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Abstract
Purpose The purpose of this paper is to consider the implication of self-efficacy training for
international students (SETIS). International students faced various transitional challenges which also
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potentially attenuate their academic performance. Social Cognitive Theory (SCT) is sufficient in
explaining this phenomenon as well as suggesting self-efficacy enhancement strategies.
Design/methodology/approach This paper is a speculative viewpoint on the implications
of SETIS. The author reviewed relevant literature and systematically constructing the SETIS based
on the SCT. The SCT was used to design an appropriate training to help international students cope
with transitional challenges which significantly attenuate their academic performance.
Findings The SCT and self-efficacy theory were relevant in designing the training for international
students. There are four key elements of the SETIS: goal-setting; effort explanation; modeling; and sharing
and evaluation. The implementation of SETIS follows the common rule in conducting effective training
including need assessment and post-training evaluation. Information from academic performance record,
English as Second Language test score, General Self-efficacy Scale, Students Adaptation to College
Questionnaire, and Focus Group Discussion is also necessary to justify the need for SETIS.
Research limitations/implications Despite theoretical evidence of the SETIS, further research is
necessary to test the effectiveness of this training. Future study in this specific area should focus on
examining the effectiveness of the training.
Originality/value This paper addressed important issues in international education. A systematic
effort in providing robust and theoretical-based training for international students is necessary.
By considering the importance of self-efficacy and academic performance, this paper had begun an
initial effort in designing training for international students who are struggling for a transitional
challenge. Additionally, this paper provides a practical guideline in implementing SETIS.
Keywords Self-efficacy, Training, International, Students, Education
Paper type Viewpoint
1. Introduction
Academic performance is an important outcome in a complex education process.
Many scientists and practitioners believe that there are various factors that might
affect this outcome, such as individual differences and motivation. However, unlike
other domestic students, international students potentially experience particular
challenges which can affect his/her academic performance. In many cases,
international students lose their capability to struggle in a new environment and
later affect their academic performance. The first academic year is a crucial
transitional period and it impacts subsequent academic year. This paper intends to
review a number of theories in the area of motivation, self-efficacy, and social The International Journal of
Information and Learning
cognitive and recommends a scientific-based intervention for international students. Technology
This paper started with understanding the issue as well as reviewing some relevant Vol. 33 No. 2, 2016
pp. 115-128
literatures. At the end, we will discuss the Self-Efficacy Training for International Emerald Group Publishing Limited
2056-4880
Students (SETIS) as well as assessment, evaluation, and limitation. DOI 10.1108/IJILT-12-2015-0040
IJILT 2. Analysis of the issue
33,2 2.1 Defining international student
International student refers to the student who holds a valid student visa either J-1 or
F1 visa (Dozier, 2001). International student can also be identified as students under the
category of English as Second Language (ESL) student. Thus, international student is
an immigrant student, a foreign student with a valid student visa, an ESL student, or
116 any combination of the above. In this study, the authors focussed more on the first-year
international students which refers to international student who experienced the first
academic year in higher education.
The international students expect good academic performance as well as other
domestic students. Academic performance refers to the learning outcome (Ganai and
Mir, 2013). It is not only the Grade Point Average (GPA) at the end of each semester but
also the further implication of education. However, GPA is a predictor of successful
academic performance in higher education. In addition, the effort and achievement
motivation mediated the relationship between higher mental ability and academic
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There are transitional problems during the first academic year, some students can
handle these issues and some fail. Students who believe that they have full control over
their academic stress will experience less adjustment difficulties (Hirai et al., 2015).
Adjustment difficulties can lead to greater academic failure while positive and
successful academic achievements potentially improve subsequent performance. This
idea is relevant to the Social Cognitive Theory (SCT) particularly about self-efficacy
(Bandura, 1989). The student needs motivation to struggle during transitional
challenges as well as some favor in his/her academic performance.
The first-year international students are vulnerable to lose their self-efficacy as they
experience less positive experience. Poor grade or academic progress during first
semester can affect level of self-efficacy and inevitably decrease the level of motivation
toward academic performance in the next semesters. Social relationship as well as
supports from others in new environment can also affect the level of self-efficacy.
The less likely positive relationship, the more likely students frame negative image and
underestimate their ability. At this point, students lose intention toward academic
achievement and might decide to quit the study.
Having considered the above case, an effective intervention is in need. By adapting
the SCT, it is possible to develop an intervention for the first-year international
students. Next, this paper will discuss the SCT as well as the role of self-efficacy and
how this theory can explain the students motivation issues. Finally, the authors will
suggest an intervention for the students based on the theory of self-efficacy.
3. Review of literature
SCT is feasible to explain the academic performance issues among first-year
international students. The SCT explains the importance of self-efficacy where this
concept is fundamental to students motivation. The role of self-efficacy in motivating
students toward academic performance is crucial. The following session will discuss
the SCT and how it relates to international students motivation. In addition, results
from some findings will be considered to support the idea.
