Running head: ANNOTATED BIBLIOGRAPHY: SELF-EFFICACY IN 7
Annotated Bibliography: Self-Efficacy in M-Learning
Jason Hutcheson
Capella University
Annotated Bibliography: Self-Efficacy in M-Learning
Adams, C. M. (2014). Collective student trust a social resource for urban elementary students. Educational Administration Quarterly, 50(1), 135–159. doi:10.1177/0013161X13488596
This article is credible since it was published in a well-established peer reviewed journal
This article’s relevance is supported by its recent publication and its relationship with the concepts that influence learning.
This article addresses the relationship between collective student trust and educational success factors; school identification, self-regulated learning, and academic achievement. The article engages self-determination theory toward the discussion of the relationship which collective student trust and academic behavior, and concludes in asserting that collective student trust is a strong antecedent of student behavior and achievement.
This article will be engaged to discuss the intentional development of self-efficacy as an influence for student behavior.
Al-Awidi, H. M., & Alghazo, I. M. (2012). The effect of student teaching experience on preservice elementary teachers’ self-efficacy beliefs for technology integration in the UAE. Educational Technology Research and Development, 60(5), 923–941.
This article is credible since it was published in a well-established peer reviewed journal
This article’s relevance is supported by its recent publication and its direct relationship with the concept of self-efficacy.
This article researches the impact of technology integration on self-efficacy beliefs. Experimental research is conducted to measure self-efficacy beliefs before and after the integration of technology into the learning environment. Furthermore, student teaching experience is found to have a significant impact on self-efficacy.
This article will be used to discuss the measurement of self-efficacy and the intentional development of self-efficacy.
Alenezi, A. R., Karim, A., Malek, A., & Veloo, A. (2010). An empirical investigation into the role of enjoyment, computer anxiety, computer self-efficacy and internet experience in influencing the students’ intention to use e-learning: A case study from Saudi Arabian governmental universities. Turkish Online Journal of Educational Technology, 9(4), 22–34.
This article is credible since it was published in a well-established peer reviewed journal
This article’s relevance is supported by its recent publication and its direct relationship with the computer-related self-efficacy.
This article analyzes the influence of enjoyment, anxiety, self-efficacy, and experience as predictors of technology engagement.
The study engages the Technology Acceptance Model (TAM) to evaluation the relationships, and concludes in the assertion of a significant relationship between self-efficacy and technology engagement.
This article will be engaged to discuss the role of self-efficacy as a predictor of technology acceptance.
Ananou, T. (2014). Academic Honesty in the Digital Age (Dissertation). Indiana University of Pennsylvania, Pennsylvania.
This dissertation is credible since it substantially evaluated by a dissertation committee.
This article’s relevance is supported by its recent publication and its connection between the two core elements of the research topic.
This dissertation analyzes the relationship between self-efficacy and cyber-plagiarism. The associated research did not find a significant relationship between self-efficacy and cyber-plagiarism; indicating that the role of self-efficacy in e-learning does not extended into concerns of academic honesty.
This dissertation will be engaged in the discussion of the role of self-efficacy in andragogy; specifically as it relates to e-learning.
Artino, A. (2012). Academic self-efficacy: From educational theory to instructional practice. Perspectives on Medical Education, 1(2), 76–85. doi:10:1007/s40037-012-0012-5
This article is credible since it was published in a well-established peer reviewed journal
This article’s relevance is supported by its recent publication and its direct relationship to the concept of self-efficacy.
This article draws on seminal works related to self-efficacy to present a holistic concept of self-efficacy.
The article further addresses the application of self-efficacy within instructional design in order to advance student achievement.
The article will be engaged to discuss the integration of self-efficacy within learning design.
Bandura, A. (1986). Social Foundations of Thought and Action: A Socially Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
This work is credible due to its wide acceptance and use in subsequent research.
This work’s relevance is supported by its consideration as a seminal work in behavioral research
This seminal work conceptualizes self-efficacy and defines the role of self-efficacy in social cognitive theory. Furthermore, this book distinguishes self-efficacy from related concepts of self-image and self-confidence.
This work will be engaged to discuss the roots of self-efficacy theory.
