Article
Psychology, Multidisciplinary
Marisa Salanova, Alma M. Rodriguez-Sanchez, Karina Nielsen
Summary: Using Social Cognitive Theory as the theoretical framework, this study examines how beliefs about group efficacy among team members and transformational leadership can predict individual members' self-efficacy over time. The findings suggest that group efficacy beliefs and group-level transformational leadership are significant cross-level predictors of individual self-efficacy development over time.
CURRENT PSYCHOLOGY
(2022)
Article
Psychology, Multidisciplinary
Fang Guangbao, Teo Timothy
Summary: The study found that constructivist beliefs and classroom climate have a positive impact on the self-efficacy of Australian secondary mathematics teachers, while there is no significant correlation between the two.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Psychology, Multidisciplinary
Senol Orakci, Derya Yuregilli Goksu, Savas Karagoz
Summary: The aim of this study was to investigate teachers' views on their self-efficacy and how they improve their self-efficacy beliefs during teaching practice. A mixed methods research design was used, with the Teacher's Self-Efficacy Scale, Personal Information Form, and Semi-structured Interview Form as data collection instruments. Quantitative data were collected from 379 teachers in public schools in the 2021-2022 academic year, while qualitative data were obtained from the top 10 participants with the highest level of self-efficacy. Based on the qualitative and quantitative results, it was revealed that teachers' self-efficacy levels were high and they felt self-efficient in their teaching. The study is of great importance as it raises awareness of the importance of self-efficacy in the teaching profession and contributes to further research and qualified teacher training.
FRONTIERS IN PSYCHOLOGY
(2023)
Article
Education & Educational Research
Li Cheng, Pavlo D. Antonenko, Albert D. Ritzhaupt
Summary: This study investigates the impact of teachers' beliefs on their 3D printing integration in science classrooms. The findings reveal that teachers' pedagogical, self-efficacy, and technology value beliefs are generally not correlated with their 3D printing integration practices, except for a negative correlation between teachers' self-efficacy in pedagogical content knowledge and their STEM integration levels. Teachers perceive 3D printing integration as beneficial for students but face challenges in logistics, technical issues, lack of time and resources, and teaching students with individual differences.
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
(2023)
Article
Education & Educational Research
Mary Haas, Justin Triemstra, Marty Tam, Katie Neuendorf, Katherine Reckelhoff, Rachel Gottlieb-Smith, Ryan Pedigo, Suzy McTaggart, John Vasquez, Edward M. Hundert, Daniel D. Federman, Bobbie Berkowitz, Holly J. Humphrey, Ralph W. Gerard, Larry D. Gruppen
Summary: The Macy Faculty Scholars Program (MFSP) aims to develop participants as leaders, scholars, teachers, and mentors in health professions education. The evaluation of this program shows favorable responses from participants, an overall increase in academic productivity, and major strengths in mentorship, community of practice, and protected time. The evaluation also indicates areas for improvement, such as enhancing diversity, leveraging technology, and improving program flexibility.
BMC MEDICAL EDUCATION
(2023)
Article
Education & Educational Research
Xuan Van Ha, Jill C. Murray
Summary: This study investigated the impact of a professional development program on teachers' beliefs about oral corrective feedback. It found that PD programs supported by workshops and reflective activities can help teachers change their CF beliefs.
