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As artificial intelligence (AI) technology rapidly develops and is deployed, students increasingly need to understand and learn AI-related skills for future employment. This study investigates how students' AI learning anxiety and AI job replacement anxiety affect intrinsic/extrinsic learning motivations and subsequent AI learning intention. The moderating effect of learning self-efficacy is also examined. An online survey instrument collected data from a sample of students in Taiwan, and partial least-squares structural equation modeling (PLS-SEM) technique was employed to test the proposed model. The results indicate AI learning anxiety negatively affects learning motivations, but AI job replacement anxiety has a positive impact on extrinsic motivation. Learning self-efficacy and intrinsic/extrinsic motivations positively affect learning intention. Learning self-efficacy positively moderates the influence of intrinsic learning motivation on student AI learning intention but negatively moderates the influence of extrinsic learning motivation on student AI learning intention. The findings highlight the importance of AI anxiety and can be used to guide course design in an AI learning setting. [ABSTRACT FROM AUTHOR]

Abstract The social media platform and the information dissemination revolution have changed the thinking, needs, and methods of students, bringing development opportunities and challenges to higher education. This paper introduces social media into the classroom and uses quantitative analysis to investigate the relation between design college students’ learning self-efficacy and social media for design students, aiming to determine the effectiveness of social media platforms on self-efficacy. This study is conducted on university students in design media courses and is quasi-experimental, using a randomized pre-test and post-test control group design. The study participants are 73 second-year design undergraduates. Independent samples t-tests showed that the network interaction factors of social media had a significant impact on college students learning self-efficacy. The use of social media has a significant positive predictive effect on all dimensions of learning self-efficacy. Our analysis suggests that using the advantages and value of online social platforms, weakening the disadvantages of the network, scientifically using online learning resources, and combining traditional classrooms with the Internet can improve students' learning self-efficacy.

The social media platform and the information dissemination revolution have changed the thinking, needs, and methods of students, bringing development opportunities and challenges to higher education. This paper introduces social media into the classroom and uses quantitative analysis to investigate the relation between design college students’ learning self-efficacy and social media for design students, aiming to determine the effectiveness of social media platforms on self-efficacy. This study is conducted on university students in design media courses and is quasi-experimental, using a randomized pre-test and post-test control group design. The study participants are 73 second-year design undergraduates. Independent samples t-tests showed that the network interaction factors of social media had a significant impact on college students learning self-efficacy. The use of social media has a significant positive predictive effect on all dimensions of learning self-efficacy. Our analysis suggests that using the advantages and value of online social platforms, weakening the disadvantages of the network, scientifically using online learning resources, and combining traditional classrooms with the Internet can improve students' learning self-efficacy. [ABSTRACT FROM AUTHOR]

Abstract Background The study explores language acquisition in Chinese English as a Foreign Language (EFL) education, where English proficiency is crucial for global opportunities. As China gains prominence, the demand for English skills rises beyond communication to include academic and business success. The Chinese education system emphasizes proficient English writing for further education and professional achievement. This research investigates the complex linguistic context for EFL learners in China, analyzing the intersection of psychological factors, cultural nuances, varied pedagogy, and individual experiences. Methods Structural Equation Modeling (SEM) is utilized for analysis, enabling the creation of a metric set to explore intangibles such as perfectionism, learning self-efficacy, motivation, study habits, cultural influences, and introspection. The research utilizes a diverse sample from multiple universities across different regions of China, incorporating demographic factors to encompass the varied characteristics within the EFL learner community. Results Results reveal that perfectionism (β = 0.30, p

Although adolescence is characterized by increasing individuation, parental support represents an important resource especially in early adolescence. This multi-informant study examined the role of parental self-efficacy in providing emotional and instrumental support when early adolescents partially learned from home during the COVID-19 pandemic. Based on a resources model of coping, we examined effects of parental self-efficacy on early adolescents' reports of self-regulated learning (SRL), learning self-efficacy, and positive emotions, mediated via early adolescents' problem-focused and emotion-focused coping. Assumptions were tested among 263 Austrian parent-child dyads. While the mediation assumption was rejected, we identified positive associations between emotional support and SRL, and between problem-focused coping and SRL, learning self-efficacy, and positive emotions. Instrumental support negatively related to SRL, suggesting benefits of emotional over instrumental support. [ABSTRACT FROM AUTHOR]

This study explores the application of information fusion technology in teaching art and design majors in colleges and universities, aiming to improve the teaching effect and students’ practical ability. The study adopts the flipped classroom teaching model and combines the multiple linear regression method to analyze the effectiveness of the teaching model. The model includes three stages: teaching preparation, teaching process and teaching reflection. The practice teaching system includes online and offline integration of on-campus practice, humanistic literacy practice, on-site participation practice and other multivariate systems. The study results showed that the students who adopted this teaching model scored 4.237, 4.388, and 4.186 (out of 5) in learning self-efficacy, learning adaptability, and learning engagement, respectively, indicating that the students were in the middle to upper level in these areas. The results of regression analysis showed that learning self-efficacy and learning adaptability had a significant positive effect on learning engagement. The conclusion indicates that the application of information fusion technology can significantly improve the learning self-efficacy, learning adaptability and learning engagement of art and design majors, thus improving the quality of teaching and students’ practical ability. This provides new perspectives and methods for teaching art design majors in colleges and universities.

