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Iris M. Riggs - One of the best experts on this subject based on the ideXlab platform.
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The relationship of pupil control to preservice elementary science teacher self–efficacy and Outcome Expectancy
Science Education, 1995Co-Authors: Larry Enochs, Lawrence C. Scharmann, Iris M. RiggsAbstract:The investigators' intentions in this study were to examine preservice elementary teachers' sense of self-efficacy with regard to science teaching and to define the construct of self-efficacy with greater clarity. Additionally, the construct of pupil control was examined. To gather information toward these purposes, we investigated the following questions: Do prospective elementary teachers' efficacy beliefs relate to their beliefs concerning classroom management or control?; and How is a measure of self-efficacy related to prospective teachers' self-reported choice concerning the teaching of science, amount of time spent in performing “hands-on” science, and/or perceived effectiveness as future elementary science teachers? Self-efficacy was measured as two distinct constructs, personal self-efficacy and Outcome Expectancy. Significant correlations were found between personal science teaching self-efficacy and (1) the number of college science courses taken; (2) the number of years of high school science taken; (3) respondent's choice of science instructional delivery; and (4) respondent's perceived effectiveness in teaching science. When the Outcome Expectancy subscale is considered, however, only one significant correlation is indicated; perceived effectiveness in teaching science was significantly correlated with Outcome Expectancy. Personal science teaching self-efficacy was significantly correlated with pupil control ideology while Outcome Expectancy was not. © 1995 John Wiley & Sons, Inc.
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the relationship of pupil control to preservice elementary science teacher self efficacy and Outcome Expectancy
Science Education, 1995Co-Authors: Larry Enochs, Lawrence C. Scharmann, Iris M. RiggsAbstract:The investigators' intentions in this study were to examine preservice elementary teachers' sense of self-efficacy with regard to science teaching and to define the construct of self-efficacy with greater clarity. Additionally, the construct of pupil control was examined. To gather information toward these purposes, we investigated the following questions: Do prospective elementary teachers' efficacy beliefs relate to their beliefs concerning classroom management or control?; and How is a measure of self-efficacy related to prospective teachers' self-reported choice concerning the teaching of science, amount of time spent in performing “hands-on” science, and/or perceived effectiveness as future elementary science teachers? Self-efficacy was measured as two distinct constructs, personal self-efficacy and Outcome Expectancy. Significant correlations were found between personal science teaching self-efficacy and (1) the number of college science courses taken; (2) the number of years of high school science taken; (3) respondent's choice of science instructional delivery; and (4) respondent's perceived effectiveness in teaching science. When the Outcome Expectancy subscale is considered, however, only one significant correlation is indicated; perceived effectiveness in teaching science was significantly correlated with Outcome Expectancy. Personal science teaching self-efficacy was significantly correlated with pupil control ideology while Outcome Expectancy was not. © 1995 John Wiley & Sons, Inc.
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A Microcomputer Beliefs Inventory for Middle School Students: Scale Development and Validation
Journal of research on computing in education, 1993Co-Authors: Iris M. Riggs, Larry G. EnochsAbstract:AbstractThe Microcomputer Beliefs Inventory (MBI) was developed and validated to measure the self-efficacy and Outcome Expectancy beliefs of middle school students toward computers. Item analysis, scale reliability assessment, and factor analysis of scale integrity were conducted upon a sample of 269 sixth-, seventh-, and eighth-grade students. Both scales performed with good reliability (Self-efficacy alpha = 0.90 and Outcome Expectancy alpha = 0.85), and factor analysis clearly demonstrated the distinctiveness of the constructs measured. Preliminary evidence of the construct validity of both scales was clearly demonstrated by their predictable covariance with variables such as attitude toward computer, attitude toward science, interest in computer learning, interest in science learning, and expectations for computer learning. A strong relationship between the scales and computer access within the home was revealed by the t-tests. The MBI appears ready to be utilized in future research efforts.
Lena C Quilty - One of the best experts on this subject based on the ideXlab platform.
