This study examined the self-efficacy for learning beliefs of male and female youth with ADHD, and explored whether symptoms of inattention predict self-efficacy beliefs beyond internalizing symptoms and academic achievement. Thirty-one youth with ADHD (18 males, 13 females) and 31 youth without ADHD (17 males, 14 females) between the ages of 13 and 18 completed self-report questionnaires examining self-efficacy for learning, ADHD symptomatology, academic achievement, and internalizing problems. Results indicated that female youth with ADHD felt less confident in their ability to regulate their learning effectively. In addition, regression analyses with the full sample revealed that inattention predicted self-efficacy for learning beliefs beyond internalizing difficulties and academic achievement. These results suggest that youth reporting high levels of inattention may also have lower perceptions of their ability to accomplish many academic tasks that require self-regulation.

This study examined the self-efficacy for learning beliefs of male and female youth with ADHD, and explored whether symptoms of inattention predict self-efficacy beliefs beyond internalizing symptoms and academic achievement. Thirty-one youth with ADHD (18 males, 13 females) and 31 youth without ADHD (17 males, 14 females) between the ages of 13 and 18 completed self-report questionnaires examining self-efficacy for learning, ADHD symptomatology, academic achievement, and internalizing problems. Results indicated that female youth with ADHD felt less confident in their ability to regulate their learning effectively. In addition, regression analyses with the full sample revealed that inattention predicted self-efficacy for learning beliefs beyond internalizing difficulties and academic achievement. These results suggest that youth reporting high levels of inattention may also have lower perceptions of their ability to accomplish many academic tasks that require self-regulation.

The purpose of this study was to examine the relationship of language learning strategy use and self-efficacy beliefs with language proficiency of the language preparatory school students. Moreover, some demographic characteristics of the participants were analyzed in relation to the proficiency scores of the students. Four hundred eighty nine language preparatory school students from one private university in Ankara were included in the study. Turkish version of Inventory of Strategies for Language Learning and Questionnaire of English Self-Efficacy were given to the participants. Proficiency scores were taken from the proficiency test done to examine their proficiency level at the beginning of the year. Multiple regression analysis was utilized to evaluate data collected. The results indicated that the number of years of English language learning, being abroad, type of high school that they graduated from, self-efficacy for receptive skills, and deep processing strategies predict the English language proficiency scores of the students positively, while memory and rehearsal strategies predict the English language proficiency scores negatively. The research findings were discussed by relying on the previous research findings.

本研究旨在調查臺中市國中學生知覺教師正向心理特質與學習自我效能之現況，並探討背景因素之差異以及二者間之關係。本研究採問卷調查研究法，以臺中市國中在學學生為研究對象，以「國中學生知覺教師正向心理特質與學習自我效能量表」作為研究工具，進行問卷調查研究。正式問卷共發放544份，有效問卷共計有507份，有效率為93.2%。問卷回收之後，利用SPSS套裝軟體20版，以敘述統計、獨立樣本t檢定、單因子變異數分析、積差相關以及多元迴歸等進行統計分析。研究結果歸納如下： 一、國中學生學習自我效能的現況屬於中間偏高的程度，並以「語言說服」最高，「達成目標」最低。 二、國中學生知覺教師正向心理特質的現況屬於中間偏高程度，並以「內在動機」最高，以「正向情緒」最低。 三、在「性別」變項中，女性學生的學習自我效能高於男性學生。 四、在「年級」變項中，一年級學生的學習自我效能高於二年級、三年級學生，但二年級與三年級之間並無差異。 五、在「父母教育程度」變項中，父親教育程度為大學的學生，其學習自我效能高於父親教育程度為國中小的；母親教育程度為研究所的學生，其學習自我效能高於母親教育程度為大學及高中高職的。 六、在「父母職業類別」變項中，不同父親職業類別與不同母親職業類別的學生之間，其學習自我效能具有顯著差異，但各類別之間的差異情形並不明顯。 七、在「學校區域」變項中，學校區域位在「中區」和「山區」的學生，其學習自我效能程度高於學校區域位在「海區」的學生。 八、國中學生知覺教師正向心理特質與學習自我效能之間具有正相關。 九、教師正向心理特質對於學生學習自我效能具有預測效果，並以「內在動機」的預測力最佳。 　　最後根據以上結論，提出相關建議，作為教育行政機關、學校、教師以及未來研究者之參考。 / The purpose of this study is to investigate the perception of teachers’ positive psychological traits and self-efficacy of learning for junior high school students in Taichung City, and to explore the differences between background factors and the relationship between them. In this study, the questionnaire survey method was applied to study the students in Taichung City by using the scale of “Perception of Teachers’ Positive Traits and Self-efficacy of Learning for Junior High Students” as the instrument. 544 formal questionnaires were sent off, among which 507 questionnaires were valid.The rate of the valid questionnaires is 93.2%. After the questionnaires were collected, statistical analysis was performed with descriptive statistics, independent sample t-test, one-way mulitivariate analysis of variance, simple correlation and multiple regression analysis. The results are summarized as follows: 1.The status of students' self-efficacy is high in the middle, and the "language persuasion" is the highest and "reaching the goal" is the lowest. 2.The status of junior high school students’ perception for teachers' positive psychological traits is high in the middle and the "intrinsic motivation" is the highest and the "positive emotions" is the lowest. 3.In the "gender" variable, female students have higher self-efficacy than male students. 4.In the "grade" variable, the seventh graders have higher self-efficacy than the eighth graders and the ninth graders, but no difference was found between the latter two. 5.In the "parents’education level" variable, students whose father's education level is at college level have higher self-efficacy than those whose father's education level is at junior high school or elementary school. Students whose mather's education level is at graduate school have higher self-efficacy than those whose mather's education level is at college and senior high school or vocational school. 6.In the "parents’careers" variable, a significant difference in learning self-efficacy was found among students with different fathers’careers and different mothers' careers, but the differences between the categories are not salient. 7.In the "school district" variable, students who reside in the "Central District" and "Mountain District" in Taichung City have a higher level of self-efficacy than those in the "Sea District". 8.A positive correlation was found between the teachers’psychological traits and the self-efficacy of students. 9.Teachers' positive psychological traits have a predictive effect on students' self-efficacy of learning and predictors of "intrinsic motivation" are the best. Finally, according to the above conclusions, some recommendations have been made for the educational administration, schools, teachers and future researchers as a reference.