This study aimed to investigate the influence of higher education students' motivation, learning self-efficacy, and self-monitoring on learning engagement in online learning environments. Inviting participants from Taiwan's higher education institutions, a total of 354 students (144 male and 210 female) from different years and fields completed an online survey. After conducting SEM analysis, results of the study showed that motivation had a positive relationship with learning self-efficacy, self-monitoring, and learning engagement. The study showed that motivation had a direct influence on learning engagement and an indirect influence through learning self-efficacy and self-monitoring. However, the direct influence of motivation on learning engagement was not strong. Learning self-efficacy also had a direct effect on self-monitoring and learning engagement. In this study, the findings showed that learning self-efficacy and self-monitoring partially mediated the influence of motivation on learning engagement in online learning environments. Finally, we constructed a model comprising four variables (motivation, self-efficacy, self-monitoring, and learning engagement), and found that it explained 76-78% of the variance in learning engagement. [ABSTRACT FROM AUTHOR]

近年來，科技快速發展促成學習模式多元化以及行動學習之發展。根據國內外期刊文獻之分析，應用行動學習之研究甚少聚焦於技職教育，故本研究以技術型高中設計相關類科學生為對象，旨在探討學生對於「印刷設計課程」行動學習app輔助學習之接受程度，並檢視其與學生之自我調整學習和學習自我效能兩者間的相關性。本研究採PLS-SEM進行資料分析與模型驗證，結果發現：一、「印刷設計課程」行動學習app之知覺有用性和使用態度，皆與學生之使用意願呈顯著正相關，顯示學生對於行動學習app具有一定之接受度；二、行動學習app之知覺有用性和使用態度與學生的自我調整學習具顯著正相關，顯示學生對於行動學習app之知覺有用性和使用態度具有相當程度之關係。行動學習app之知覺易用性與學生的自我調整學習具負相關，顯示學生對於行動學習app之知覺易用性程度提高，自我調整學習程度可能降低，而行動學習app之使用意願與學生的自我調整學習則不具正相關，顯示學生對於行動學習app之使用意願與其自我調整學習未必有相關程度之影響；三、行動學習app使用意願對於學生的學習自我效能具顯著正相關，顯示行動學習app使用意願對於學生的學習自我效能具一定程度之影響。 Purpose This study investigated (1) the perceptions and attitudes of students toward a mobile learning app for a printing design course based on the technology acceptance model, (2) how the mobile learning app influences learning self-efficacy, and (3) whether self-regulated learning (SRL) affects intention to use the mobile learning app. Hypothesis According to the technology acceptance model, behavioral intention drives individuals to adopt technology. Behavioral intention is influenced by the attitude toward using technology. The perception of the usefulness and ease-of-use of new technology also influences an individual’s decision on how and when to use the technology. SRL is the capacity to understand and manage one’s own learning environment. Individuals with greater SRL may be more inclined to use mobile learning apps to enhance their learning experience and increase their self-learning efficacy. Therefore, this study integrated SRL as one of the factors that could influence behavioral intention to use the new mobile learning app. This study proposed five hypotheses to examine how various factors influence the willingness to use the mobile learning app and how the factors affect learning self-efficacy. The five hypotheses are as follows: H1: SRL positively influences intention to use the learning app among students. H2: Perceived ease-of-use positively influences SRL among students. H3: Perceived usefulness positively influences SRL among students. H4: Attitude toward using positively influences SRL among students. H5: Behavioral intention positively influences learning self-efficacy among students. Design/Method/Approach This study recruited 34 secondary-year students from a vocational high school in Taipei who were enrolled in an 18-week “practicum of printing design” course. The primary learning objective of the course was to learn how to make a photographic album by hand. The course has two main sections and was held for two hours every week. To assess the effect of app-aided learning, the researchers chose the first segment, which comprised essential knowledge of designing, printing, and binding. The research team first gained permission from the teacher of the course to integrate app learning into his lecturing lessons. In the first week, one member of the research team obtained consent from students, introduced the app, and assisted students download it. Over the next 2-9 weeks, the students used the app in class while the researcher conducted classroom observations. At the beginning of each class, the teacher explained the learning goals for each day, asked students to use the app for 10-15 min, and then held a question-and-answer session to facilitate comprehensive