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Yayın Does everyone benefit equally from self-efficacy beliefs? The moderating role of perceived social support on motivation(Sage Publications Inc, 2018-02) Bağcı Hemşinlioğlu, Sabahat ÇiğdemThis study investigated whether perceived goal support from family and friends may moderate the relationship between academic self-efficacy and motivational outcomes among early adolescent students recruited from a low-middle socio-economic status(SES) background school in Turkey (N = 319, Xa(ge) = 13.13, SD = .80). Self-report questionnaires included measures of academic self-efficacy, perceived family and friend support, and academic and career motivations. Academic self-efficacy and perceived support from family related positively to both types of motivation. Children who perceived lower family support benefited more from the positive effects of self-efficacy on motivations, whereas children with higher family support seemed to gain less (or not gain at all) from self-enhancing functions of self-efficacy. Same findings were found for peer support, but only when family support was excluded from analyses. Findings implied the need to study larger family and peer contexts under which self-efficacy beliefs may be more or less effective on motivation.Yayın Implicit theories and self-efficacy in an introductory programming course(Institute of Electrical and Electronics Engineers Inc, 2018-08) Tek, Faik Boray; Benli, Kristin Surpuhi; Deveci, EzgiContribution: This paper examined student effort and performance in an introductory programming course with respect to student-held implicit theories and self-efficacy. Background: Implicit theories and self-efficacy help in understanding academic success, which must be considered when developing effective learning strategies for programming.Research Questions: Are implicit theories of intelligence and programming, and programming-efficacy, related to each other and to student success in programming? Is it possible to predict student performance in a course using these constructs? Methodology: Two consecutive surveys ({N}=100 and {N}=81) were administered to non-CS engineering students in Işik University, Turkey. Findings: Implicit theories of programming-aptitude and programming-efficacy are interrelated and positively correlated with effort, performance, and previous failures in the course. Although it was not possible to predict student course grade the data confirms that students who believe in improvable programming aptitude have significantly higher programming efficacy, report more effort, and get higher course grades. In addition, failed students tend to associate the failure with fixed programming aptitude; repeating students favor fixed programming aptitude theory and have lower programming-efficacy, which increases the possibility of further failure.
