The purpose of this study was to investigate the effects of class type, coeducational or same-sex, on the self-efficacy of middle school girls in a unit of volleyball. Four intact certified physical education specialists from two Middle Schools were used in the study. All of the teachers were female. In two of the classes, students were split out according to gender with males being taught by one instructor and the females being taught by the other instructor. For the coeducational classes, the students were randomly assigned to either of the teachers, with boys and girls evenly divided between the two classes. Essentially two new classes were created at each school. Quantitative and qualitative methods were used for the study. Two questionnaires were administered to the students. Analysis of data from the questionnaire showed the student variables that were measured quantitatively for determining girls' self-efficacy for learning volleyball were found to be significant at the 05 level, favoring girls in single-sex environments. Data from the post-intervention questionnaire and student and teacher interviews were analyzed to provide insight into student preferences for these contexts. It is concluded from the qualitative data that single-sex classes have a more supportive learning environment, and have better conduct than coeducational classes. / Ed. D.

Professional development is ubiquitous in education, with over 90% of teachers engaging in professional development activities, yet often with limited perceived impact on their practice. This dissertation situates itself at the critical juncture of professional development quality and teacher self-efficacy, investigating the transformative influence of the Academy of Blended Learning professional development program on educators’ self-efficacy and pedagogical practices. Despite widespread participation in professional development nationally, the prevalent sentiment among teachers points to a disconnect, with many sessions deemed ineffectual (Wei et al., 2009). Conversely, professional development perceived as high-quality correlates with improved teacher skills and classroom practices (Desimone et al., 2002; Garet et al., 2001a), underscoring the need for meaningful PD delivery. Blended learning represents a significant advancement in the evolving education landscape, blending traditional and digital instruction methods. This dissertation examines the impact of the Academy of Blended Learning experiential professional development program on teacher self-efficacy. Through qualitative analysis and evaluation, this study employs a framework by Smith and Robinson (2020) that intertwines Bandura’s Self-Efficacy Theory (1977), Bruner’s Constructivist Theory (1960), and Knowles’ Adult Learning Theory (andragogy) (1978), offering a comprehensive lens to examine the efficacy of professional development for educators. These theoretical underpinnings serve as the foundation for understanding how professional development influences teachers as adult learners, ultimately affecting their self-efficacy. Participants in the Academy of Blended Learning professional development program reported substantial gains in skills and a marked increase in self-efficacy, attributing these advancements to the comprehensive and experiential nature of the program. It goes beyond mere tool provision; it reshapes educators’ self-concepts, fueling their enthusiasm and intentionality in teaching. This transformative experience has empowered teachers and enhanced their ability to meet their students’ diverse needs, leading to a positive shift in their professional practice and trajectory. The study underscores the necessity of placing teacher self-efficacy at the forefront of professional development initiatives, particularly within blended learning. The findings advocate for educational leaders to recognize and support quality professional development that cultivates the attitudes and competencies necessary for teachers to thrive. The compelling evidence of professional growth and increased self-efficacy among participants signals the essential role of tailored professional development programs like the Academy of Blended Learning in shaping the future of education.

Syftet med studien var att undersöka föräldraförmågans (parental self-efficacy) dimensioner i förhållande till den självupplevda föräldrabarnrelationen. Undersökningen genomfördes som en tvärsnittsstudie av kvantitativ design med 151 deltagare. Deltagarna rekryterades på sociala medier och besvarade en digital enkät. För att analysera data användes det statistiska programmet SPSS. Dataanalys visade att samtliga dimensioner av föräldraförmågan i mätinstrumentet TOPSE korrelerade positivt med responsvariabeln föräldrabarnrelationen. Det innebär att ju högre den subjektivt upplevda föräldraförmågan är, desto bättre relation upplever föräldrarna till sina barn. Empati och förståelse var den starkaste prediktorn av föräldrabarnrelationen följt av kontroll, känslor och tillgivenhet samt social press. Denna studie visar att den subjektivt upplevda föräldraförmågan, mätt genom de åtta dimensionerna av TOPSE-mätinstrumentet, är en viktig prediktor för den självupplevda föräldrabarnrelationen. / This study examines the relationship between dimensions of parental self-efficacy in relation to the subjectively perceived parent-child relationship. The survey was conducted as a cross-sectional study of quantitative design with 151 participants, parents of children 0-6 years. Participants were recruited on social media and answered a digital survey. The statistical program SPSS was used to analyze the data. Dataanalysis showed that all eight dimensions in the parental self-efficacy measuring instrument TOPSE correlated positively with the response variable parent-childrelationship. This means that the higher the self-perceived parental self-efficacy is, the better relationship parents experience with their children. Empathy and understanding were the strongest predictors, followed by control, emotion and affection, and social pressure. This study shows that parental self-efficacy, measured through the eight dimensions of the TOPSE measuring instrument, is an important predictor of the subjectively experienced parent-child relationship.

Bandura har postulerat fyra källor till akademisk self-efficacy vilka samtliga antas vara tämligen formbara. I tidigare studier har endast en viss del av variansen i akademisk self-efficacy kunnat förklaras genom dessa källor vilket föranleder fog till ytterligare forskning. Tidigare genomförda undersökningar som är indikerade att personlighet har ett samband med akademisk self-efficacy, men området är relativt bristfälligt studerat. Denna studie syftar till att studera Banduras föreslagna källor samt personlighet i enlighet med femfaktorteorins relation till akademisk self-efficacy. Studien utfördes genom en enkätundersökning, där 131 studenter besvarade frågor gällande Banduras föreslagna källor till akademisk self-efficacy, personlighet samt upplevd akademisk self-efficacy. Samtliga variabler i studien mättes med väletablerade instrument. En linjär multipel hierarkisk regressionsanalys utfördes och resultat bekräftar delvis Banduras teori. Dessutom påvisas att extraversion betydande predicerar akademisk self-efficacy. Således har teoribildning angående källor till self-efficacy utvecklats, vilket bland annat kan bidra till beslut om att inrikta fortsatt forskning inom området bör anta.

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This study examined academic self-efficacy, achievement motivation, and academic success among international graduate students at a large university in the southeastern United States. Specifically, the research focused on three dimensions of academic self-efficacy (i.e., English language self-efficacy, coursework self-efficacy, and social self-efficacy) and three dimensions of achievement motivation (i.e., intrinsic value, expectancy, and attainment utility) to determine their impact on academic success measured by academic satisfaction and academic achievement. Data were collected from 101 international graduate students who completed Questionnaire of English Self-Efficacy (QESE; Wang, 2004); the College Self-Efficacy Inventory (CSEI; Solberg et al., 1993); the Expectancy-Value Motivation Questionnaire (EVMQ; Hagemeier & Newton 2010); the Academic Life Satisfaction Scale (ALSS; Kumar & Dilip, 2005); and the Subjective Academic Achievement Scale (SAAS; Stadler, Kemper & Greiff, 2021). Findings reveal strong positive correlations among the dimensions of academic self-efficacy. Intrinsic motivation and attainment utility significantly predicted academic satisfaction, while expectancy beliefs were crucial for academic achievement. Coursework self-efficacy emerged as a significant predictor of both academic satisfaction and academic achievement, highlighting its importance. In contrast, social self-efficacy did not significantly impact academic outcomes. These results suggest that enhancing international students’ self-efficacy, especially in coursework and English language proficiency, can improve their academic satisfaction and achievement. The study highlights the complex roles of academic self-efficacy and achievement motivation in academic success, offering insights to encourage higher education stakeholders to better support international students and create a more inclusive educational environment.