Exploring the Academic Self-Efficacy of the First Year Student Teachers of University of Rwanda-College of Education (UR-CE)

https://doi.org/10.51867/ajernet.5.4.150

Authors

Keywords:

Academic Self-Efficacy, Academic Performance, First Year Student Teachers, Self-Efficacy

Abstract

The research investigates the academic self-efficacy of first-year students at University of Rwanda-College of Education (UR-CE) in line with both Bandura’s social cognitive theory and self-efficacy theory. Utilizing a sequential explanatory model for quantitative and qualitative data collection, the research took place during academic year 2023 with total of 1,435 first-year students and it also engaged five members of the academic staff. Cochran’s formula was used to calculate sample size and 304 student teachers were randomly selected and 5academic staff member were selected, one from each of the five departments. A multi-stage sampling and simple random sampling were used to select the student teachers who undertook an online survey. After analyzing the quantitative statistical data, two in-depth interviews were conducted: one with 20 student teachers focusing on their academic self-efficacy and average scores, and another with five staff members from UR-CE. The overall mean for the four components of ASE on Likert scale was 3.67 which is equivalent to moderate ASE. The results of both in-depth interviews also confirmed these findings. The overall SD of scores in the four components of ASE is 1.91, indicating heterogeneity in levels of academic self-efficacy among UR-CE first-year teacher students. Self-regulated learning scored 3.89 indicating that first-year teachers excelled in regulating their learning to achieve academic goals, while competency scored 3,50 indicating that these student teachers have gaps in academic skills. In accordance with Bandura (2006)’s classification, 78.29% of student teachers have moderate ASE; 20.72% have high ASE; while 0.99% have low ASE. The study recommends that UR-CE improve programmes that enhance students' academic self-efficacy and other psychosocial skills, and include these skills in its recruitment criteria. Finally, it is recommended that lecturers use specific pedagogical strategies to stimulate students' academic self-efficacy rather than discourage them.

Dimensions

Armstrong, E. A., & Hamilton, L. T. (2013). Paying for the party. Harvard University Press. https://doi.org/10.4159/harvard.9780674073517 DOI: https://doi.org/10.4159/harvard.9780674073517

Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359-373.

https://doi.org/10.1521/jscp.1986.4.3.359 DOI: https://doi.org/10.1521/jscp.1986.4.3.359

Bandura, A. (1994). Social cognitive theory and exercise of control over HIV infection. In Preventing AIDS: Theories and methods of behavioral interventions (pp. 25-59). Springer US. https://doi.org/10.1007/978-1-4899-1193-3_3 DOI: https://doi.org/10.1007/978-1-4899-1193-3_3

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.

Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307-337.

Bandura, A. (2010). Self-efficacy. In The Corsini Encyclopedia of Psychology (pp. 1-3). American Cancer Society. https://doi.org/10.1002/9780470479216.corpsy0836 DOI: https://doi.org/10.1002/9780470479216.corpsy0836

Bouffard, T., Bouchard, M., Goulet, G., Denoncourt, I., & Couture, N. (2005). Influence of achievement goals and self‐efficacy on students' self‐regulation and performance. International Journal of Psychology, 40(6), 373-384. https://doi.org/10.1080/00207590444000302 DOI: https://doi.org/10.1080/00207590444000302

Bowl, M. (2018). Differentiation, distinction and equality - or diversity? The language of the marketised university: An England, New Zealand comparison. Studies in Higher Education, 43(4), 671-688. https://doi.org/10.1080/03075079.2016.1190961 DOI: https://doi.org/10.1080/03075079.2016.1190961

Briggs, A. R., Clark, J., & Hall, I. (2012). Building bridges: Understanding student transition to university. Quality in Higher Education, 18(1), 3-21. https://doi.org/10.1080/13538322.2011.614468 DOI: https://doi.org/10.1080/13538322.2011.614468

Byrne, M., Flood, B., & Griffin, J. (2014). Measuring the academic self-efficacy of first-year accounting students. Accounting Education, 23(5), 407-423. https://doi.org/10.1080/09639284.2014.931240 DOI: https://doi.org/10.1080/09639284.2014.931240

Cochran, W. G. (1977). Sampling techniques (3rd ed.). John Wiley & Sons.

