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The majority of states and school systems within the USA have implemented the Common Core State Standards, but with this implementation and focus on language arts and mathematics, many believe that social studies education has lagged. The purpose of this paper is to investigate preservice teachers’ social studies self-efficacy, experiences, and beliefs. Participants were preservice teachers in a required education course. During this course, preservice teachers were required to complete a 20-hour practicum within a school. Participants completed a teacher social studies self-efficacy scale, as well as a reflection questionnaire and course discussions. Results showed that preservice teachers reported that they did not have social studies experiences within the practicum. Implications of this study support preservice teachers having additional social studies education and C3 Framework mastery experiences.

With regard to the teacher’s sense of efficacy scale, descriptive statistics (means, standard deviations) were calculated. Following qualitative tradition (Glaser and Strauss, 1967; Miles and Huberman, 1994), the author used a constant comparative method to code the reflection questionnaire and group discussions. This included calculating answers and coding themes across the sources. These data gleaned insight into the participants’ experiences within the course and practicum regarding the domain of social studies education.

To answer research question 1, means and standard deviations were calculated. Using the social studies teacher’s sense of efficacy scale, participants reported M=6.4, SD=1.25. Research question 2 concerned whether or not participants were given a mastery experience (practicum/tutoring) in social studies. Moreover, if they were not given such an experience, in what domain did they work? Results indicated that a few participants (19 percent) stated that they had an opportunity to tutor in social studies. Most reported that the majority of their tutoring is in reading (58 percent) or mathematics (24 percent).

The findings from this study inform social studies research as it focuses on teacher social studies self-efficacy and mastery experiences within a practicum. First, preservice teachers in this study had relatively low self-efficacy beliefs in the domain of social studies. Second, the participants had very few mastery experiences in social studies. Finally, preservice teachers seem to feel that they will enjoy teaching social studies, and they did learn social studies within their schools.

Teacher educators are constrained in the time that they have to impart knowledge, pedagogy, and efficacy beliefs on preservice teachers. While evolving legislative mandates are at the forefront of many aspects of teaching, a teacher’s belief in his or her ability to teach may be what leads to perseverance in the classroom. Experiences within social studies classrooms and a use of the C3 Framework will help to highlight teachers’ and students’ growth within the domain of social studies. This study highlights the need for more mastery experiences in social studies as a way of strengthening new teachers’ content knowledge.

The future of social studies education within the classroom seems to be a dire situation. The consequence of the marginalization of social studies within the classroom is twofold. First, students to do have direct social studies instruction. Second, preservice teachers do not have an opportunity to observe or teach within this domain. As stated earlier, legislation is guiding classroom instruction. However, if teachers and schools are informed, social studies education does not have to disappear from student’s classroom time. School systems and teachers who have not yet done so should begin to consider using the C3 Framework.

The need to understand preservice teachers’ social studies self-efficacy beliefs is of importance given the constraints that they will most likely be facing once they enter the classroom. In other words, if preservice teachers are expected to teach children social studies, teacher educators should understand their learning of and beliefs about teaching in this domain. This study focused on preservice teachers’ self-efficacy and social studies beliefs. This study highlights the need for more mastery experiences in social studies as a way of strengthening new teachers’ content knowledge. Today, there are limitations wherein preservice teachers do not have many experiences with social studies. Future approaches should focus on offering more mastery experiences to preservice teachers.

This study seeks to understand the factors and orientations that are relevant to preservice teachers' (PSTs) beliefs about their ability to design lessons for inquiry-based K-6 social studies instruction.

Seventy elementary PSTs participated in a series of inquiry-based learning activities in a social studies methods course. The study uses exploratory factor analysis, a quantitative method to explore teacher self-reported efficacy for designing inquiry lessons.

The findings revealed that three capabilities related to design are relevant to elementary social studies PSTs' self-efficacy for designing inquiries: lesson design competence, lesson design disposition and lesson design practices. Most PSTs expressed low self-efficacy in all three capabilities. PSTs with a higher disposition for designing inquiry lessons may show a strong sense of self-efficacy for inquiry-based curricula design and practice in elementary social studies education.

The article discusses the importance of understanding PSTs sense of efficacy and categories of such self-efficacy beliefs at the level of lesson design within the context of teacher education. It discusses the need for teacher educators to facilitate educationally sound critical reflection on lesson design skills, disposition and practices that foster PSTs' sense of ability to teach via inquiry in elementary classrooms.

This study aims to explore the self-efficacy of social studies teacher education working with lesbian, gay, bisexual, transgender and queer (LGBTQ) preservice teachers, teaching LGBTQ content in their methods courses, and helping the preservice teachers they teach in those classes reduce their bias and prejudice against LGBTQ individuals.

