Academic Self-Efficacy of the Beginning University Teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F18%3A73593714" target="_blank" >RIV/61989592:15410/18:73593714 - isvavai.cz</a>

Výsledek na webu

<a href="https://docs.wixstatic.com/ugd/d546b1_4ba423b615f343bc9e0465f4f4ea8271.pdf" target="_blank" >https://docs.wixstatic.com/ugd/d546b1_4ba423b615f343bc9e0465f4f4ea8271.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Academic Self-Efficacy of the Beginning University Teachers

Popis výsledku v původním jazyce

The article deals with the selected aspects of academic self-concept of the beginning university teachers in the framework of their professional self-concept. Our research sample consists of respondents from the selected Spanish, Czech, and Chinese universities. The main aim is to analyze selected aspects of academic self – concept: motivational beliefs, self-efficacy, metacognitive strategies and meaningfulness of studies. Academic self-concept is the idea of students’ academic abilities and directly influences our learning process, academic achievement, and the expectations we have from our studying. This self-concept further helps to create cognitive and self-regulatory strategies, which are directly reflected in the academic performance. We used the standardized questionnaire DAUS 1 by Hrbáčková (2011) for this purpose. This questionnaire contains 40 items that respondents rate by a seven-point scale, from &quot;1 – I totally disagree&quot; to &quot;7 - I fully agree,&quot; with 4 meaning &quot;difficult to decide&quot;. Within the framework of academic self-concept, the results from this research show that more foreign than Czech doctoral students evaluate their metacognitive strategies higher. The respondents evaluate their self-efficacy rather on average, but all respondents see in their studies a high degree of meaningfulness corresponding to the expectations they have from the profession of university teachers.

Název v anglickém jazyce

Academic Self-Efficacy of the Beginning University Teachers

Popis výsledku anglicky

The article deals with the selected aspects of academic self-concept of the beginning university teachers in the framework of their professional self-concept. Our research sample consists of respondents from the selected Spanish, Czech, and Chinese universities. The main aim is to analyze selected aspects of academic self – concept: motivational beliefs, self-efficacy, metacognitive strategies and meaningfulness of studies. Academic self-concept is the idea of students’ academic abilities and directly influences our learning process, academic achievement, and the expectations we have from our studying. This self-concept further helps to create cognitive and self-regulatory strategies, which are directly reflected in the academic performance. We used the standardized questionnaire DAUS 1 by Hrbáčková (2011) for this purpose. This questionnaire contains 40 items that respondents rate by a seven-point scale, from &quot;1 – I totally disagree&quot; to &quot;7 - I fully agree,&quot; with 4 meaning &quot;difficult to decide&quot;. Within the framework of academic self-concept, the results from this research show that more foreign than Czech doctoral students evaluate their metacognitive strategies higher. The respondents evaluate their self-efficacy rather on average, but all respondents see in their studies a high degree of meaningfulness corresponding to the expectations they have from the profession of university teachers.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

ICLEL 18 Conference Proceeding Book

ISBN

978-605-66495-3-0

ISSN

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e-ISSN

neuvedeno

Počet stran výsledku

4

Strana od-do

676-679

Název nakladatele

Sakaraya University

Místo vydání

Sakaraya

Místo konání akce

Wroclaw

Datum konání akce

3. 7. 2018

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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