Dogan, U. (2015). Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. Anthropologist, 20(3), 553-561. https://doi.org/10.1080/09720073.2015.11891759 DOI: https://doi.org/10.1080/09720073.2015.11891759

Dweck, C. (1999). Self-theories: Their role in motivation, personality and development. The Psychology Press.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153 DOI: https://doi.org/10.1146/annurev.psych.53.100901.135153

Elias, S. M., & Loomis, R. J. (2002). Utilizing need for cognition and perceived self-efficacy to predict academic performance. Journal of Applied Social Psychology, 32(8), 1687-1702. https://doi.org/10.1111/j.1559-1816.2002.tb02770.x DOI: https://doi.org/10.1111/j.1559-1816.2002.tb02770.x

Feist, J., Feist, G. J., & Roberts, T. (2013). Theories of personality (8th ed.). McGraw-Hill Inc. https://doi.org/10.1007/978-1-4614-3858-8_185 DOI: https://doi.org/10.1007/978-1-4614-3858-8_185

Garretz, A. (2010). Pedagogical content knowledge and the affective domain of scholarship of teaching and learning. International Journal for the Scholarship of Teaching & Learning, 4(2), 1-6. Retrieved from http://web.ebscohost.com.ezproxy.liberty.edu

https://doi.org/10.20429/ijsotl.2010.040226 DOI: https://doi.org/10.20429/ijsotl.2010.040226

Gore Jr, P. A. (2006). Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies. Journal of Career Assessment, 14(1), 92-115. https://doi.org/10.1177/1069072705281367 DOI: https://doi.org/10.1177/1069072705281367

Habyarimana, J. D., Hashakimana, T., Ntawiha, P., & Ke, Z. (2022). Quality education in Rwanda: A critical analysis of quality indicators. IOSR Journal of Humanities and Social Science, 27(2), 52-70.

Hall, R. A. (2010). Affective assessment: The missing piece of the educational reform puzzle. Delta Kappa Gamma Bulletin, 77(2), 7-10. Retrieved from http://web.ebscohost.com

Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: A structural equation model. BMC Medical Education, 20(1), 1-11. https://doi.org/10.1186/s12909-020-01995-9 DOI: https://doi.org/10.1186/s12909-020-01995-9

Jeffreys, M. R. (2007). Tracking students through programme entry, progression, graduation, and licensure: Assessing undergraduate nursing student retention and success. Nurse Education Today, 27(5), 406-419. https://doi.org/10.1016/j.nedt.2006.07.003 DOI: https://doi.org/10.1016/j.nedt.2006.07.003

Kardong-Edgren, S. (2013). Bandura's self-efficacy theory… Something is missing. Clinical Simulation in Nursing, 9(9), e327-e328. https://doi.org/10.1016/j.ecns.2013.07.001 DOI: https://doi.org/10.1016/j.ecns.2013.07.001

Komarraju, M., Karau, S., & Schmeck, R. (2009). Role of the big five personality traits in predicting college students' academic motivation and achievement. Learning and Individual Differences, 19, 47-52. https://doi.org/10.1016/j.lindif.2008.07.001 DOI: https://doi.org/10.1016/j.lindif.2008.07.001

Kondo, A., Abuliezi, R., Naruse, K., Oki, T., Niitsu, K., & Ezeonwu, M. C. (2021). Perceived control, preventative health behaviours, and the mental health of nursing students during the COVID-19 pandemic: A cross-sectional study. INQUIRY: The Journal of Health Care Organisation, Provision, and Financing, 58, 00469580211060279. DOI: https://doi.org/10.1177/00469580211060279

Krishnan, P., & Krutikova, S. (2013). Non-cognitive skill formation in poor neighbourhoods of urban India. Labour Economics, 24, 68-85.

https://doi.org/10.1016/j.labeco.2013.06.004 DOI: https://doi.org/10.1016/j.labeco.2013.06.004

Lavasani, M. G., Malahmadi, E., & Amani, J. (2010). The role of self-efficacy, task value, and achievement goals in predicting learning approaches and mathematics achievement. Procedia-Social and Behavioral Sciences, 5(2), 942-947. https://doi.org/10.1016/j.sbspro.2010.07.214 DOI: https://doi.org/10.1016/j.sbspro.2010.07.214

