Need Annotated Bibliography on CIA traid (Confidentiality, integrity and availability) In IT secuirty ssystems. Requirements :- You paper must be in correct APA format, use correct grammar, and will
Running head: ANNOTATED BIBLIOGRAPHY: SELF-EFFICACY IN 1
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
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
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
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
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
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.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148.
This article discusses the influence of self-efficacy toward cognitive development and functioning through cognitive, motivational, affective, and selection process. Furthermore, this article discusses the influence of self-efficacy on academic development and extends self-efficacy theory into educational contexts. This article will be engaged in defining the theoretical framework of self-efficacy theory.
Celik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computers & Education, 60(1), 148–158. doi:10.1016/j.compedu.2012.06.008
This article evaluates the influence of attitude, self-efficacy, and anxiety on teacher engagement in computer supported learning. The article concludes in the assertion of self-efficacy as a predictor of teacher computer supported learning engagement. This article will be engaged to discuss the role of self-efficacy in technology acceptance.
Chen, J., & Usher, E. (2013). Profiles of the sources of science self-efficacy. Learning and Individual Differences, 24, 11–21.
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
This article evaluates the relationship between hypothesized influences of student self-efficacy and student self-efficacy. The research determines that exposure to multiple self-efficacy influences had more effect on the development of self-efficacy that heightened exposure to a single source.
This article will be engaged to discuss the intentional development of self-efficacy.
Cordova, J., Sinatra, G., Jones, S., Taasoobshirazi, G., & Lombardi, D. (2014). Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change. Contemporary Educational Psychology, 39, 164–174.
This article assesses the interrelationships of confidence in prior knowledge, self-efficacy, interest, and prior knowledge with regard to conceptual change learning. The associated research demonstrates that heightened self-efficacy alone does not accurately predict academic achievement. This article will be engaged to discuss the role of self-efficacy in academic achievement.
Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6, 95–108.
This article investigates the influence of factors affecting self-efficacy as they specifically relate to higher education settings. The article synthesizes that higher educational programs established with a basis in social cognitive theory demonstrate improved success. This article will be engaged to discuss the role of self-efficacy as an influence toward academic achievement.
Gao, Z., Lee, A. M., Xiang, P., & Kosma, M. (2011). Effect of learning activity on students’ motivation, physical activity levels and effort/persistence. ICHPER-SD Journal of Research, 6(1), 27–33.
This article evaluates the relationship between self-efficacy and the engagement and persistence in moderate-to-vigorous athletic activity. The research determines that self-efficacy influences both vigorous activity engagement and persistence. This article will be engaged to discuss the role of self-efficacy in andragogy as it relates to persistence in self-directed learning.
Hong, J.-C., Pei-Yu, C., Shih, H.-F., Lin, P.-S., & Hong, J.-C. (2012). Computer self-efficacy, competitive anxiety and flow state: Escaping from firing online game. Turkish Online Journal of Educational Technology, 11(3), 70–76.
This article evaluates the influence of self-efficacy and competitive anxiety on the flow state of game engagement. The research identify that self-efficacy was positively correlated with gaming flow state. Interestingly, the research also identified that self-efficacy was negatively correlated with anxiety; indicating self-efficacy development as a tool for combating anxiety. This article will be engaged to discuss the role of self-efficacy in academic achievement.
Irby, T. L., & Strong, R. (2013). Agricultural education students’ acceptance and self-efficacy of mobile technology in classrooms. NACTA Journal, 57(1), 82–87.
This article evaluates the influence of self-efficacy, performance expectancy, and effort expectancy on the acceptance of mobile technology in education. The associated research engages the Unified Theory of the Acceptance and Use of Technology (UTAUT) toward measuring the constructs of self-efficacy, performance expectancy, effort expectancy, and behavioral intent and employs Pearson r correlation analysis between the dependent variable and independent variables to provide an assessment of the relationships. This article forms the seminal work related to the evaluation of the influence of self-efficacy specifically toward the acceptance of mobile technology in learning, and provides the recommendation for future research which drives the proposed research question.
Tella, A., Tella, A., & Adeniyi, S. O. (2011). Locus of control, interest in schooling and self-efficacy as predictors of academic achievement among junior secondary school students in Osun State, Nigeria. New Horizons in Education, 59(1), 25–37.
This article evaluates the influence of locus of control, interest in schooling, and self-efficacy on academic achievement. The research concludes that all three principles reflect a significant relationship with academic achievement; implying that self-efficacy directly influences academic achievement. This article will be engaged to discuss the relationship between self-efficacy and academic achievement and associate the role of self-efficacy in educational theory.