This study, framed by self-efficacy theory, employs a mixed methods approach, qualitative semistructured interviews (n = 6) and quantitative (Likert-scale) survey questions (n = 174).

Participants reported high self-efficacy in working with LGBTQ students but showed decreased efficacy in teaching about LGBTQ content and helping reduce preservice teacher LGBTQ bias. Participants suggested that time in the curriculum, lack of knowledge about LGBTQ topics/issues, and the lack of institutional support are some of the leading barriers to LGBTQ inclusion in the social studies teacher preparation curriculum.

This is the only work conducted at this scale to examine social studies teacher educators' self-efficacy in LGBTQ-inclusion in methods courses. It has implications for increasing this self-efficacy to help make P-16 social studies education LGBTQ-inclusive.

The main purpose of this study is to investigate the factors affecting e-trust perception of tourists using Web-based travel intermediaries (WBTIs). Cognitive and affective attitude components are believed to be important in assessing the e-trust perception of tourists. However, this paper aims to investigate if self-efficacy would be an important predictor for e-trust in the context of WBTIs.

The quantitative research method is used in this study. Data were collected by the survey method from the tourists who visited Istanbul/Turkey and made their bookings via Web-based travel intermediaries. Hierarchical linear regression analysis is used to investigate to which extent age/gender/years of usage, self-efficacy, cognitive and affective components are affecting tourists’ e-trust perception.

According to the study results, self-efficacy, the attitude components, in addition to the demographic variables, predict a significant amount of variance (45%) in e-trust for Web-based travel intermediaries. Besides attitude components, self-efficacy is put forward as significantly important in the perception of e-trust.

The novelty of the current study is that it uses hierarchical regression to test if self-efficacy would be an important predictor for e-trust while examining the effect of various predictive variables in sequential order. Therefore, the relative importance of this e-trust predictor can be evaluated based on how much it contributes to the prediction over and above other important antecedents of e-trust according to the literature. This study provides evidence that the social cognitive theory may be useful in understanding e-trust in online tourist behavior.

论网络旅游中介的网络信任的原因：调研伊斯坦布尔游客

本论文旨在调研影响网络旅游中介（WBTIs）的游客网络信任的各项因子。认知与态度因素是形成游客的网络信任的重要方面。然而, 本论文旨在研究是否自我效能感对于WBTIs的网络信任构成重要的影响因子。

本论文采用定量分析法。数据采用问卷形式采集, 样本人群为伊斯坦布尔/土耳其的游客, 他们通过网络旅游中介订购他们的旅程。本论文采用层次回归分析法来检测年龄/性别/使用年份, 自我效能感, 认知与态度因子, 在何种程度上影响旅游的网络信任感知。

研究结果表明, 自我效能感, 态度成分, 以及人口统计变量, 解释了WBTIs网络信任的45%变量方差。除了态度因子, 系我效能对于网络信任起到显著的促进作用。

本论文的特别之处在于其使用了层次回归分析法检测了是否自我效能感对于影响网络信任, 同时又检验了各种预测变量作用的大小层次。因此, 每个信任预测因子的作用大小可以根据其对预测方差的大小比较来判断。本论文提出社会认知理论对理解在线旅游行为的网络信任有着显著帮助。

This study aims to investigate the relationship between the personal traits and computational thinking skills of second graders within the context of robotics activities.

Through literature review, a research model and hypotheses were tested with 122 second graders after robotic activities.

The hypothesized model showed that learning preference, intrinsic motivation and self-efficacy were the main predictors of coding achievement and computational thinking skills, while no direct relationship was found between learning preference, intrinsic or extrinsic motivation. The final path analysis revealed that intrinsic and extrinsic motivation predict self-efficacy, self-efficacy predicts coding achievement and coding achievement predicts computational thinking skills. Another important finding was the strong impact of self-efficacy on coding achievement, as well as computational thinking skills. Results are interpreted with reference to implications for potential methods of improving computational thinking skills when using robotics in the lower grades in elementary schools.

This study not only examined these relationships but also proposed, tested and built a research model containing a wide range of personal traits based on path analysis and multiple regression analysis, which, to the best of the researchers’ knowledge, has not been investigated in the current literature.

As reflected in the final research model, self-efficacy played an important role in impacting second grader’s coding achievement and computational thinking skills.

Few studies have investigated the various relationships in the context of robotics instruction in elementary schools as in this study. Given the increasing popularity of robotics education in elementary schools, the re-examination and identification of the pivotal role of self-efficacy in predicting second graders’ learning of coding and computational thinking skills have important implications for the implementation of robotics education.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this study is to explore decision-making of elementary teachers (n = 5) specific to US/American history content and curricular resources. More specifically for this study, the author asks the following broad research question: When presented with a collection of social studies instructional resources, how do elementary teachers describe the choices they do make/may make?