Review
Psychology, Multidisciplinary
Qiaoqiao Lu, Zarina Mustafa
Summary: This study focuses on the impact of teacher self- and collective efficacy on student engagement, specifically exploring the beneficial effects of EFL teachers' sense of efficacy on students' academic engagement. The predictability power of EFL teachers' self- and collective efficacy was confirmed through empirical and theoretical evidence. The findings have implications for education and teaching practices.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Psychology, Multidisciplinary
Xiaoyu Sophia Zhang, Lawrence Jun Zhang, Judy M. Parr, Christine Biebricher
Summary: With the increasing need for nurturing students' independent learning, English language teaching practices should adopt student-centered assessment methods like self-assessment. Before implementing self-assessment in EFL classrooms, it is important to study EFL teachers' attitudes and self-efficacy beliefs towards self-assessment. This qualitative research examined Chinese tertiary EFL writing teachers' attitudes and self-efficacy beliefs about student self-assessment of writing, highlighting the lack of self-assessment in their knowledge base and previous practices.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Education & Educational Research
Mei Xu, Chuang Wang, Xiangjing Chen, Ting Sun, Xiaomei Ma
Summary: This study examines the effects of an intensive summer English training program on college students' self-efficacy beliefs and listening and speaking skills. The results show that students' self-efficacy beliefs improved after the program, but there were no statistically significant changes in their listening and speaking skills. Furthermore, the study found that pretest listening self-efficacy predicted posttest listening skills, but pretest speaking self-efficacy did not contribute to the prediction of posttest speaking skills.
Article
Psychology, Developmental
Yvonne Allsop, Eric M. Anderman
Summary: This study examines the impact of teacher attitudes and instruction on adolescents' sexual self-efficacy beliefs. The findings suggest that students' perception of teachers valuing the content is associated with mastery goal structure for sexual self-efficacy beliefs. Students who feel their teachers prioritize learning about sexual health are more likely to have positive adaptive self-efficacy beliefs and engage in behaviors that decrease STDs and promote safe sexual practices.
JOURNAL OF YOUTH AND ADOLESCENCE
(2022)
Article
Education & Educational Research
Aygil Takir, Hasan Ozder
Summary: Self-efficacy belief in mathematics teaching is important for special education teachers. This study examines the level and predictors of mathematics teaching self-efficacy beliefs among preservice teachers and finds that they possess a high level of self-efficacy beliefs in mathematics teaching.
EDUCATIONAL STUDIES
(2022)
Article
Psychology, Experimental
Kit S. Double, Rebecca T. Pinkus, James J. Gross, Carolyn MacCann
Summary: In order to effectively regulate others' emotions, we must consider the effectiveness of our regulation efforts. This study explores whether beliefs about emotion regulation efficacy are influenced by base rates. Two experiments showed that participants' perceived efficacy at helping someone regulate their emotions was more influenced by the target's average emotion levels rather than the relative effect of regulating or not regulating their emotions. This biased belief led participants to mistakenly think they were helpful even when they were not or when they made the target feel worse.
Article
Education & Educational Research
Julia Steigleder, Lilly Buhr, Jan-Henning Ehm, Caterina Gawrilow, Antje von Suchodoletz
Summary: This study collected monthly data between September 2020 and August 2021 to investigate the consequences of the COVID-19 pandemic for German preschool teachers. The study found phase-specific changes in subjective stress experiences and interindividual differences in change rates, but no systematic increase across the entire study period. The results also highlight the importance of strengthening self-efficacy beliefs as a resource for preschool teachers to better cope with stress experiences.
TEACHING AND TEACHER EDUCATION
(2023)
Article
Education & Educational Research
Su Jin Park
Summary: The purpose of this study was to develop an invention instruction program based on TRIZ for preservice invention teachers and examine its effects on teachers' creativity beliefs, creativity, and invention teaching self-efficacy. The results showed that the TRIZ instructional method significantly increased creativity beliefs, creativity, and invention teaching self-efficacy in preservice teachers. It was also found that the TRIZ program had different effects on subdimensions of creativity. The study suggests that TRIZ is an effective instructional method to enhance teachers' creativity and confidence in their invention teaching ability.
EDUCATION AND INFORMATION TECHNOLOGIES
(2023)
Article
Education & Educational Research
Thinh Hoang, Mark Wyatt
Summary: This study focuses on the relationship between EFL teachers' self-efficacy beliefs and their second language proficiency, with pre-service teachers from two major universities in Vietnam as subjects. Results show a strong relationship between their self-efficacy beliefs and L2 proficiency, influenced by Vietnamese cultural and contextual factors. Additionally, during the practicum, there is growth in self-efficacy beliefs related to general pedagogical skills, mainly affected by experiences provided by school mentors.
