Jul 2026· The journal of the International Association of Medical Science Educators : JIAMSE· 0 citations· 25 references
Abstract
Self-efficacy - the belief in one’s ability to complete a task effectively - is a key determinant of academic success and graduate outcomes in higher education. While active learning enhances engagement and self-efficacy in neurotypical students, little is known about how neurodiverse students experience its social and sensory demands. Grounded in Bandura’s social cognitive theory of self-efficacy, this pilot study explored how active learning impacts the self-efficacy of neurodiverse students in the BSc Medical Biosciences and MSc Genomic Medicine programmes at Imperial College London. An explanatory sequential mixed methods design was employed: a self-efficacy questionnaire provided quantitative breadth, with findings informing subsequent semi-structured interviews that explored the conditions under which self-efficacy was built or undermined. Three themes emerged: connection, control, and balance, corresponding to Bandura’s sources of self-efficacy (vicarious learning and social persuasion, mastery experience, and physiological and emotional states respectively). Participants valued peer and instructor connection and thrived when adequately prepared and in control of their learning. However, self-efficacy was fragile and dynamic, vulnerable to sensory overload and negative feedback. The findings demonstrate that active learning can support neurodiverse students’ self-efficacy, but only when environments are designed to promote psychological safety, predictability, and autonomy. Practical recommendations for neuroinclusive active learning design are offered.
This study analyzes self-regulated learning (SRL) among first-year university students in autonomous study contexts mediated by digital technologies in the post-pandemic era. Drawing on Zimmerman’s (2002) cyclical model, it explores the planning, execution, and evaluation phases of SRL, considering students’ individual differences and predictive factors in a context of increasing digital autonomy in higher education. A cross-sectional quantitative design was applied to a sample of 1,038 Chilean students from diverse academic fields. Instruments assessed SRL across its three phases and academic self-efficacy, along with sociodemographic variables. Findings reveal that planning is the most developed phase, whereas self-motivation and evaluation show lower levels. Significant gender differences emerged, with female students reporting greater use of self-regulatory strategies, especially in planning and execution. Students in health and medical sciences exhibited higher SRL levels compared to other fields. Academic self-efficacy was positively associated with all SRL phases and emerged as the strongest predictor in the multiple regression model. These results confirm the relevance of SRL for sustaining autonomous learning in technology-mediated higher education and highlight field-specific dynamics that shape self-regulatory profiles. The study provides novel post-pandemic evidence from Latin America, emphasizing the need for differentiated and contextualized interventions to strengthen self-regulatory competencies from the early stages of university education.
K. Lobos, Rubia Cobo-Rendón, D. Bruna et al.· Emerging Science Journal· 0 citations
Self-efficacy plays a critical role in language learning motivation, performance, and achievement. However, limited research has examined how different dimensions of English self-efficacy evolve over time and the mechanisms underlying such development in technology use environments. To address these gaps, the present study adopted a mixed-methods design. A total of 102 university students completed questionnaires at three time points over a 15-week period, and 10 participants subsequently took part in semi-structured follow-up interviews. Quantitative findings revealed a significant increase in overall English self-efficacy, as well as in three specific dimensions: speaking, listening, and writing self-efficacy. Qualitative findings further demonstrated how the four sources of self-efficacy, shaped by technological affordances, were associated with students’ efficacy beliefs and helped explain why reading self-efficacy did not show a statistically significant increase within the same learning ecology. The study concluded by discussing pedagogical implications for strengthening reading self-efficacy and optimizing the use of technology in language learning, as well as limitations of the study and directions for future research.
Xueliang Li, Manzhen Yang· Language Learning & Tech...· 0 citations
This study examines the role of student self-efficacy, the belief in one's ability to succeed, within contemporary education. Recognizing its critical impact on motivation, strategy use, and academic performance, the research addresses a practical need for classroom-based methods to cultivate this attribute. Based on Bandura's theory, it identifies four key sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and emotional state. To apply the theory into practice, the article proposes three strategies for educators: training students in effective learning strategies, designing scaffolded tasks to ensure successful experiences, and utilizing relatable peer models. The study argues that intentionally fostering self-efficacy is essential for developing resilient, self-directed learners and represents a vital shift toward holistic, quality-oriented education.
