outcome expectancy


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outcome expectancy

in social cognitive theory, a person's expectations about the consequences of an action.
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Our results complement those found in the study by Ferrier, Dunlop, and Blanchard (2010), who used a single-dimension measure of outcome expectation among persons with MS suggesting that outcome expectancy was associated with increased physical activity levels and may be a potential source of motivation for increasing physical activity in this population.
The second construct of Science Teaching Outcome Expectancy (STOE) consisted of 12 questions similarly scaled from 1 (strongly disagree) to 6 (strongly agree).
Concurrent criterion-related validity was determined with Pearson correlation by correlating three self-report physical activity behaviors scales with self-efficacy and outcome expectancy subscales, respectively.
Ten items were developed to measure the outcome expectancy, of which seven were adapted from Venkatesh et al.
The relationship of pupil control to preservice elementary science teaching self-efficacy and outcome expectancy.
2000) conceptualized science and mathematics teaching efficacy beliefs in two dimensions, namely personal teaching efficacy and teaching outcome expectancy.
When unique outcomes were arranged in the conditional discriminative choice task, empirical data supported the notion that a unique outcome expectancy was formed for each unique outcome (e.
In addition, organization variables of self-efficacy (efficacy expectancy for the school counselor role, efficacy expectancy for individual counseling, and outcome expectancy (as measured by the CSS subscales) and school climate (as measured by the SCS) were included.
Rodgers and Brawley (1991) further proposed that outcome expectancy is formed by the interaction of two factors, (a) outcome likelihood, which refers to the probability that a certain action will lead to a certain outcome and (b) outcome values, which refer to the values the individual assigns to the possible outcomes of the behavior.
In other words, if individuals perceive the completion of a task as very important, often the outcome produced is far different than the outcome for individuals attempting the same task but with a low outcome expectancy (Bandura, 1997).
Another finding showed that students in the DME had a significantly superior rating in the cognitive dimension of Mathematics Teaching Outcome Expectancy (MTOE), while students in the DSE scored higher in Science Teaching Outcome Expectancy (STOE) but no significance, shown as table 2.
The second factor, teaching outcome expectancy, is a teacher's belief that effective teaching can bring about student learning regardless of external factors such as home environment, family background, and parental influences.