Article
Education & Educational Research
Laury P. J. W. M. de Jonge, Floor N. E. Minkels, Marjan J. B. Govaerts, Jean W. M. Muris, Anneke W. M. Kramer, Cees P. M. van der Vleuten, Angelique A. Timmerman
Summary: This study aimed to explore whether and how supervisor-resident dyads achieve alignment in performance observations and discuss and adjust goals and methods of observations. The results showed that communication between supervisors and residents regarding the use of observations was not frequent, and their repertoire seemed to be driven more by institutional assessment requirements and patient safety goals rather than providing developmental feedback.
BMC MEDICAL EDUCATION
(2022)
Article
Education & Educational Research
Lubberta H. de Jong, Harold G. J. Bok, Lonneke H. Schellekens, Wim D. J. Kremer, F. Herman Jonker, Cees P. M. van der Vleuten
Summary: This study aimed to explore the influence of narrative information on the perception of information saturation and the interpretative approach of high-stakes decision-making. The results showed that the quality of narrative feedback influenced the perception of information saturation, while the quality of reflection had a lesser impact. These findings highlight the importance of high-quality narrative feedback in assessing difficult portfolios and suggest that examiners adapt their interpretative process in response to interventions and other triggers.
BMC MEDICAL EDUCATION
(2022)
Article
Education & Educational Research
Takeshi Kondo, Hiroshi Nishigori, Cees van der Vleuten
Summary: Rubrics are commonly used in outcome-based medical education to assess competencies, and adapting generic rubrics locally can lead to decreased cognitive load for assessors and increased reflection on instruction. In this study conducted in a Japanese university, a locally adapted assessment system was developed and implemented successfully within seven months.
BMC MEDICAL EDUCATION
(2022)
Article
Education, Scientific Disciplines
Johan Renes, Cees P. M. van der Vleuten, Carlos F. Collares
Summary: This study compares a novel multimodal test format called Proxy-CBA with the traditional MCQ-CBA and finds that Proxy-CBA has higher reliability and validity, while maintaining similar cognitive load, suggesting its utility as an alternative assessment format.
Article
Education & Educational Research
Alice Stephan, Gary Cheung, Cees van der Vleuten
Summary: This study aimed to explore the impact of entrustable professional activities (EPAs) on motivation and learning of psychiatry trainees. The results showed that the impact of EPAs on learning was mediated by the trainee's appraisals of subjective control, value, and the costs of engaging with EPAs. Positive appraisals encouraged focused and structured learning with the supervisor, while negative appraisals led to a superficial approach. The granularity of EPAs, alignment with clinical practice, and the supervisor's conscientiousness were found to influence trainee appraisals and subsequent motivation and learning.
ACADEMIC PSYCHIATRY
(2023)
Article
Education, Scientific Disciplines
Alina Smirnova, Saad Chahine, Christina Milani, Abigail Schuh, Stefanie S. Sebok-Syer, Jordan L. Swartz, Jeffrey A. Wilhite, Adina Kalet, Steven J. Durning, Kiki M. J. M. H. Lombarts, Cees P. M. van der Vleuten, Daniel J. Schumacher
Summary: By analyzing electronic health record data, it is possible to use adjusted data to assess residents' clinical performance in pediatric emergency medicine and identify opportunities for quality improvement.
Review
Education, Scientific Disciplines
Rashmi A. Kusurkar, Cesar Orsini, Sunia Somra, Anthony R. Artino, Hester E. M. Daelmans, Linda J. Schoonmade, Cees van der Vleuten
Summary: The research found that assessments can have both positive and negative effects on student motivation for learning in health professions education. Assessments that stimulate controlled motivation tend to have negative outcomes, while those that stimulate autonomous motivation have positive outcomes. Students often focus on studying for assessments rather than acquiring knowledge relevant to professional practice.