The SCT is an advance view of central role of cognitive, vicarious, self-regulatory,
and self-reflective processes in human adaptation and change (Bandura, 1986).
The SCT suggests that people are viewed as self-organizing, proactive, self-reflecting,
and self-regulating rather than as reactive organisms shaped and directed by
environmental forces or driven by concealed inner impulses. From this theoretical
IJILT perspective, human functioning is the product of a dynamic interplay of personal,
33,2 behavioral, and environmental influences called triadic reciprocal model.
According to Banduras (1989) SCT, individuals are imbued with four capabilities.
Primary among these are the capabilities to symbolize, plan alternative strategies
(forethought), learn through vicarious experience, self-regulate, and self-reflect.
In addition, individuals have direct control to obtain desire outcome through personal
118 agency (Bandura, 2001). The core feature of this agency contains intentionality,
forethought, self-reactiveness, and self-reflectiveness. Bandura (1986) argued that the
capability that distinct human from others is self-reflectiveness. In essence, self-efficacy
is essential part to human self-reflectiveness process.
In the early theory of SCT, Bandura (1989) defined self-efficacy as peoples
judgments of their capabilities to organize and execute courses of action required to
attain designated types of performances (p. 391). Self-efficacy becomes an important
mediator between goals and performance. This is the case in academic performance
where students self-efficacy mediates the relationship between intended academic
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environment and they may not have enough success experience to foster their own
self-efficacy. Additionally, the failure to fulfill any academic task or failure to make
friends would deteriorate the level of self-efficacy.
The vicarious experience from unfamiliar situation can also impact the students
self-efficacy. By observing other domestic students performance, they compare
themselves and make judgment regarding their current performance. Moreover, in the
new environment, away from family member, and close friends, and alienated in a new
social environment make the students lack of social persuasion as well as verbal
persuasion. Some students can deal with such as conditions faster than others and
some still need more time for adjustment. However, fail to deal with this transitional
challenges would attenuate students motivation.
The role of culture, social, personal, and environmental variables are essential
in self-regulation process. Bandura (1995) suggested that students capacity to
self-manage or self-regulate their academic performance is a function of a complex
array of interdependent cultural, social, personal, and environmental variables.
In addition, Bandura (1995) also stated that students need to become engaged in
discussion about self-regulation and self-efficacy, which are well-recognized principles
in the Western academic, workplaces, and social contexts. International students
must engage in culture, social, and environment in order to improve capability to
self-regulate their academic performance.
4. SETIS
The four primary sources of self-efficacy can be adapted to meet the students need for
motivation and support the academic performance. Self-efficacy training offers
plausible and promising solution. An intervention can be designed based on the needs
of international students by implementing the self-efficacy theory. The four primary
sources of self-efficacy are the cue to address effective intervention for the students.
This intervention is a training program and it also includes collaboration with teacher
or professor in the host university. There are four weekly sessions and each session has
different outcome. The following is more detail about the training.
4.4 Method
4.4.1 Participants. This training is designed for international students who are
suffering for poor self-efficacy and potentially attenuates their academic
performance. In one package of training, the number of participants can vary from
five to 15 students.
4.4.2 Facilitator. Facilitator of the training must be familiar with facilitation
techniques, the issues, understand the theory of motivation, and capable of conducting
all the training procedures.
4.4.3 Training setting. Training can be done either in-door or out-door setting.
The facilitator might also modify and adjust the setting by combining various
learning styles.
4.4.4 Materials. There is no need to provide special equipment or materials during
intervention. However, participants and facilitators might want to use regular
classroom facilities such as board, marker, chalk, flipchart, paper, multimedia, and, etc.
a student perceives similarity with his/ her classmates the more likely the student
underestimates their potential performance. In order to avoid the negative effect of this
observation, the participant must learn how to explain their own efforts relative to their
previous efforts rather than comparing them with their counterparts. The second
session encourages participants to use lack-of-effort as an explanation for failure,
and the skills they have developed as an explanation for success experience. It is
expected that participants know how to practice lack-of-effort explanation when they
perform poorly. For example, I failed because I did not read the whole explanation of
the theory, I need to put more effort on reading the article. or I succeeded because
I summarized the article. Moreover, failure occurred because students did not address
enough effort while they had the ability and capability to accomplish the task. Students
must learn from this exercise on how to perceive failure as lack-of-effort and stop
blaming on external condition. This process can give the students more control over
unexpected results, that is, there is possibility where the students can perform better on
academic task.
4.5.3 The third session; the modeling. Other people can influence the way students
perceive and judge their ability. If the participants compare their poor academic
performance relative to the successful classmate, the more likely the participants
underestimate their ability. Participants must learn how to model other relevant
figures. Therefore, in the third section, facilitator will provide participants with
successful story from former international students. In addition, facilitator might also
invite former international students who had experienced struggling with academic
performance before accomplishing their study successfully. As a result, participants
would imitate the actions, problem solving, learning strategy, and stress management.