understanding of the learning contents. The teacher encouraged students to watch videos on the app that were related to the course content. In week 10, the researcher used a self-developed questionnaire to conduct a survey. The questionnaire had six sections: learning self-efficacy, SRL, perceived usefulness, perceived ease-of-use, attitude toward learning, and behavioral intention. Factor analysis was performed to examine validity, and items with a factor loading of .5. The variance inflation factor was < .5 for all constructs. The questionnaire has favorable reliability and validity. The R 2 value was used to examine the explanatory power of the model, and the Q 2 value was used to validate the precision of model. The R 2 values were 75% for behavior intention and 53% for SRL. The Q 2 values for behavioral intention and SRL were > .50. These results indicate that both perceived usefulness and attitude toward using could explain 75% of the variance in behavioral intention and 53% of the variance in SRL. Perceived usefulness and attitude toward using also had a significant ability to predict behavioral intention and SRL (both Q 2 values > .50). R 2 and Q 2 values for perceived usefulness were 41% and .29, indicating that perceived ease-of-use could explain 41% of the variance in perceived usefulness. Attitude toward using had a lower Q 2 value (.18), indicating that attitude toward using the mobile learning app has a weak effect on behavioral intention. Path coefficients are the essential measures for assessing the structural model. H3 (β = .63, p < .05), H4 (β = .38, p < .05), and H5 (β = .60, p < .05) were supported. H1 (β = −.004, p < .05) and H2 (β = −.23, p < .05) were not supported. These findings indicate that perceived usefulness and attitude toward using positively influenced SRL, whereas perceived ease-of-use did not affect SRL. Perceived usefulness also positively influenced behavioral intention. Conclusions and Suggestions (1) This study integrated SRL with the technology acceptance model and found that perceived usefulness and attitude toward using were the main factors affecting SRL. Research has demonstrated that students with greater SRL are more likely to proactively facilitate their own learning (behavioral intention); however, the results of our study do not support this finding. Although mobile phones are commonly used, the students in this study seem to not treat mobile phones as a learning tool. Students use mobile phones for social connections and entertainment rather than for learning. Consequently, their perception of the usefulness of the mobile learning app for learning and their intention to use it were low. Teachers must first explain the function of the mobile learning app and highlight its benefits to encourage students to use it. In addition, perceived ease-of-use did not significantly affect the adoption of the mobile learning app among students. Given that mobile phones are common, their ease-of-use and that of mobile phone apps are not usually an issue. Among students, the perceived usefulness of a mobile phone app has a greater influence on behavioral intention than perceived ease-of-use. (2) Perceived of ease-of-use positively influenced perceived usefulness. Perceived usefulness positively influenced behavioral intention, and behavioral intention positively influenced learning self-efficacy. Although not all these paths were included in the hypothesis test, they showed interesting results. Perceived usefulness had a greater effect on behavioral intention than the other factors did. Behavioral intention was positively correlated with perceived usefulness and learning self-efficacy. (3) Attitude toward using positively influenced behavioral intention and SRL, which is consistent with the findings of previous studies. However, perceived usefulness and perceived ease-of-use do not influence attitude toward using. These three factors are independent. (4) The findings of this study contribute to the field of mobile educational technology and app design. This study demonstrated that the perceived usefulness of an app is a crucial factor that should be considered during app design. Future studies should explore the factors that influence perceived usefulness among students. This study had a small sample size from a single class, limiting its generalizability. Additional research in different learning environments is warranted to gain further insights into how mobile learning apps can be improved.

