Autentiskuma un akadēmiskās pašefektivitātes saistība studējošajiem
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Latvijas Universitāte
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lav
Abstract
Šī pētījuma galvenais mērķis ir noskaidrot, vai autentiskums ir saistīts ar akadēmisko pašefektivitāti, kā arī izprast akadēmiskās pašefektivitātes, autentiskuma studijās un autentiskuma apakšskalu savstarpējās saistības studentu vidū. Pētījumā izmantotas divas aptaujas: Autentiskuma aptauja (The Authenticity Scale, Wood et al., 2008) un Akadēmiskās pašefektivitātes aptauja (Academic Self-Efficacy Scale, Sachitra & Bandara, 2017). Papildus tika izveidots rādītājs Autentiskums studijās, kas veidots no četriem pantiem, balstoties uz Autentiskuma skalu. Pētījumā piedalījās 150 respondenti (73,3% sievietes), kuri pašlaik studē augstākās izglītības iestādē, vecumā no 19 līdz 57 gadiem (M = 26,89; SD = 9,66). Dati ievākti, izmantojot tiešsaistes aptauju. Rezultāti norāda uz statistiski nozīmīgu pozitīvu saistību starp autentiskumu, autentiskumu studijās un akadēmisko pašefektivitāti.
The aim of this study is to explore whether authenticity is related to academic self-efficacy, as well as to examine the interrelations between academic self-efficacy, authenticity in studies, and authenticity subscales within students. Two questionnaires were used: the Authenticity Scale (Wood et al., 2008) and the Academic Self-Efficacy Scale (Sachitra & Bandara, 2017). Additionally, an indicator for Authenticity in Studies was developed, consisting of four supplementary items tailored from the Authenticity Scale. The study involved 150 respondents (73.3% female) who are currently enrolled in higher education institutions, aged between 19 and 57 years (M = 26.89; SD = 9.66). Data were collected using an online survey. The results indicate a statistically significant positive relationship between authenticity, authenticity in studies, and academic self-efficacy.
The aim of this study is to explore whether authenticity is related to academic self-efficacy, as well as to examine the interrelations between academic self-efficacy, authenticity in studies, and authenticity subscales within students. Two questionnaires were used: the Authenticity Scale (Wood et al., 2008) and the Academic Self-Efficacy Scale (Sachitra & Bandara, 2017). Additionally, an indicator for Authenticity in Studies was developed, consisting of four supplementary items tailored from the Authenticity Scale. The study involved 150 respondents (73.3% female) who are currently enrolled in higher education institutions, aged between 19 and 57 years (M = 26.89; SD = 9.66). Data were collected using an online survey. The results indicate a statistically significant positive relationship between authenticity, authenticity in studies, and academic self-efficacy.