Lopez-Garrido, G. (2020, August 9). Self-efficacy theory. Retrieved on October 31, 2020, from https://www.simplypsychology.org/self-efficacy.html

Luszczynska, A., & Schwarzer, R. (2005). The role of self-efficacy in health self-regulation. In W. Greve, K. Rothermund, & D. Wentura (Eds.), The adaptive self: Personal continuity and intentional self-development (pp. 137-152). Hogrefe & Huber Publishers.

Malikow, M. (2006). Teaching in the affective domain: Turning a crier into a crier. Kappa Delta Pi Record, 43(1), 36-38. Retrieved from http://web.ebscohost.com, https://doi.org/10.1080/00228958.2006.10516457 DOI: https://doi.org/10.1080/00228958.2006.10516457

Maraghi, M., Mortazavi-Tabatabaei, S. A., Ahmady, S., & Hosseini, M. (2016). The relation of educational self-efficacy and motivation among medical education students. Journal of Advances in Medical Education (JAMED), 1(2), 1-8. [Persian]

Mbabazi, R. (2016). The influence of attitude and self-efficacy towards academic performance in Mathematics. Kampala: Unpublished M.A dissertation. Makerere University.

MINEDUC. (2008). Higher Education policy. Kigali: Government Printers.

MINEDUC. (2016). Rwanda Education Sector Support Programme. Delivering quality education and training to all Rwandans. Kigali: Government Printers.

MINEDUC. (2019). Environmental and Social Management Framework for Rwanda Quality Basic Education for Human Capital Development Project. Kigali: Government Printers.

Musher-Eizenman, D. R., Nesselroade, J. R., & Schmitz, B. (2002). Perceived control and academic performance: A comparison of high- and low-performing children on within-person change patterns. International Journal of Behavioural Development, 26(6), 540-547.

https://doi.org/10.1080/01650250143000517 DOI: https://doi.org/10.1080/01650250143000517

Naylor, R., Baik, C., & Arkoudis, S. (2018). Identifying attrition risk based on the first year experience. Higher Education Research & Development, 37(2), 328-342. https://doi.org/10.1080/07294360.2017.1370438 DOI: https://doi.org/10.1080/07294360.2017.1370438

Naylor, R., Baik, C., & James, R. (2013). Developing a critical interventions framework for advancing equity in Australian higher education. Centre for the Study of Higher Education, University of Melbourne. http://hdl.voced.edu.au/10707/259740

Neuville, S. (2013). Persévérer et Réussir à l'Université. Presses Universitaires de Louvain.

O'Neil, K. M. (2017). Creation and initial validation of the physical educator efficacy scale for teaching lifetime physical activities. Journal of Physical Activity Research, 2(1), 7-14.

Pajares, F. (1996). Self-efficacy beliefs and mathematical problem-solving of gifted students. Contemporary Educational Psychology, 21(4), 325-344. https://doi.org/10.1006/ceps.1996.0025 DOI: https://doi.org/10.1006/ceps.1996.0025

Pajares, F. (1997). Current directions in self-efficacy research. Advances in Motivation and Achievement, 10(149), 1-49.

Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1), 128. https://doi.org/10.1037/0021-9010.92.1.128 DOI: https://doi.org/10.1037/0021-9010.92.1.128

Pennington, C. R., Bates, E. A., Kaye, L. K., & Bolam, L. T. (2018). Transitioning in higher education: An exploration of psychological and contextual factors affecting student satisfaction. Journal of Further and Higher Education, 42(5), 596-607. https://doi.org/10.1080/0309877X.2017.1302563 DOI: https://doi.org/10.1080/0309877X.2017.1302563

Pitkethly, A., & Prosser, M. (2001). The first year experience project: A model for university-wide change. Higher Education Research & Development, 20(2), 185-198. https://doi.org/10.1080/758483470 DOI: https://doi.org/10.1080/758483470