This experimental study examined the effects of an instructor’s face threat mitigation tactics on student self-efficacy for learning and perceived emotional support from the instructor in a written feedback setting. Participants (N = 401) were randomly assigned to one of four feedback scenarios in which level of face threat mitigation and instructor age and status were manipulated. Student grade orientation and state feedback apprehension were measured prior to being exposed to the feedback scenario. Results indicate that high face threat mitigation is positively associated with student self-efficacy for learning and perceived emotional support from the instructor. Results also revealed that state feedback apprehension predicts self-efficacy for learning and perceived emotional support from the instructor. Grade orientation predicted self-efficacy for learning but did not significantly predict perceived emotional support from the instructor providing feedback. Finally, scenarios manipulated for instructor age and status did not significantly differ in self-efficacy for learning or perceived emotional support from the instructor. Implications regarding theory, the measurement of feedback apprehension, and student-instructor communication are discussed.

No contexto da Educação a Distância Superior no Brasil, o material didático tem figurado como um dos principais recursos, no qual, realiza-se a aplicação dos pressupostos do design universal para a aprendizagem, que se trata de um modelo de universalização que propõem o oferecimento de andaimes que visem a eliminar as barreiras desnecessárias, sem eliminar os desafios necessários para beneficiar/proporcionar a aprendizagem do maior número possível de alunos. Ressalta-se que a motivação e a autoeficácia para a aprendizagem tem sido utilizadas em trabalhos brasileiros que as apresentam como importantes dimensões de aprendizagem. Contudo, há escassez de pesquisas que avaliem e mensurem os efetivos impactos destas dimensões no processo de aprendizagem permeado por implementações de propostas didáticas baseadas em princípios do design universal para a aprendizagem. O presente trabalho tem, portanto, o objetivo de avaliar o impacto dos princípios do design universal para a aprendizagem nas dimensões de motivação e autoeficácia do processo de aprendizagem em cursos superiores de Educação a Distância. Portanto, propõem a incorporação de princípios do design universal para a aprendizagem por meio da implementação de quatro propostas didáticas (leitura ou audição voz feminina ou masculina de texto; videoaula convencional ou com legenda parcialmente ambientada; controle de velocidade da expectação da videoaula; fórum com participação escrita, falada ou gravada com imagem e som) na editoração do material didático e testa sua aplicabilidade e efetividade para aumentar os índices de a motivação e a autoeficácia para a aprendizagem. A pesquisa é multimodal e foi arquitetada como um experimento verdadeiro, no modelo de pré-teste/pós-teste, utilizando-se os instrumentos Escala de Motivação Acadêmica e a Escala de Autoeficácia Acadêmica Percebida para aplicação em uma amostra de 238 alunos de cursos EAD de uma IES brasileira. Os resultados qualitativos e quantitativos apresentados evidenciam o potencial do design universal para melhoria dos índices de autoeficácia para a aprendizagem e da motivação, em uma proposta que visa mais que permitir a participação, mas possibilitar o sucesso de todos! / In the context of distance higher education in Brazil, the courseware has figured as one of the main resources in which executes the application of the assumption of universal design for learning, which it is about a template of universalization that propose the offering of \"scaffoldings\" that aim to eliminate the unnecessary barriers, without eliminating the necessary challenges to benefit/provide the learning of the greatest number of students as possible. It is noteworthy that the Motivation and Self Efficacy for Learning has been used in Brazilian works that present as important dimensions of learning. However, there is a shortage of searches that evaluate and measure the actual impact of these dimensions in the learning process permeated by implementations of didactic proposals based on the principles of universal design for learning. The present project has therefore the objective to evaluate the impact of the principles of universal design for learning in the dimensions of motivation and self-efficacy of the learning process in distance higher education courses. Propose the incorporation of principles of the universal design for learning through the implementation of four didactic proposals (reading or listening - female or male voice - text; conventional video lesson or partially acclimated with subtitles; video lesson expectation speed control; board with participation written, spoken or recorded with image and sound) on courseware publication and test its applicability and effectiveness to increase the rates of motivation and self-efficacy for learning. The research is multimodal and is architected as a true experiment, in the template of pre-test/pos-test, using the instruments of Academic Motivation Scale and the Scale of Perceived Academic Self-efficacy for using in a sample of 238 students of EAD courses of a Brazilian Institute of Higher Education. The qualitative and quantitative results presented highlight the potential of universal design to improve rates of self efficacy for learning and motivation, in a proposal that aims more than to allow participation, but enable the success of all!

