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） Saga Women’s Junior College, Japan Jonathan Moxon [email protected]
Transcript of Increasing the self-efficacy of Japanese junior college ... · In the case of Athlete Usain St. Leo...
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
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
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)
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
Careers Education at the college
• Exercise: Free from barrier
• Exercise: Be relax
Emotional control
Emotional control
My prejudice?
Relief
Careers Education at the college
• Lectures from people working in the community
• Lectures from graduates of the college
Vicarious experiences
Vicarious experiences
Careers Education at the college
• Staff-student interviews
• Tutoring
• Peer interviews
Verbal persuasion
Verbal persuasion
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
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?
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.
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.
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!
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!
24 'strength cards'
24 cards make it
Easier to judge 24
strength
based on the
strength
diagnostic tool
"VIA-IS" .
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
• 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)
• 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)
Careers Education at the college
• Lectures from people working in the community
• Lectures from graduates of the college
Vicarious experiences
Vicarious experiences
Careers Education at the college
• Staff-student interviews
• Tutoring
• The treatment carried out in this study
Verbal persuasion
Verbal persuasion
Careers Education at the college
• Workplace experience
• Short-term internships
• Long-term internships
Performance accomplishments
Performance accomplishments
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
Thank you all for your listening!
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