Habibah Elias

Sense of Efficacy among Beginning Teachers in Sarawak.

This study examined the level of teachers’ sense of efficacy among beginning teachers in Sarawak, Malaysia. It also sought to investigate whether there is any difference in beginning teachers’ sense of efficacy in relation to gender, race and types of teacher preparation program. The study was conducted by using the teacher sense of efficacy scale. The sample consisted of 328 beginning teachers. The mean score of beginning teachers’ sense of efficacy was 6.57 and the standard variation was .80. There were significant differences in teachers’ sense of efficacy in relation to race (F = 3.46, p<.05) and types of teacher preparation program (F = 3.92, p<.05). The differences in overall teacher sense of efficacy were also significant in relation to the interaction between gender and types of teacher education (F = 4.59, p< .05) and interaction between all the three demographic variables (F = 3.32, p< .05). The implications of the study on the theory and practice of teachers’ sense of efficacy was discussed.

The Comparison of 8th Grade Iranian High, Medium and Low Family’s Income Performance in Student’s Psychological Factors

The purpose of this study is to find out the comparison of high, medium and low families’ income students’ performance in student’s psychological factors; general self-concept, science self-concept, self-efficacy, science self-efficacy, self-esteem, anxiety, and science anxiety among guidance school students. The participants in the study were 680 guidance school students, (317 male and 363 female, in the age 14 years old) at Tehran and Shahriar City, the province of Tehran, Iran. Five valid and reliable instruments were used to assess general self-concept, science self-concept, self-efficacy, science self-efficacy, self-esteem, anxiety, and science anxiety. Descriptive statistics and MANOVA were used to analyze the data. The result has demonstrated that there is significant differences between groups in science anxiety, self-esteem and self-efficacy (p

Self-efficacy, self-esteem, achievement motivation and academic achievement among students in public and private higher institutions

This study examines the differences in academic performances between students from the Public Higher Institutions and the Private Higher Institutions. Sanchez (2006) reported that public schools perform favorably with private schools when students’ income and socio-economic status are taken into account The findings counter a popularly held notion, that private schools outperform public schools. Another finding by The Center on Education Policy (CEP) (2007) also indicated that private school students and public school students perform equally on achievement tests. However this study conducted on 647 second year students in two public and two private universities in Malaysia finds that students from the Public Higher Institutions perform better academically (Mean =3.25, SD =0.38) as compared to students from the Private Higher Institutions ( Mean =3.05, SD = 0.47). The students from the Public Higher Institutions seemed to do better. Hence this study also looked into some psychosocial factors (Self-efficacy , Self-esteem and Achievement Motivation ) that may lead into the explanations on the differences.. The findings are further discussed.

Peer influence on adolescents behavior

Papalia, et.al (1998) argued that as children begin to move away from parental influence, the peer group will open up new perspectives. By involving themselves in peer activities, children can test values they hold. On the other hand, Papalia (1998) also discussed the negative effets of peer groups. To be a member of a peer group, an adolescent must accept the values and behavioral norms even though these may be undesirable. The pressure to conform can also lead to troublesome adolescent and even a delinquent one. This study will focus on the At-Risk adolescents. The respondents were 16 year-old students from Malaysian government secondary schools. Total respondents were 113 students, from 25 schools. Each school were represented between 4- 5 students selected by the school counselors based on several characteristics such as low performance in school, involvement in discipline problems and potential dropouts. These students were interviewed by the researchers. Results showed that through peer influence, the adolescents indulged in several misbehaviors such as, smoking, fighting, stealing, truancy, loitering around school compounds. All of these adolescents were under achievers and did not perform in their school examinations.

Reading and literacy skills among children in the early school years.

Early identification of children most at risk of reading failure is central to the prevention of illiteracy. Therefore the earliest time frame for identification should be determined. Reading is related to communication and literacy. Prominent researchers in the field asserted that, and supported by empirical evidences, early school years is the critical time for early identification and prevention (Torgesen, 1998). This study focuses on Year 1 and Year 4 primary school children utilizing the descriptive correlational method. It was carried out on 344 primary school pupils of which 168 were from Year 1 and 176 were Year 4 pupils. The pupils in the sample were academically weak who underwent screening and diagnostic tests. Findings showed a significant number had difficulty in reading skills. Reading is basic in understanding information and it is related to overall learning in general and Year 1 pupils did have problems in literacy skills where 33.8% were unable to read and write, As for Year 4 pupils, there was a slight drop in reading skills as compared to the pupils in Year 1. This was perhaps due to the fact that the problems encountered were more difficult. However, pertinently, it was found that those specific areas of weaknesses in other learning subjects (mathematics and languages) were related to reading and literacy skills. The implications are these pupils should be given the diagnostic tests as early as possible(pre school) by the teachers so that intervention programs could be carried out.