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the role of Outcome Expectancy in therapeutic change across psychotherapy versus pharmacotherapy for depression
Journal of Affective Disorders, 2019Co-Authors: Thulasi Thiruchselvam, David J A Dozois, Michael R Bagby, Daniela S S Lobo, Lakshmi N Ravindran, Lena C QuiltyAbstract:Abstract Background Patient Outcome Expectancy - the belief that treatment will lead to an improvement in symptoms – is linked to favourable therapeutic Outcomes in major depressive disorder (MDD). The present study extends this literature by investigating the temporal dynamics of Expectancy, and by exploring whether Expectancy during treatment is linked to differential Outcomes across treatment modalities, for both optimistic versus pessimistic Expectancy. Methods A total of 104 patients with MDD were randomized to receive either cognitive behavioral therapy (CBT) or pharmacotherapy for 16 weeks. Outcome Expectancy was measured throughout treatment using the Depression Change Expectancy Scale (DCES). Depression severity was measured using both the Hamilton Depression Rating Scale and Beck Depression Inventory-II. Results Latent growth curve models supported improvement in Expectancy across both treatments. Cross-lagged panel models revealed that both higher optimistic and lower pessimistic Expectancy at mid-treatment predicted greater treatment response in pharmacotherapy. For CBT, the associative patterns between Expectancy and depression differed as a function of Expectancy type; higher optimistic Expectancy at pre-treatment and lower pessimistic Expectancy at mid-treatment predicted greater treatment response. Limitations The sample size limited statistical power and the complexity of models that could be explored. Conclusions Results suggest that Outcome Expectancy improved during treatment for depression. Whether Outcome Expectancy represents a specific mechanism for the reduction of depression warrants further investigation.
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The role of Outcome Expectancy in therapeutic change across psychotherapy versus pharmacotherapy for depression.
Journal of affective disorders, 2019Co-Authors: Thulasi Thiruchselvam, David J A Dozois, Daniela S S Lobo, Lakshmi N Ravindran, R. Michael Bagby, Lena C QuiltyAbstract:Abstract Background Patient Outcome Expectancy - the belief that treatment will lead to an improvement in symptoms – is linked to favourable therapeutic Outcomes in major depressive disorder (MDD). The present study extends this literature by investigating the temporal dynamics of Expectancy, and by exploring whether Expectancy during treatment is linked to differential Outcomes across treatment modalities, for both optimistic versus pessimistic Expectancy. Methods A total of 104 patients with MDD were randomized to receive either cognitive behavioral therapy (CBT) or pharmacotherapy for 16 weeks. Outcome Expectancy was measured throughout treatment using the Depression Change Expectancy Scale (DCES). Depression severity was measured using both the Hamilton Depression Rating Scale and Beck Depression Inventory-II. Results Latent growth curve models supported improvement in Expectancy across both treatments. Cross-lagged panel models revealed that both higher optimistic and lower pessimistic Expectancy at mid-treatment predicted greater treatment response in pharmacotherapy. For CBT, the associative patterns between Expectancy and depression differed as a function of Expectancy type; higher optimistic Expectancy at pre-treatment and lower pessimistic Expectancy at mid-treatment predicted greater treatment response. Limitations The sample size limited statistical power and the complexity of models that could be explored. Conclusions Results suggest that Outcome Expectancy improved during treatment for depression. Whether Outcome Expectancy represents a specific mechanism for the reduction of depression warrants further investigation.
Özgül Yilmaz - One of the best experts on this subject based on the ideXlab platform.