The application of information technology provides technical support for achieving the requirements of reducing burden and improving quality in the Chinese "Double Reduction" Policy. Based on the analysis of the mechanism and path of "Smart Homework" (an educational tool that applies artificial intelligence technology) to reduce the burden and improve the quality of Chinese Jiangxi Province by using the literature, this paper investigates 78 counties and cities of this province and finds that this tool can reduce the burden of primary and secondary school students' homework, improve the completion of homework, reduce the willingness to participate in after-school tutoring, and improve the self-efficacy and learning investment, so as to achieve the goal of the Chinese "Double Reduction" Policy, but at the same time, the lack of convenience in using intelligent products has caused psychological anxiety for a small number of students. The psychological mechanism of reducing burden and improving quality is in line with the principle revealed by the Yerkes–Dodson law; that is, as learning anxiety decreases, the impact of psychological stress on learning efficiency increases. The appropriate psychological stress enhanced the impact of psychological pressure on learning efficacy and engagement, and improved learning efficiency. The article believes that, first, based on the principle of a three-layer structure of homework burden, the use of "Smart Homework" achieves the reduction of homework burden from three aspects: surface layer, inner layer, and core layer. Second, "Smart Homework" reduces the willingness to participate in extracurricular tutoring and, to some extent, reduces the burden of extracurricular tutoring. Third, "Smart Homework" can help students better complete homework and improve learning efficiency. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to explore college students' learning and academic self-efficacy in self-regulated learning and the effectiveness of learner-centered education by integrating the bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary (BOPPPS) model and interactive response system (IRS) tool. Accordingly, learning self-efficacy includes five dimensions, namely, conceptual understanding, everyday application, practical work, higher-order cognitive skills, and science communication. Meanwhile, self-regulated learning represents six dimensions, namely, goal setting, environment structuring, task strategies, time management, help seeking, and self-evaluation. Questionnaire responses were collected from hospitality students in the university for the subject of hospitality cost control. Results showed that learners' learning self-efficacy was positively associated with academic self-efficacy, while self-regulated learning mediated the relations between learners' learning and academic self-efficacy. Moreover, results indicated that students who participate in class demonstrate substantially high learning and academic self-efficacy for integrating the BOPPPS model and IRS methods in their classroom, particularly in the post-test rather than in the pre-test. Lastly, results provide empirical evidence for learning and academic achievement of self-efficacy, self-regulated learning, and effective teaching design in the tourism and hospitality setting context. [ABSTRACT FROM AUTHOR]

Introduction: In 2020, COVID-19 forced higher education institutions in many countries to turn to online distance learning. The trend of using online education has accelerated across the world. However, this change in the teaching mode has led to the decline of students' online learning quality and resulted in students being unable to do deep learning. Therefore, the current research, aimed at promoting deep learning in the online environment, constructed a theoretical model with learning self-efficacy and positive academic emotions as mediators, deep learning as the dependent variable, perceived TPACK support, peer support, technical usefulness, and ease of use as independent variables. Methods: The theoretical model was verified by SPSS26.0 and smartPLS3.0, and to assess the measurement and structural models, the PLS approach to structural equation modeling (SEM) was performed. Results: The study found that (a) positive academic emotions play amediating role between perceived TPACK support and deep learning, perceived peer support and deep learning, and perceived technology usefulness and ease of use and deep learning; (b) learning self-efficacy plays a mediating role between perceived TPACK support and deep learning, perceived peer support and deep learning, and perceived technology usefulness and ease of use and deep learning. Discussion: The findings of this study fill the gaps in the research on the theoretical models of deep learning in the online environment and provide a theoretical basis for online teaching, learning quality, and practical improvement strategies. [ABSTRACT FROM AUTHOR]

This study analyzes factors that influence the continuance intention of mobile learning (m-learning) for its users. We collected 222 responses from an online survey in South Korea. We conducted an empirical analysis by integrating the technology acceptance model and psychological factors related to learning. Subsequently, we verified the hypotheses drawn in this study using confirmatory factor analysis and structural equation modelling. The results show that perceived enjoyment, connectedness, and security, respectively, had a positive effect on the perceived ease of use and perceived usefulness of learning for users. Additionally, the results showed that perceived usefulness could be improved by increasing the perceived ease of use, which had a positive influence on learning satisfaction, learning self-efficacy, and continuance intention of m-learning, which were crucial to users' learning outcomes. Particularly, learning self-efficacy, which was positively influenced by learners' learning satisfaction, was also expected to boost the use of m-learning by influencing the continuance intention of m-learning. This study provided critical clues for expanding related research, and hence, this study has important implications for academic and practical purposes. [ABSTRACT FROM AUTHOR]

Flipped teaching is one of the most popular innovative teaching methods which has attracted a lot of attention and lead to amount of discussion in recent years. Many educators have generally encountered same doubt when implementing flipped education: Is this kind of teaching mode only applicable to students with high learning achievements? In addition, collaborative learning is often applied in flip teaching and it is also an issue worth to explore. In this study, both quantitative and qualitative studies were conducted to examine the potential factors in affecting the learners’ satisfaction in flipped education. The survey results from 171 participants showed that collaborative learning and need for cognition are significant predictors of learning satisfaction. In addition, a deeper look at the collaborative learning process was further examined by conducting deep interview. A total of 12 students from 6 different flipped-teaching courses participated the interview. The findings suggested that arranging some activities to encourage students to know each other before class that helps students find corresponding group and facilitates their expertise for collaborative learning. The mechanism significantly influenced team members’ engagement, discussion atmosphere, and efficiency. In addition, when learning tasks diversity, it will also enhance students’ innovative ability, empathy, and even promote mutual learning.