No contexto da Educação a Distância Superior no Brasil, o material didático tem figurado como um dos principais recursos, no qual, realiza-se a aplicação dos pressupostos do design universal para a aprendizagem, que se trata de um modelo de universalização que propõem o oferecimento de andaimes que visem a eliminar as barreiras desnecessárias, sem eliminar os desafios necessários para beneficiar/proporcionar a aprendizagem do maior número possível de alunos. Ressalta-se que a motivação e a autoeficácia para a aprendizagem tem sido utilizadas em trabalhos brasileiros que as apresentam como importantes dimensões de aprendizagem. Contudo, há escassez de pesquisas que avaliem e mensurem os efetivos impactos destas dimensões no processo de aprendizagem permeado por implementações de propostas didáticas baseadas em princípios do design universal para a aprendizagem. O presente trabalho tem, portanto, o objetivo de avaliar o impacto dos princípios do design universal para a aprendizagem nas dimensões de motivação e autoeficácia do processo de aprendizagem em cursos superiores de Educação a Distância. Portanto, propõem a incorporação de princípios do design universal para a aprendizagem por meio da implementação de quatro propostas didáticas (leitura ou audição voz feminina ou masculina de texto; videoaula convencional ou com legenda parcialmente ambientada; controle de velocidade da expectação da videoaula; fórum com participação escrita, falada ou gravada com imagem e som) na editoração do material didático e testa sua aplicabilidade e efetividade para aumentar os índices de a motivação e a autoeficácia para a aprendizagem. A pesquisa é multimodal e foi arquitetada como um experimento verdadeiro, no modelo de pré-teste/pós-teste, utilizando-se os instrumentos Escala de Motivação Acadêmica e a Escala de Autoeficácia Acadêmica Percebida para aplicação em uma amostra de 238 alunos de cursos EAD de uma IES brasileira. Os resultados qualitativos e quantitativos apresentados evidenciam o potencial do design universal para melhoria dos índices de autoeficácia para a aprendizagem e da motivação, em uma proposta que visa mais que permitir a participação, mas possibilitar o sucesso de todos! / In the context of distance higher education in Brazil, the courseware has figured as one of the main resources in which executes the application of the assumption of universal design for learning, which it is about a template of universalization that propose the offering of \"scaffoldings\" that aim to eliminate the unnecessary barriers, without eliminating the necessary challenges to benefit/provide the learning of the greatest number of students as possible. It is noteworthy that the Motivation and Self Efficacy for Learning has been used in Brazilian works that present as important dimensions of learning. However, there is a shortage of searches that evaluate and measure the actual impact of these dimensions in the learning process permeated by implementations of didactic proposals based on the principles of universal design for learning. The present project has therefore the objective to evaluate the impact of the principles of universal design for learning in the dimensions of motivation and self-efficacy of the learning process in distance higher education courses. Propose the incorporation of principles of the universal design for learning through the implementation of four didactic proposals (reading or listening - female or male voice - text; conventional video lesson or partially acclimated with subtitles; video lesson expectation speed control; board with participation written, spoken or recorded with image and sound) on courseware publication and test its applicability and effectiveness to increase the rates of motivation and self-efficacy for learning. The research is multimodal and is architected as a true experiment, in the template of pre-test/pos-test, using the instruments of Academic Motivation Scale and the Scale of Perceived Academic Self-efficacy for using in a sample of 238 students of EAD courses of a Brazilian Institute of Higher Education. The qualitative and quantitative results presented highlight the potential of universal design to improve rates of self efficacy for learning and motivation, in a proposal that aims more than to allow participation, but enable the success of all!