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a study of science teaching self efficacy and Outcome Expectancy beliefs of teachers in india
Science Education, 2004Co-Authors: Josephine Shireen M Desouza, William J. Boone, Özgül YilmazAbstract:Elementary and middle school teachers in urban schools in India provided responses to the science efficacy instrument (STEBI-A). These responses were evaluated using Rasch analysis and parametric tests. Rasch fit statistics and person-item maps were evaluated. It was found that the instrument worked well for the two groups of teachers, but the differential item functioning analysis found that the teachers utilized several items in the scale differently. Parametric tests suggested that self-efficacy and Outcome Expectancy measures correlated highly for middle school teachers, for those that did not have a science degree and a written science curriculum. Significant predictors of self-efficacy are—minutes per week science is taught, educational level, number of days in the school year, holding of a science degree, and the presence of a science curriculum. From all of the analyses we conclude that teaching experience is important, but not necessarily enough to increase teachers' Outcome Expectancy beliefs. The results of this study should benefit educators and policy makers with respect to teacher education in India and around the world. © 2004 Wiley Periodicals, Inc. Sci Ed88:837–854, 2004
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A study of science teaching self‐efficacy and Outcome Expectancy beliefs of teachers in India
Science Education, 2004Co-Authors: Josephine M. Shireen Desouza, William J. Boone, Özgül YilmazAbstract:Elementary and middle school teachers in urban schools in India provided responses to the science efficacy instrument (STEBI-A). These responses were evaluated using Rasch analysis and parametric tests. Rasch fit statistics and person-item maps were evaluated. It was found that the instrument worked well for the two groups of teachers, but the differential item functioning analysis found that the teachers utilized several items in the scale differently. Parametric tests suggested that self-efficacy and Outcome Expectancy measures correlated highly for middle school teachers, for those that did not have a science degree and a written science curriculum. Significant predictors of self-efficacy are—minutes per week science is taught, educational level, number of days in the school year, holding of a science degree, and the presence of a science curriculum. From all of the analyses we conclude that teaching experience is important, but not necessarily enough to increase teachers' Outcome Expectancy beliefs. The results of this study should benefit educators and policy makers with respect to teacher education in India and around the world. © 2004 Wiley Periodicals, Inc. Sci Ed88:837–854, 2004
Christine Moseley - One of the best experts on this subject based on the ideXlab platform.
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assessing k 12 teachers personal environmental education teaching efficacy and Outcome Expectancy
Applied Environmental Education & Communication, 2010Co-Authors: Christine Moseley, Jeanine Huss, Juliana UtleyAbstract:The purpose of this study was to determine change in environmental education teaching efficacy beliefs of K–12 teachers who participated in two weeks of an intensive summer earth systems science institute using the Global Learning and Observations to Benefit the Environment (GLOBE) curriculum as the conceptual framework. Thirty-eight teachers participated daily in eight hours of Basic GLOBE activities the first week and Advanced GLOBE activities the second week. In addition, teachers participated in one orientation session, two follow-up seminars, and were required to develop an action implementation plan to implement GLOBE activities and protocols into their classrooms during the following fall semester. Teachers were given the Environmental Education Efficacy Belief Instrument (EEEBI) at the orientation session, on the last day of the summer activities, and a third time at the last follow-up seminar in the fall. These scores were analyzed for any significant change in personal environmental teaching eff...
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science teacher efficacy and Outcome Expectancy as predictors of students end of instruction eoi biology i test scores
School Science and Mathematics, 2009Co-Authors: Julie Angle, Christine MoseleyAbstract:The purpose of this study was to compare teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the statewide End-of-Instruction (EOI) Biology I test met or exceeded the state academic proficiency level (Proficient Group) to teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the EOI Biology I test fell below the state academic proficiency level (Non-proficient Group). The mean difference on the Personal Science Teaching Efficacy (PSTE) subscale scores between the two groups was not statistically significant. This indicates that personal science teaching efficacy was not statistically related to how a teacher s students scored on the EOI Biology I test. The mean difference on the Science Teaching Outcome Expectancy (STOE) subscale scores demonstrated a statistically significant difference between the science teaching Outcome Expectancy of the Non-proficient Group and Proficient Group teachers. Proficient Group teachers had significantly higher STOE scores than teachers Non-proficient Group teachers. This finding suggests that End-of-Instruction Biology I test scores were related to the expectations that a teacher held for his/her students to learn biology regardless of student home environment, availability of classroom materials, or student motivation.
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An Exploratory Study of Preservice Teachers' Beliefs About the Environment
The Journal of Environmental Education, 2008Co-Authors: Christine Moseley, Juliana UtleyAbstract:The purpose of this study was to evaluate the environmental teaching efficacy and Outcome-Expectancy beliefs of elementary preservice teachers. The study also evaluated the importance of ethnicity as a construct in influencing teachers' beliefs toward environmental education. Among groups, participants involved in the Global Learning and Observations to Benefit the Environment (GLOBE) curriculum (2005; experimental group) significantly increased in environmental teaching Outcome Expectancy (ETOE) but not in personal environmental teaching efficacy (PETE). However, non-GLOBE participants (control group) increased significantly in PETE but not in ETOE. Ethnicity, which the authors defined in this study as Hispanic or non-Hispanic, was not a significant construct in influencing personal environmental teaching efficacy and Outcome Expectancy.
