for learning EFL (listening, speaking, reading and writing efficacy) were also strongly, positively and significantly correlated with English academic achievement of Batch 5 and Batch 6 student Level Up Academy, Loikaw Township, Kayah State, Myanmar.
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ItemDesigning an organization development model for co-creating inclusive organizationsThe aim of this research was to design an organization development model for co-creating inclusive organizations. Data was collected using an online structured questionnaire and interview protocol. The nine informants and 71 respondents worked at various job positions with multi-national companies based in Thailand. The 71 respondents were selected using non-probability random sampling, while purposive sampling was used to identify the nine informants. The quantitative data analysis utilized Pearson Correlation, Paired Sample T-test, and Priority Needs Index Modified (PNI mod), while the qualitative data analysis of the interview data utilized content analysis. The quantitative findings revealed significant relationships between the variables (p < 0.01). Results of the paired sample statistics revealed that only the paired samples of workplace inclusion and psychological safety obtained a significant mean difference, with significance values of .005 and .001, respectively, while the order of priority needs of the constructs showed psychological safety, workplace inclusion, perceived organizational support, innovation in the workplace, and self-efficacy, to have the respective order of priority. The qualitative data analysis resulted in three themes consisting of diversity, inclusive culture, and inclusive management. The research findings were used to design the model entitled “Co-creative Organization Inclusion” with three components, namely Component 1: Co-creative organization inclusion through representation that leverages individual & team potential; Component 2: Co-creative organizational inclusion by top-management championing representation; and Component 3: Co-creative organization inclusion through a supportive and collaborative culture.
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ItemeLearning Adoption and eLearning Satisfaction of Learners: A case study of Management Program in a University of Thailand( 2018-01-25) John, Varughese Kizhakkacharuvil ; Duangta DuangekanongThis study investigates eLearning mode of learning in Master of Science in Management (MSM) program at a University in Thailand. The School has adopted the open source software ‘MOODLE’ for its engine of Learning Management System (LMS) by customizing it with video and interactive features, since its inception in 2004. This study is based on the basic proposition that Learners’ adoption of e-learning dependent on its effectiveness and usefulness, and their perceived satisfaction. The theoretical foundation of the study has been one of the empirically verified models developed by Shu- Sheng Liaw (2008), labelled as ‘Three-Tier Technology Use Model’ (3-TUM). It consisted of three interlinked tiers in a sequential order, viz., ‘the individual characteristics and/or system quality tier’ (1st tier), ‘the affective and/or cognitive tier’ (2nd tier), and ‘the behavioral intention tier’ (3rd tier). The model has integrated motivation, the self-cognitive theory (SCT), the theory of planned behavior (TPB), and the technology acceptance model (TAM). In this study the researcher has used questionnaire survey method where the sample units are learners who had undergone the program during the period 2007 to 2017 and a total of 270 cases were analyzed and the proposed model was modified and tested through Structural Equation Modeling (SEM). The study concludes that eLearning system quality and perceived self-efficacy of the learners are critical factors determining the behavioral intention to use eLearning as a mode of learning in higher education of Thailand. The study supports certain findings of Liaw (2008) that the considerations for effective eLearning system are Learner’s self-efficacy, Multi-media formats, and the Interaction environment.
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ItemEMPOWERING YOUTH: PROMOTING SUBJECTIVE WELL-BEING AMONG THAI ADOLESCENTS OF LOW SOCIOECONOMIC STATUS THROUGH POSITIVE PSYCHOLOGY INTERVENTIONThis quiz-experimental study examined the effectiveness of a 10-hour workshop-based intervention program that incorporated positive psychology strategies. Participants in the study included 72 Thai adolescents age 14 to 17 years with low socioeconomic status from four Fai-Fah centers, two of which were randomly assigned to one of two experimental conditions: (1) the Positive Empowerment for Adolescents (PEA) group or (2) the expressive writing and reading control group. PEA is a series of positive psychology interventions including character strength enhancement, goal setting, problem solving skills, and gratitude journaling and letter writing. Data were collected on participants at pre-and-post intervention including self-report measures of life satisfaction, positive affect ratio, self-efficacy, and perceived social support, by using Brief Multidimensional Students’ Life Satisfaction Scale (BMLSS), Positive and Negative Affect Schedule for Children (PANAS-C), Self-Efficacy Questionnaire for Children (SEQ-C), and Child and Adolescent Social Support Scale (CASSS) respectively. The results suggested that the PEA intervention program had a significant effect on the level of self-efficacy and perceived social support, although there were no significant effects on positive affect ratio. Surprisingly, the control group subjects showed a significantly higher level of life satisfaction than the experimental group. Integration of the expressive writing and reading found to be effective at raising life satisfaction from the control group, as well as elements of traditional Thai cultural practices such as meditation are recommended to help strengthen the PEA intervention program.
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ItemEmpowerment program on promoting perceived self-efficacy in caregivers of autistic childrenThis study was a Quasi-experimental pretest-posttest non-equivalent comparison group design, aimed to evaluate the effects of the empowerment program for caregivers of autistic children. The participants were 74 caregivers who took care of 2-5 years old autistic children at the Child and Adolescent Mental Health Institute, Rajanakarin. After being enrolled into the study, the participants were matched by caregivers’ and children’s gender and assigned to the experimental group (37 participants) or the control group (37 participants).The experimental group completed the 5-day empowerment program which was administered by the researcher whereas the control group received only the routine treatment program. The empowerment program was composed of 4 steps: discovering reality, critical reflection, taking charge and holding on through group process. The data was gathered at the pre-test and at the 4th, 8th and 12th week after the intervention program.The findings revealed that the experimental group had statistically significantly higher scores on perceived self-efficacy in care of autistic children than the control group (p < .001) and there was a statistically significant difference between the 4th and 12th weeks (p < .05).The evidence from this study indicated that this program had effect on promoting perceived self-efficacy in autistic child care. The application of this program is suggested for all caregivers of 2-5 years old autistic children.