Xinmin Zhao· International Journal of Edu...· 0 citations
Low self-efficacy among junior high school students can undermine self-confidence and active engagement in learning; however, research positioning self-reflection as the core intervention in Guidance and Counseling services remains limited. This study aims to examine the effectiveness of self-reflection-based classical guidance services in improving the self-efficacy of ninth-grade students at a public junior high school in Madiun. A quantitative approach with a one-group pretest–posttest design was employed, involving 30 students selected through total sampling. Data were collected using a self-report scale and analyzed using a paired-samples t test and Cohen’s d_z. The findings reveal a statistically significant increase in the mean self-efficacy score from 142.70 at pretest to 171.60 at posttest, t(29) = −12.15, p < .001, with a very large effect size (d_z = 2.22). However, the decrease in the minimum score from 78.00 to 74.00 suggests that some students may have undergone a metacognitive calibration process toward a more realistic self-assessment. The study concludes that self-reflection-based classical guidance services are effective in enhancing students’ self-efficacy. These findings contribute to the development of student-centered Guidance and Counseling practices by emphasizing structured reflection as a central component of classical guidance and highlight the need for follow-up individual counseling for students requiring more targeted support.
This study examines how digitally mediated learning conditions shape students’ self-perceived employability (SPE) by focusing on two explanatory learning resources: academic self-efficacy (ASE) and online self-regulated learning (OSRL). Drawing on social cognitive theory and social cognitive career theory, this study proposes that digital learning design quality (DLQ), assessment transparency (AT), and perceived challenge-based learning (PCBL) contribute to students’ perceived career readiness by strengthening their academic confidence and self-regulatory ability. A two-stage research design was employed. In the qualitative stage, group discussions with lecturers and interviews with students were conducted to refine the measurement scales and ensure contextual appropriateness. In the quantitative stage, survey data were collected from 335 third- and fourth-year university students in Ho Chi Minh City, Vietnam, who had recently completed at least one online or blended course. The proposed model was tested using partial least squares structural equation modeling (PLS-SEM). The results indicate that DLQ, AT, and PCBL are positively associated with ASE and OSRL. AT is the strongest predictor of both ASE and OSRL, whereas compared with DLQ, PCBL is more strongly directly associated with SPE. In addition, both the ASE and OSRL positively predict the SPE, with the effect of the ASE being greater. The model explains a substantial proportion of the variance in SPE, highlighting the importance of psycho-behavioral learning resources in the translation of digital learning experiences into perceived career readiness. This study contributes to the literature by linking digital learning environment factors with employability perceptions through internal learning resources, while also offering practical implications for improving online and blended course design in higher education.
Thanh Long Vu, Phuc Khanh Nguyen, Lai Anh Tuan Doan et al.· Multidisciplinary Science Jo...· 0 citations
Student motivation remains a persistent challenge in science education, particularly within Nigerian teacher education institutions, where passive instructional approaches continue to limit meaningful academic engagement. This study investigated the effect of a Self-Regulated Learning (SRL) intervention on motivation toward learning science subjects among NCE students in Katsina State, Nigeria. The study was guided by two objectives, two research questions, and two null hypotheses. A quasi-experimental design with a non-equivalent pretest-posttest control group structure was adopted, involving a purposively selected sample of 125 NCE science students drawn from two Colleges of Education in Katsina State. Data were collected using the Academic Motivation Scale (AMS), a 20-item instrument adapted from Vallerand et al. (1992) and grounded in Self-Determination Theory, with a reliability coefficient of r = 0.824. Research questions were analysed using mean, standard deviation, and mean difference, while hypotheses were tested using an independent samples t-test at the 0.05 significance level. Results revealed that the SRL intervention produced a statistically significant positive effect on students' motivation toward science learning, with the SRL group (M = 63.51) substantially outscoring the conventional group (M = 36.20), t(123) = 18.30, p < .05. No significant gender difference in motivation was observed within the SRL group, t(59) = 1.652, p = .104. It is recommended that SRL-based strategies be systematically integrated into NCE science curricula and that gender-responsive SRL frameworks be developed to sustain motivational gains across diverse sociocultural contexts.
