Relationships and Predictors of Self-Efficacy in Practicum Among Education Students Based on Experiential Learning Components
Article Sidebar
Main Article Content
Abstract
The objectives of this research were to: 1) study levels of practical learning experiences and teacher self-efficacy in professional practice; 2) examine their relationships; and 3) develop a predictive equation for teacher self-efficacy. The sample included 152 third-year education students at Nakhon Pathom Rajabhat University, selected via stratified random sampling. The instrument was a 5-point Likert scale questionnaire, validated with an IOC of 0.96 and a Cronbach’s Alpha of 0.987. Data were analyzed using mean, standard deviation, Pearson’s correlation, and Stepwise Multiple Regression. Findings revealed that:
1) overall experiential learning components were positively correlated with self-efficacy at a very high level (R = .864) at the .01 significance level. 2) Three variables significantly predicted self-efficacy at the .01 level: social persuasion (X3), physiological and affective states (X4), and mastery experiences (X1). These predictors collectively accounted for 74.70% of the variance. The standardized predictive equation was:
Z'Y = 0.325 (X4) + 0.338 (X3) + 0.255 (X1)
The results indicate that social support and emotional management are crucial for fostering professional confidence in novice teacher students.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
ปณิสรา จันทร์ปาละ, ชรัญรักษ์ ปัญญามูลวงษา, และวิมพ์วิภา บุญกลิ่น. (2565). การพัฒนารูปแบบการเตรียมความพร้อมการฝึกประสบการณ์วิชาชีพครูเพื่อเสริมสร้างความสามารถในการจัดการเรียนรู้ของนักศึกษาครู มหาวิทยาลัย ราชภัฏลำปาง. วารสารการศึกษา คณะครุศาสตร์ มหาวิทยาลัยราชภัฏนครสวรรค์. 5(3): 155-166.
Ashton, & Webb. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. London: Longman Publishing Group.
Bandura. (1997). Self-efficacy: The exercise of control. Englewood Cliffs, NJ: Prentice-Hall.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education. 57(3): 300-314.
Dewey. (1938). Experience and education. New York: Macmillan.
Guskey, T. R. (1988). Teacher efficacy, self-perception, and attitudes toward innovative instructional practices. Teaching and Teacher Education. 4(3): 199-206. https://doi.org/10.1016/0742-051X(88)90005-7
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education. 21(3): 343-356.
Kahraman, N., & Sungur, S. (2011). Antecedents of elementary students’ self-regulated learning strategies. Hacettepe University Journal of Education. 40: 269-280.
Knoblauch, D., & Woolfolk Hoy, A. (2008). Maybe I can teach those kids. The influence of contextual factors on student teachers' efficacy beliefs. Teaching and Teacher Education. 24(1): 166-179.
Organization for Economic Co-operation and Development (OECD). (2018). The future of education and skills: Education 2030. Paris: OECD Publishing.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research. 66(4): 543-578.
Partnership for 21st Century Learning. (2019). Framework for 21st century learning. Retrieved 1 June 2025, from http://www.battelleforkids.org/networks/p21/frameworks-resources
Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education. 36(12): 46-58.
Puklek Levpušček, M., & Zupančič, M. (2009). Math self-efficacy and perfectionism: The role of individual and family factors in predicting math achievement in adolescents. Studia Psychologica. 51(2): 153-168.
Schunk, D. H., & Mullen, C. A. (2012). Self-efficacy as an engaged learner. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement. (pp. 219-235). New York: Springer.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review. 57(1): 1-23. https://doi.org/10.17763/haer.57.1.j474w3u4j3446011
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education. 23(6): 944-956.
Vayre, E., & Pignault, A. (2014). A systemic approach to interpersonal relationships and self-efficacy beliefs of French psychology students. World Journal of Education. 4(4): 54-67.
Vayre, E., & Vonthron, A. M. (2017). Psychological distance of students of distance education: Self-efficacy, self-regulation and social support. European Review of Applied Psychology. 67(2): 93-104. https://doi.org/10.1016/j.erap.2016.12.002
Ventura, M., Salanova, M., & Llorens, S. (2015). Professional self-efficacy as a predictor of burnout and engagement: The role of challenge and hindrance demands. The Journal of Psychology. 149(3): 277-302.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education. 23(6): 944-956.
Yamane, T. (1973). Statistics: An introductory analysis. New York: Harper. & Row.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology. 25(1): 82-91.