Flipped teaching is one of the most popular innovative teaching methods which has attracted a lot of attention and lead to amount of discussion in recent years. Many educators have generally encountered same doubt when implementing flipped education: Is this kind of teaching mode only applicable to students with high learning achievements? In addition, collaborative learning is often applied in flip teaching and it is also an issue worth to explore. In this study, both quantitative and qualitative studies were conducted to examine the potential factors in affecting the learners' satisfaction in flipped education. The survey results from 171 participants showed that collaborative learning and need for cognition are significant predictors of learning satisfaction. In addition, a deeper look at the collaborative learning process was further examined by conducting deep interview. A total of 12 students from 6 different flipped-teaching courses participated the interview. The findings suggested that arranging some activities to encourage students to know each other before class that helps students find corresponding group and facilitates their expertise for collaborative learning. The mechanism significantly influenced team members' engagement, discussion atmosphere, and efficiency. In addition, when learning tasks diversity, it will also enhance students' innovative ability, empathy, and even promote mutual learning. [ABSTRACT FROM AUTHOR]

• The (Analysis, Design, Development, Implementation, and Evaluation) ADDIE model was used to develop a computer simulation-based education program • The purpose of the program was to improve nursing students' communication skills • Students completed the program without difficulties and were satisfied with it • Participants showed improvement in communication knowledge and self-efficacy A computer simulation-based communication education program with interactive and individualized learning features for nursing students is greatly needed. The specific objectives of this study were to develop a computer simulation-based, interactive, communication education (ComEd) program, and to assess the feasibility, acceptability, and effectiveness of the program regarding nursing students' communication knowledge, learning self-efficacy, communication efficacy, and learning satisfaction. This study used the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) for the systematic development of the program. A one-group pretest-posttest quasi-experimental design was conducted with 30 nursing students to assess its feasibility, acceptance, and effectiveness. All participants completed the program without difficulties and expressed satisfaction with this new method of communication education. Additionally, the program improved participants' communication knowledge, learning self-efficacy, and communication efficacy. Repetitive learning through the ComEd program was shown to improve nursing students' therapeutic communication skills. [ABSTRACT FROM AUTHOR]

The study determined the impacts of engagement in mind mentoring activities on the learning self-efficacy and academic performance of sixteen learning pairs in a major subject of BSED English. Descriptive-correlational method was used. Mean, standard deviation and t-test set at 0.05 significance level were employed. Results revealed that there was a significant increase in the level of learning self- efficacy and academic performance of the respondents when taken as a whole and when classified as to tutors and tutees after engagement in the mind mentoring activities. Also, a significant difference existed between the level of self-efficacy and academic performance before and after the mind mentoring activities. [ABSTRACT FROM AUTHOR]

Nursing learning self-efficacy (NLSE) is essential in nursing students' learning, and since it is a task-dependent construct, accurate measurements require a multidimensional instrument. This research aimed to develop and validate a multidimensional NLSE instrument to measure Taiwanese nursing students' views of nursing learning self-efficacy. The cross-sectional study design was used for this investigation. The study included 1143 nursing students from a nursing junior college. To assess the validity and reliability of the instrument's factors, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized. Conceptual understanding, higher-order cognitive skills, practical work, everyday application, and nursing communication were identified as five factors. A comparison of five proposed models was also conducted. The study found that the correlated and one-factor second-order models were acceptable and provided a simple structure for evaluating nursing students' perceptions of NLSE. Furthermore, a specific model with two second-order scales (Cognition and Application) and one first-order scale (nursing communication) was identified, highlighting the crucial role of nursing communication in nursing students' self-efficacy. Evaluating nursing students' learning self-efficacy using a valid and reliable instrument is crucial for understanding their learning confidence. The creation of such a scale constitutes the primary contribution of this study. • NLSE : conceptual understanding, higher-order cognitive skills, practical work, everyday application, nursing communication. • Structural validation for the developed model of nursing learning self-efficacy was performed. • Communication is recognized as an important factor in nursing students' learning confidence. [ABSTRACT FROM AUTHOR]