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the effect of teaching outdoor environmental education on preservice teachers attitudes toward self efficacy and Outcome Expectancy
The Journal of Environmental Education, 2002Co-Authors: Christine Moseley, Kay Reinke, Veronica BookoutAbstract:Abstract The purpose of this study was to evaluate the effect of participation in a 3-day outdoor environmental education program on preservice teachers' attitudes toward self-efficacy—which is a teacher's belief that he or she can teach environmental education (EE) effectively—and on Outcome Expectancy—which is a teacher's estimation of his or her influence on student learning. Participants were a convenience sample of 72 preservice elementary teachers taking a science methodology course at a state university. Participants were divided into 2 groups for this modified pretest/2-posttest/control group study. The instrument for all 3 tests was Sia's (1992) Environmental Education Efficacy Belief Instrument. The authors used parametric t tests to compare group means. The results suggested that the preservice teachers' self-efficacy was high before the program and remained unchanged by their teaching experiences but dropped significantly approximately 7 weeks after teaching. The lack of change in self-efficac...
Larry Enochs - One of the best experts on this subject based on the ideXlab platform.
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The relationship of pupil control to preservice elementary science teacher self–efficacy and Outcome Expectancy
Science Education, 1995Co-Authors: Larry Enochs, Lawrence C. Scharmann, Iris M. RiggsAbstract:The investigators' intentions in this study were to examine preservice elementary teachers' sense of self-efficacy with regard to science teaching and to define the construct of self-efficacy with greater clarity. Additionally, the construct of pupil control was examined. To gather information toward these purposes, we investigated the following questions: Do prospective elementary teachers' efficacy beliefs relate to their beliefs concerning classroom management or control?; and How is a measure of self-efficacy related to prospective teachers' self-reported choice concerning the teaching of science, amount of time spent in performing “hands-on” science, and/or perceived effectiveness as future elementary science teachers? Self-efficacy was measured as two distinct constructs, personal self-efficacy and Outcome Expectancy. Significant correlations were found between personal science teaching self-efficacy and (1) the number of college science courses taken; (2) the number of years of high school science taken; (3) respondent's choice of science instructional delivery; and (4) respondent's perceived effectiveness in teaching science. When the Outcome Expectancy subscale is considered, however, only one significant correlation is indicated; perceived effectiveness in teaching science was significantly correlated with Outcome Expectancy. Personal science teaching self-efficacy was significantly correlated with pupil control ideology while Outcome Expectancy was not. © 1995 John Wiley & Sons, Inc.
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the relationship of pupil control to preservice elementary science teacher self efficacy and Outcome Expectancy
Science Education, 1995Co-Authors: Larry Enochs, Lawrence C. Scharmann, Iris M. RiggsAbstract:The investigators' intentions in this study were to examine preservice elementary teachers' sense of self-efficacy with regard to science teaching and to define the construct of self-efficacy with greater clarity. Additionally, the construct of pupil control was examined. To gather information toward these purposes, we investigated the following questions: Do prospective elementary teachers' efficacy beliefs relate to their beliefs concerning classroom management or control?; and How is a measure of self-efficacy related to prospective teachers' self-reported choice concerning the teaching of science, amount of time spent in performing “hands-on” science, and/or perceived effectiveness as future elementary science teachers? Self-efficacy was measured as two distinct constructs, personal self-efficacy and Outcome Expectancy. Significant correlations were found between personal science teaching self-efficacy and (1) the number of college science courses taken; (2) the number of years of high school science taken; (3) respondent's choice of science instructional delivery; and (4) respondent's perceived effectiveness in teaching science. When the Outcome Expectancy subscale is considered, however, only one significant correlation is indicated; perceived effectiveness in teaching science was significantly correlated with Outcome Expectancy. Personal science teaching self-efficacy was significantly correlated with pupil control ideology while Outcome Expectancy was not. © 1995 John Wiley & Sons, Inc.