Article
Education & Educational Research
Cassandra Barber, Cees van der Vleuten, Saad Chahine
Summary: This paper demonstrates how open access, pan-national health data can be used to create a reliable health index to assist schools in identifying societal needs and advance social accountability in health professions education. A final 5-factor multidimensional model was developed to help schools understand societal needs.
ADVANCES IN HEALTH SCIENCES EDUCATION
(2023)
Article
Medicine, General & Internal
Pedro Grilo Diogo, Vitor Hugo Pereira, Frank Papa, Cees van der Vleuten, Steven J. Durning, Nuno Sousa
Summary: This study analyzes student verbalizations during an Objective Structured Clinical Examination (OSCE) and correlates them with test scores and final medical degree (MD) scores. The results suggest that students with semantically richer and closer to the disease prototype verbalizations perform better academically.
Article
Education & Educational Research
Lonneke H. H. Schellekens, Wim D. J. Kremer, Marieke F. F. Van der Schaaf, Cees P. M. Van der Vleuten, Harold G. J. Bok
Summary: This study explores how educators perceive and achieve assessment quality, as well as their perceptions of the impact of assessment on student learning. The findings reveal that educators predominantly use traditional criteria to understand and achieve assessment quality, with limited awareness of quality criteria at the course and program levels. Additionally, educators perceive the impact of assessment on student learning in two distinct ways: as a source of information to monitor and direct learning, and as a tool to prompt learning.
FRONTIERS IN EDUCATION
(2023)
Article
Education, Scientific Disciplines
Emma Vaccari, Joyce Moonen-van Loon, Cees van der Vleuten, Paula Hunt, Bruce McManus
Summary: In this study, the researchers use a focused ethnographic approach to explore how the marking workload can be efficiently tackled. They find that marking parties not only contribute to driving deeper learning among students but also serve various functions in the examination process.
Article
Education, Scientific Disciplines
Daniel J. Schumacher, Benjamin Kinnear, Carol Carraccio, Eric Holmboe, Jamiu O. Busari, Cees van der Vleuten, Lorelei Lingard
Summary: High-value care is not often delivered in healthcare, but medical education can provide the spark for change by embracing competency-based medical education (CBME) and centering the patient. The authors argue that medical educators must adopt a new approach, treat CBME as an adaptive challenge, and prioritize genuine engagement and discussion.
Article
Health Care Sciences & Services
Lidwine B. Mokkink, Iris Eekhout, Maarten Boers, Cees P. M. van der Vleuten, Henrica C. W. de Vet
Summary: Reliability and measurement error are measurement properties that assess the impact of various sources of variation on individual measurements. Different designs can be used to evaluate reliability and measurement error, based on choices about which sources of variation are manipulated, which are controlled, and whether the entire measurement instrument or only part of it is repeated. This paper explains how these choices affect the calculation of intraclass correlation coefficients and standard errors of measurement using Venn diagrams, and provides recommendations for improving measurement and reporting study essentials.
PATIENT-RELATED OUTCOME MEASURES
(2023)
Review
Education & Educational Research
Marlies E. De Vos, Liesbeth K. J. Baartman, Cees P. M. van der Vleuten, Elly De Bruijn
Summary: One aim of vocational education is to educate students to become successful practitioners by developing their capacities. Learning at the workplace requires assessment and close communication between school and work. Workplace assessment is influenced by day-to-day work and relationships, and requires negotiated criteria and collaborative practices.
VOCATIONS AND LEARNING
(2023)
Article
Education & Educational Research
Janneke van der Steen, Tamara van Schilt-Mol, Cees van der Vleuten, Desiree Joosten-ten Brinke
Summary: This study investigates the difficulties teachers encounter while designing formative assessment plans and the strategies experienced teachers use to avoid those pitfalls. Through interviews, seven design strategies were identified that help to create effective formative assessment plans. However, experienced teachers still face challenges in decision-making and creating room for improvement. The lessons learned from these strategies can be incorporated into all teachers' design steps for formative assessment plans.
JOURNAL OF FORMATIVE DESIGN IN LEARNING
(2023)