本研究乃發展一套適用於中文母語者的自然發音泰文學習拼字系統，並應用認知─情意學習理論，檢測此教學系統當中，學習者的泰語學習自我效能、學習興趣、學習焦慮及學習成就之間的關係。經立意取樣方式，於臺灣北部地區三所大學進行九週的教學實驗，每週課程時間為 2 小時，共 183 位有效參與者，學習者需協助完成學習情意表現因素之相關問卷，所得資料經由 SPSS 23 進行信度與效度檢驗，再透過 AMOS 20 進行結構方程模型驗證。研究結果顯示：一、泰語學習自我效能與學習興趣呈現正相關；二、泰語學習自我效能與學習焦慮呈現負相關；三、泰語學習興趣與學習成就呈現正相關；四、泰語學習焦慮與泰語學習成就呈現負相關。此外，與其他泰文拼字系統相較，本研究開發的系統將可進一步應用於其他泰文教學環境。 This study developed a Thai spelling system to facilitate natural pronunciation among native Chinese speakers. It applied the cognitive-affective theory of media learning to explore the effect of this system on learning outcomes. Specifically, with regard to the Thai language, we examined correlations between self-efficacy, learning interest, learning anxiety, and learning achievement. A weekly two-hour teaching course was conducted over nine weeks at three universities in northern Taiwan. Data were gathered using a questionnaire, and they were tested for reliability and validity using SPSS, version 23, after which they results were verified through structural equation modeling using AMOS 20. One hundred eighty-three valid questionnaire responses were collected from participants. Results indicated that (1) Thai learning self-efficacy is positively related to Thai language learning interest, (2) Thai language learning self-efficacy is negatively related to Thai language learning anxiety, (3) Thai language learning interest is positively related to Thai language learning achievement, and (4) Thai language learning anxiety is negatively related to Thai language learning achievement. Compared with other Thai spelling systems, the system developed in this study is more effective and should be used for native Chinese learners of Thai.

Copyright of Journal of Educational Research & Development / Jiao Yu Yan Jiu Yu Fa Zhan Gi Kan is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Entrepreneurial intention (EI) has been widely cited as one of the foremost predecessors of entrepreneurship which fosters business opportunities to minimize the dependence on employment. Since it is worth noticing how one's EI is formed; therefore, the prime purpose of this paper is to estimate the underlying concepts of proactive personality (PP) in establishing potential entrepreneurs' EI through the mediating role of both specific self-efficacy and broader self-efficacy. This research investigates the parallel mediation and the role of mediators in the form of a series between PP and EI via broader self-efficacy and specific self-efficacy. The extant research employed a quantitative methodology by using a self-administered questionnaire technique. Data were collected using the cluster sampling technique from a sample size of 700 respondents in the higher education sector. To test the measurement and structural modeling, the PLS-SEM technique was deployed using Smart PLS 2.0 M3 software. Regarding the direct relationships, findings infer that PP is positively associated with three broader forms of self-efficacy, which determine specific self-efficacy. Findings indicated that broader forms of self-efficacy and specific self-efficacy play the role of the serial mediators in the relationship between proactive personality and entrepreneurial intentions. The research carries important implications for the university policymakers in Pakistan to develop their self-reliant "business incubation centers", initiate experiential learning-based projects, improvise competency-based curriculum, design innovative projection techniques, and follow open innovation dynamics to establish an entrepreneurial culture. [ABSTRACT FROM AUTHOR]

The present study was an attempt to help us reveal the characteristics and complexity of today's first-time online students in a higher education setting. Data were collected from undergraduate and graduate students enrolled in fully online courses for the first time during spring semester in the 2016–2017 academic year at a Southern university in the United States. Primarily, path analysis was conducted to investigate the impacts of flexible thinking, mindsets, and self-efficacy on the 254 first-time online students' online learning engagement. The results of the path analysis supported six out of the eight hypotheses and all standardized path coefficients have values between 0.14 and 0.31. In conclusion, growth mindset and learning self-efficacy appear to be important variables for first-time online students and have a positive relation to online engagement. The practical implications and future research are discussed. [ABSTRACT FROM AUTHOR]

The study was conducted to investigate factors influencing satisfaction in major on nursing students. A convenience sample 159 nursing student was selected from G do and C do, between 17 June and 24 June 2019. Data were analyzed t-test, one-way ANOVA, Pearson’s correlation, and multiple regression analysis. Factors that influenced satisfaction in major included gender, age, religion, perceived academic achievement, acquisition of fundamental nursing skills(FNS), perceived health state. Satisfaction in major showed a positive correlation with learning self-efficacy(LSE), confidence in performance of FNS and satisfaction with practicum. These variables revealed regression analysis that significant factor and explained 63.0% of the variance. It is necessary to develop and test programs to ensure an improvement in LSE, confidence in performance of FNS and satisfaction with practicum among nursing students to increase their satisfaction in major. [ABSTRACT FROM AUTHOR]