In this comparative case study, fifth-grade teachers were interviewed using verbal protocol methodology, they discussed their curriculum, teaching and instructional decisions as each was presented with history/social studies resources associated with newly adopted state standards.

Findings indicate these elementary teachers have professional freedom to make instructional decisions in the ways they interpreted the standards, design instruction and select materials for social studies.

This study contributes to and extends the research in elementary social studies. Teachers' voices and decisions are presented as intellectual and pedagogical actions associated with teaching elementary school social studies.

The purpose of this paper is to build a comprehensive structural model to demonstrate the interrelationships of factors influencing social networking service (SNS) fatigue and to identify the varying degrees of influence.

A total of 14 factors influencing SNS fatigue are identified through an extensive literature review. Interpretive structural modeling (ISM) and Matrice d'Impacts Croisés Multiplication Appliqué à un Classement (MICMAC) analysis are employed to build a hierarchical model and classify these factors into four clusters.

The results revealed that ubiquitous connectivity and immediacy of feedback are key factors contributing to SNS fatigue through their strong influence on other factors. Privacy concern, impression management concern and work–life conflict lead directly to SNS fatigue. In contrast, system feature overload and system pace of change are relatively insignificant in generating SNS fatigue.

This study represents an initial step toward comprehensively understanding the interrelationships among the factors leading to SNS fatigue and reveals how determinants of SNS fatigue are hierarchically organized, thus extending existing research on SNS fatigue. It also provides logical consistency in the ISM-based model for SNS fatigue by grouping identified factors into dependent and independent categories. Moreover, it extends the applicability of the integration of the ISM and MICMAC approaches to the phenomenon of SNS fatigue.

This study aims to investigate how social entrepreneurial role models influence social entrepreneurial self-efficacy, social entrepreneurial intent and social entrepreneurial action, with moral obligation as a moderator.

A cross-sectional survey of 261 pupils in the South African province of the Eastern Cape was used in the research study. Structural equation modeling was used to test hypotheses.

The research revealed that having social entrepreneurial role models has a positive impact on both social entrepreneurial self-efficacy and social entrepreneurial intent. In addition, a connection was found between social entrepreneurial intent and entrepreneurial action. The influence of moral obligation was found to be a positive and a significant moderator. Moreover, the association between social entrepreneurial role models and social entrepreneurial intent was mediated by social entrepreneurial self-efficacy.

The findings are not generalizable to nonstudent samples because students constituted the sample for gathering data. Future study therefore requires considering nonstudents to generalize the outcomes. This research should be replicated in other South African provinces and other developing countries for comparative outcomes.

Since social entrepreneurial role models have been practically linked to social entrepreneurship intent and entrepreneurial efficacy, understanding the factors that influence student’s decision to start a social enterprise is critical in South Africa to develop targeted interventions aimed at encouraging young people to start new businesses. Policymakers, society and entrepreneurial education will all benefit from the findings.

This study contributes to bridging the knowledge gap as it investigates how social entrepreneurial role models influence social entrepreneurial self-efficacy, social entrepreneurial intent and social entrepreneurial action, with moral obligation as a moderator. Encouraging social entrepreneurship among South African youth would also help address societal issues. This is a pioneering study in the context of an emerging economy such as South Africa, where social entrepreneurship is so integral.

Women play an essential role in entrepreneurship because they have been able to make social and economic contributions in many countries. However, women continue encountering numerous difficulties when engaging in entrepreneurial activities, particularly from a societal perspective. Therefore, it is necessary to study the underlying factors influencing women's entrepreneurial intentions that lead to their success in entrepreneurship. This study examines gender stereotype perceptions, perceived social support and self-efficacy in women's entrepreneurial intentions in Batik micro, small and medium enterprises (MSMEs) in West Java, Indonesia.

This study used a quantitative method by randomly distributing questionnaires to women entrepreneurs in the MSME sector in the batik craft industry in the Trusmi area, West Java, Indonesia. The research questionnaire was completed by 150 female entrepreneurs, and a structural equation model-partial least squares (PLS) was employed to examine the hypotheses proposed in this study.

The findings of this study revealed that gender stereotype perception and perceived social support have a positive and significant effect on self-efficacy. Gender stereotype perceptions affect women's entrepreneurial intentions, both directly and mediated by self-efficacy. Meanwhile, perceived social support has a significant effect on women's entrepreneurial intention only when it is mediated by self-efficacy.

This study presents empirical evidence on how gender stereotype perception, perceived social support and self-efficacy affect women's entrepreneurial intentions and establishes a novel conceptual framework for women's entrepreneurship in emerging economies. This study provides academic and practical implications by identifying the entrepreneurial intentions of women who have carried out entrepreneurial activities. This study also provides direction for policymakers to encourage women's entrepreneurial intentions.