Rotter, J. B. (1990). Internal versus external control of reinforcement: A case history of a variable. American Psychologist, 45(4), 489. DOI: https://doi.org/10.1037//0003-066X.45.4.489

https://doi.org/10.1037/0003-066X.45.4.489 DOI: https://doi.org/10.1037/0003-066X.45.4.489

Satici, S. A., & Can, G. (2016). Investigating academic self-efficacy of university students in terms of socio-demographic variables. Universal Journal of Educational Research, 4(8), 1874-1880. https://doi.org/10.13189/ujer.2016.040817 DOI: https://doi.org/10.13189/ujer.2016.040817

Schnell, K., Ringeisen, T., Raufelder, D., & Rohrmann, S. (2015). The impact of adolescents' self-efficacy and self-regulated goal attainment processes on school performance-Do gender and test anxiety matter? Learning and Individual Differences, 38(5), 90-98. https://doi.org/10.1016/j.lindif.2014.12.008 DOI: https://doi.org/10.1016/j.lindif.2014.12.008

Schunk, D., & Pajares, F. (2002). The development of academic self-sufficiency. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 16-32). San Diego: Academic Press. https://doi.org/10.1016/B978-012750053-9/50003-6 DOI: https://doi.org/10.1016/B978-012750053-9/50003-6

Sherer, M., Maddux, J. E., Mercadante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R. W. (1982). The Self-Efficacy Scale: Construction and validation. Psychological Reports, 51(3), 663-671. https://doi.org/10.2466/pr0.1982.51.2.663 DOI: https://doi.org/10.2466/pr0.1982.51.2.663

Siddiqui, S. (2015). Impact of self-efficacy on psychological well-being among undergraduate students. The International Journal of Indian Psychology, 2(3), 5-16. https://doi.org/10.25215/0203.040 DOI: https://doi.org/10.25215/0203.040

Stephens, N. M., Townsend, S. S., Markus, H. R., & Phillips, L. T. (2012). A cultural mismatch: Independent cultural norms produce greater increases in cortisol and more negative emotions among first-generation college students. Journal of Experimental Social Psychology, 48(6), 1389-1393. https://doi.org/10.1016/j.jesp.2012.04.002 DOI: https://doi.org/10.1016/j.jesp.2012.07.008

Stiggins, R., & Arter, J. (2002). Assessment for learning: International perspectives. In Proceedings of an international conference, Chester, UK (p. 18 September, 2001). Corporate source: Assessment Training Institute, Inc.

Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39(2), 111-133. https://doi.org/10.1207/s15326985ep3902_1 DOI: https://doi.org/10.1207/s15326985ep3902_3

Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015 DOI: https://doi.org/10.1006/ceps.1999.1015

Wood, S., & Wood, E. (1996). The world of psychology (2nd ed.). Allyn and Bacon.

Wuepper, D., & Lybbert, T. J. (2017). Perceived self-efficacy, poverty, and economic development. Annual Review of Resource Economics, 9(1), 383-404. https://doi.org/10.1146/annurev-resource-100516-053709 DOI: https://doi.org/10.1146/annurev-resource-100516-053709

Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 202-231). Cambridge University Press. https://doi.org/10.1017/CBO9780511527692.009 DOI: https://doi.org/10.1017/CBO9780511527692.009

Zimmerman, B. J., & Cleary, T. J. (2006). Adolescents' development of personal agency: The role of self-efficacy beliefs and self-regulatory skill. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 45-69). Information Age Publishing.

Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676. https://doi.org/10.3102/00028312029004663 DOI: https://doi.org/10.3102/00028312029003663

Published

2024-12-10

How to Cite

Nzabihimana, D., Nizeyimana, G., & Ndagijimana, J. B. (2024). Exploring the Academic Self-Efficacy of the First Year Student Teachers of University of Rwanda-College of Education (UR-CE). African Journal of Empirical Research, 5(4), 1798–1812. https://doi.org/10.51867/ajernet.5.4.150

Issue

Vol. 5 No. 4 (2024): Oct-Dec 2024

Section

Articles
Copyright & Licensing

Copyright (c) 2024 Damien Nzabihimana, Gabriel Nizeyimana, Jean Baptiste Ndagijimana

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Crossref
Scopus
Google Scholar
Europe PMC