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Entrepreneurial intention (EI) has been widely cited as one of the foremost predecessors of entrepreneurship which fosters business opportunities to minimize the dependence on employment. Since it is worth noticing how one’s EI is formed; therefore, the prime purpose of this paper is to estimate the underlying concepts of proactive personality (PP) in establishing potential entrepreneurs’ EI through the mediating role of both specific self-efficacy and broader self-efficacy. This research investigates the parallel mediation and the role of mediators in the form of a series between PP and EI via broader self-efficacy and specific self-efficacy. The extant research employed a quantitative methodology by using a self-administered questionnaire technique. Data were collected using the cluster sampling technique from a sample size of 700 respondents in the higher education sector. To test the measurement and structural modeling, the PLS-SEM technique was deployed using Smart PLS 2.0 M3 software. Regarding the direct relationships, findings infer that PP is positively associated with three broader forms of self-efficacy, which determine specific self-efficacy. Findings indicated that broader forms of self-efficacy and specific self-efficacy play the role of the serial mediators in the relationship between proactive personality and entrepreneurial intentions. The research carries important implications for the university policymakers in Pakistan to develop their self-reliant “business incubation centers”, initiate experiential learning-based projects, improvise competency-based curriculum, design innovative projection techniques, and follow open innovation dynamics to establish an entrepreneurial culture.

Using an expanded view of entrepreneurial feasibility, we hypothesize a model in which entrepreneurial intentions are fostered by proactive personality and trait competitiveness. In doing so, our study expands the concept of entrepreneurial feasibility to include anticipatory thinking and a generative view of entrepreneurial self-efficacy by considering broader forms of self-efficacy that proactive and competitive people are likely to develop – creative self-efficacy and learning self-efficacy. Results indicate multiple self-efficacy beliefs account for anticipatory entrepreneurial cognitions and that the relationship between entrepreneurial self-efficacy and entrepreneurial intentions is fully mediated by these cognitions. The practical implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Objectives Student nurses are provided with a great deal of knowledge within university, but they can find it difficult to relate theory to nursing practice. This study aimed to test the appropriateness and feasibility of assessing Novak's concept mapping as an educational strategy to strengthen the theory-practice link, encourage meaningful learning and enhance learning self-efficacy in nursing students. Design This pilot study utilised a mixed-methods quasi-experimental design. Setting The study was conducted in a University school of Nursing in Hong Kong. Participants A total of 40 third-year pre-registration Asian mental health nursing students completed the study; 12 in the concept mapping (CM) group and 28 in the usual teaching methods (UTM) group. Methods The impact of concept mapping was evaluated thorough analysis of quantitative changes in students' learning self-efficacy, analysis of the structure and contents of the concept maps (CM group), a quantitative measure of students' opinions about their reflective learning activities and content analysis of qualitative data from reflective written accounts (CM group). Results There were no significant differences in self-reported learning self-efficacy between the two groups (p = 0.38). The concept mapping helped students identify their current level of understanding, but the increased awareness may cause an initial drop in learning self-efficacy. The results highlight that most CM students were able to demonstrate meaningful learning and perceived that concept mapping was a useful reflective learning strategy to help them to link theory and practice. Conclusions The results provide preliminary evidence that the concept mapping approach can be useful to help mental health nursing students visualise their learning progress and encourage the integration of theoretical knowledge with clinical knowledge. Combining concept mapping data with quantitative measures and qualitative reflective journal data appears to be a useful way of assessing and understanding the effectiveness of concept mapping. Future studies should utilise a larger sample size and consider using the approach as a targeted intervention immediately before and during clinical learning placements. [ABSTRACT FROM AUTHOR]

Computer adaptive testing (CAT) is a kind of tailored testing, in that it is a form of computer-based testing that is adaptive to each test-taker’s ability level. In this review, the impacts of CAT are discussed from different perspectives in order to illustrate crucial points to keep in mind during the development and implementation of CAT. Test developers and psychometricians often emphasize the efficiency and accuracy of CAT in comparison to traditional linear tests. However, many test-takers report feeling discouraged after taking CATs, and this feeling can reduce learning self-efficacy and motivation. A trade-off must be made between the psychological experiences of test-takers and measurement efficiency. From the perspective of educators and subject matter experts, nonstatistical specifications, such as content coverage, content balance, and form length are major concerns. Thus, accreditation bodies may be faced with a discrepancy between the perspectives of psychometricians and those of subject matter experts. In order to improve test-takers’ impressions of CAT, the author proposes increasing the target probability of answering correctly in the item selection algorithm even if doing so consequently decreases measurement efficiency. Two different methods, CAT with a shadow test approach and computerized multistage testing, have been developed in order to ensure the satisfaction of subject matter experts. In the shadow test approach, a full-length test is assembled that meets the constraints and provides maximum information at the current ability estimate, while computerized multistage testing gives subject matter experts an opportunity to review all test forms prior to administration.

