Increasing the self-efficacy of Japanese junior college ... · In the case of Athlete Usain St. Leo...
Transcript of Increasing the self-efficacy of Japanese junior college ... · In the case of Athlete Usain St. Leo...
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Increasing the self-efficacy of
Japanese junior college students
through group-work using personal
strength cards (Ⅰ)
Increasing the self-efficacy of
Japanese junior college students
through group-work using personal
strength cards (Ⅰ)
Saga Women’s Junior College, Japan Jonathan Moxon
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Introduction
Saga:
small city in western Japan
migration of young people to larger population centres
Our college:
2-year degrees in 3 departments
students are slow to begin job-seeking activities
Saga Saga
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Self-efficacy
“Perceived self-efficacy refers to beliefs in one’s capabilities to organize and execute the courses of action required to produce given levels of attainment or manage prospective situations.”
(Bandura, 1986)
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Developing Self-efficacy
Performance accomplishments
Performance accomplishments
Vicarious experiences
Vicarious experiences
Verbal persuasion
Verbal persuasion
Emotional control
Emotional control
Development of
self-efficacy
Development of
self-efficacy
Behaviour and
performance
Behaviour and
performance
Strong
Weak
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Careers Education at the college
• Exercise: Free from barrier
• Exercise: Be relax
Emotional control
Emotional control
My prejudice?
Relief
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Careers Education at the college
• Lectures from people working in the community
• Lectures from graduates of the college
Vicarious experiences
Vicarious experiences
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Careers Education at the college
• Staff-student interviews
• Tutoring
• Peer interviews
Verbal persuasion
Verbal persuasion
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Increasing the self-efficacy of
Japanese junior college students
through group-work using
personal strength cards(Ⅱ)
Increasing the self-efficacy of
Japanese junior college students
through group-work using
personal strength cards(Ⅱ)
Saga Women’s Junior College, Japan Masumi Nagae
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Purpose:
1. To investigate
the effect of group work to improve students’self-efficacy .
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What should we do in career education classes?
2. To find new directions in careers education from the results.
Is group-work using
the24 strength cards
effective as Verbal
Persuasion?
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Method:
• Participants: Saga women’s junior college career design subject students, 1st grade (N=40, Mean age=18.8, SD=1.2)
• Intervention: Group work used 24 ‘strength cards’ to raise students’ awareness of their strengths. • Investigation: Survey used General Self-Efficacy Scale (Japanese version) to assess self-efficacy of the students before and after the program. • Analysis:Paired t-tests were carried out to compare the
overall scores and the scores for each of the 16 questions before and after the intervention.
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The program to increase self-efficacy
• Students identified 3 of their
own perceived personal
strengths using 24 'strength
cards’.
• They illustrated those
strengths with concrete past
experiences.
• In group work, peers provided
feedback on their choices and
pointed out other strengths
they possess.
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It is hard to be aware of one‘s strengths! In the case of Athlete Usain St. Leo Bolt
• The gold medalist of
100 and 200 meters
at the BEIJING
OLYMPICS in 2008.
• He noticed himself to
be a fast runner only
after running in the
Olympic Games.
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It is hard to be aware of one‘s strengths! In the case of opera singer Paul Potts
• He appeared on a popular
audition show.
• Became a great opera
singer after becoming
aware of his strengths.
Quiet cell-phone salesman who loves only singing
One chance!
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Research in positive psychology
Recognizing and
utilizing one’s own strengths can lead to increased sense of fulfillment,
gains in confidence and increase in performance!
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24 'strength cards'
24 cards make it
Easier to judge 24
strength
based on the
strength
diagnostic tool
"VIA-IS" .
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Result Change in each self-efficacy item before and after the class through the group work using 24 strength cards.
p value=Student's t-test
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Result Change in general self-efficacy before and after the class through the group work using 24 strength cards.
p value=Student's t-test
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p=0.001
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• No comparison with
other methods
• No delayed posttest to examine the continued benefits of the intervention.
• Strength of the effect was not determined. 19
Conclusion and limitations (1)
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• It is difficult for the
students to change their attitudes just by classes.
• It will be effective for
student to work by experiences by themselves.
Do practice, Active learning!!
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Conclusion and limitations (2)
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Careers Education at the college
• Lectures from people working in the community
• Lectures from graduates of the college
Vicarious experiences
Vicarious experiences
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Careers Education at the college
• Staff-student interviews
• Tutoring
• The treatment carried out in this study
Verbal persuasion
Verbal persuasion
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Careers Education at the college
• Workplace experience
• Short-term internships
• Long-term internships
Performance accomplishments
Performance accomplishments
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References • Bandura, A. (1977). Self-efficacy: toward a unifying theory of
behavioral change. Psychological review, 84(2), 191. • Bandura, A. (2000). Exercise of human agency through collective
efficacy. Current directions in psychological science, 9(3), 75-78. • Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001).
Self‐efficacy beliefs as shapers of children's aspirations and career trajectories. Child development, 72(1), 187-206.
• Narita, K., Shimonaka, Y., Nakazato, K., Kawaai, C., Sato, S., & Osada, Y. (1995). A Japanese version of the generalized self-efficacy scale-Scale utility from the life-span perspective (Vol. 43, pp. 306-314): JAPANESE JOURNAL OF EDUCATIONAL PSYCHOLOGY.
• Sakano, Y. (1989). Verification of validity of General Self-Efficacy Scale (GSES). Waseda Journal of Human Science, 2, 91-98.
• 坂野雄二, & 東條光彦. (1986). 一般性セルフ・エフィカシー尺度作成の試み (原著論文). 行動療法研究, 12(1), 73-82.
• Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford review of education, 35(3), 293-311.
• VIA-IS diagnostic tool, accessed from http://www.positivepsych.jp/via.html
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Thank you all for your listening!
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