This study conducted non-equality control post-design similar experimental study in order to investigate the effect of self-directed practice through self-reflection by using videos on the basic nursing performance ability, confidence in performance, learning self-efficacy, and practice satisfaction. The experimental group was 57 students and the control group was 56 students in the Department of Nursing in G region. The data was collected from April 1, 2017 to June 14, 2017. For analyzing data, the SPSS 22.0 program was used and the homogeneity test was analyzed with χ2 test, t-test, and Fisher's exact test. Also, independent-test was used. According to the result, all of the experimental groups including the basic nursing performance ability, confidence in performance, learning self-efficacy(t=15.304, p<.001), and practice satisfaction(t=15.304, p〈.001) were improved and showed significant differences compared to the control group. As a result, it is predicted that the practice method has a positive effect on participating in self-study and it contributes to active participation by increasing learning motivation of learners. Thus, it is suggested to be applied to various practical training to improve basic nursing skills. [ABSTRACT FROM AUTHOR]

This study has two central purposes: First, it examines not only the roles of gender and persistence in undergraduate computing majors’ learning self-efficacy, computer self-efficacy, and programming self-efficacy but also Bandura’s hypothesized sources of self-efficacy; second, it examines the influence of sources of efficacy on the three aforementioned self-efficacy beliefs as a whole and as functions of gender and persistence levels. The results indicate that persistence levels had a significant effect on all the self-efficacy beliefs and sources of efficacy except computer self-efficacy and physiological state. However, these students’ self-efficacy beliefs and sources of efficacy did not vary by gender. Moreover, the sources of efficacy differently influenced the three self-efficacy beliefs not only as a whole but also as functions of gender and persistence levels. [ABSTRACT FROM AUTHOR]

Highlights: [•] The results significantly predict the life stresses that influenced university students’ mobile phone addiction. [•] Social self-efficacy can be considered a cognitive mechanism. [•] Social self-efficacy that mediates the relationships between academic stress and mobile phone addiction. [•] Social self-efficacy mediates the relationships between interpersonal relationship stress and mobile phone addiction. [Copyright &y& Elsevier]

Introduction: In 2020, COVID-19 forced higher education institutions in many countries to turn to online distance learning. The trend of using online education has accelerated across the world. However, this change in the teaching mode has led to the decline of students' online learning quality and resulted in students being unable to do deep learning. Therefore, the current research, aimed at promoting deep learning in the online environment, constructed a theoretical model with learning self-efficacy and positive academic emotions as mediators, deep learning as the dependent variable, perceived TPACK support, peer support, technical usefulness, and ease of use as independent variables., Methods: The theoretical model was verified by SPSS26.0 and smartPLS3.0, and to assess the measurement and structural models, the PLS approach to structural equation modeling (SEM) was performed., Results: The study found that (a) positive academic emotions play a mediating role between perceived TPACK support and deep learning, perceived peer support and deep learning, and perceived technology usefulness and ease of use and deep learning; (b) learning self-efficacy plays a mediating role between perceived TPACK support and deep learning, perceived peer support and deep learning, and perceived technology usefulness and ease of use and deep learning., Discussion: The findings of this study fill the gaps in the research on the theoretical models of deep learning in the online environment and provide a theoretical basis for online teaching, learning quality, and practical improvement strategies., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Zhao and Liu.)

Starting from the basic idea that identifying predictive family factors for children's well-being is among the levels of the psychology of sustainable human development, our study aimed to investigate the impact of mothers' achievement goal orientations and parental self-efficacy on their children's academic well-being, considering children's own achievement goals as a mediator variable. The entire sample comprised 350 participants: 175 children (42.86% boys) and their respective mothers. Children were enrolled in the 4th grade (n = 85; Mage = 10.44, SD = 0.49), in the 8th grade (n = 62; Mage = 14.45, SD = 0.53), and in the 12th grade (n = 28; Mage = 18.39, SD = 0.62). The results indicated that mothers' motivational orientations had a strong effect on their children's corresponding motivational orientations. Mothers' achievement goal orientations and parental self-efficacy had significant effects on children's well-being, mediated by children's goal orientations. Children's well-being was positively predicted by mothers' mastery and performance-approach goal orientations, with variations between age groups. The importance of the parental motivational orientations in the development of the children's corresponding orientations and well-being suggests that changing academic adaptation might be possible by operating early interventions at the parents' level. Further research is necessary to explore why performance-approach goals had a positive impact on well-being in this cultural context, as previous studies revealed that this type of goal orientation may be detrimental to well-being. [ABSTRACT FROM AUTHOR]