For example, the students might try to implement learning strategy, such as I will get
my homework done sooner, so I will have more time to correct my writing. Please refer
to Table I for brief description about the SETIS.
For each session (i.e. session 1-3) each participant is given six days to practice the
skills as well as to record any issues regarding the implementation of the training.
At the fourth session of training, all participants will share experiences and any
challenges during the implementation. This practice does not only give the participants
knowledge about goals, efforts, and vicarious experience but also give the
participants opportunity to experience the implementation. It is expected that after
training all participants would be able to implement the skills.
IJILT Name of
33,2 section Duration Activities Outcomes
Section 1
Goal-setting 2 hours Facilitator explains about the basic of Ability to set skill-oriented goals
goal-setting
Practice how to make skill-development
122 goals
Evaluate the new skills as goal
attainment
Section 2
Effort 2 hours Facilitator explains about failure and Knowledge to use lack-of-effort
explanation success explanation
Thinking and sharing about past failures/
success and why they occurred
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4.5.4 The fourth section, sharing and evaluation. Participants are expected to share
their experiences during the implementation of the goal-setting, the effort explanation,
and the modeling. This particular session intends to transfer the positive experience
and learning from one participant to the others. The facilitator may utilize Focus Group
Discussion (FGD) to facilitate experience-sharing process among participants. At the
end of the fourth session, facilitator evaluates the training outcomes and the effect of
training on participants self-efficacy.
This intervention also requires the role of teacher or professor to provide support for
participants. There are two main roles that teacher or professor should perform during
the training:
(1) Compliment student on the skill they have developed rather than comparing
them with other students or standard grading system. This also related to the
first section of intervention where students set goal which is more based on
developed-skills.
(2) Avoid the appearance of unsolicited help because the students might think that
they are less capable for the task. Teacher can offer help to all students in the
classroom before finally offering help to the students (international students). Review of
This is to avoid the students perceive that teacher treat them special because SETIS
they less capable.
According to the brief description and the theoretical perspective of self-efficacy,
the SETIS is feasible for improving international students self-efficacy. This training
fosters students self-efficacy while the self-efficacy directs the students to their goals,
encourage them to do more effort to succeed, and persist them toward their goals. After 123
all sections are completed, the effectiveness of intervention must be evaluated. A valid
and reliable assessment tools are necessary to evaluate whether students react to the
training, change the level of self-efficacy, and bring impact to college adjustment and
improve academic performance.
5. Evaluating SETIS
The effectiveness of an intervention can be identified by assessing the change before
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and after the training. A systematic evaluation will provide practitioner and educator
information on how participants react to the training. Moreover, the assessment tools
must be chosen very carefully to justify the quality of the intervention. The assessment
procedure was adopted based on Kirkpatrick (1998) four-level training evaluation
(reaction, learning, behavior, and results). The following section will discuss the
assessment tools, need assessment, and evaluation after intervention.
and self-efficacy. FGD also gives students opportunity to share their idea about their
present state and future state. The present state is about current experience and feeling
in the early of academic year while future state is about expected achievement or
performance in the future. In addition, facilitators may use FGD to evaluate how the
students implement each section during the training.
First Year
International Students
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Poor Academic
Performance
Yes No No intervention
neccessary
Acceptable ESL
score
Yes
No ESL Course
Low
GSES and / or SACQ
Yes
Other
No
intervention
Self-efficacy Evaluation of
Intervention Intervention
Figure 1.
Framework of need
Notes: ______ = result_ _ _ _ _ _ = next assessment; This figure shows the need assessment assessment
process for the first year international students
No. Item
6.1 Conclusion
Number of factors might determine the variability of academic performance and
motivation. Unlike other domestic students, the first-year international students have
to deal with some transitional challenges. This transitional challenge impacts students
academic performance indirectly by lowering the level of students motivation. Number
of failures and successes during transitional challenges are the primary sources for
self-efficacy where self-efficacy is a core component to human motivation. The students
need a right intervention which can enhance their self-efficacy and help them to go
through transitional challenges.
Based on the SCT, the author proposed the SETIS to fostering students
motivation by improving the level of self-efficacy. The SETIS is four-section training
with four purposes; teach the participants how to set skill-oriented goal which can
increase the level of self-efficacy, teach the participants how to practice lack-of-effort
explanation when they perform poorly, guide the participants to learn from the former
international students, and collaborate with teacher and professor to improving
participants self-efficacy.
The training need assessment will identify international students who are struggling
with academic performance, adaptation, and low-self-efficacy. However, some students
might have issues with academic performance which is not related to motivational issue.
The evaluation of effective intervention is conducted in two steps of evaluation, first
session evaluation and second final intervention evaluation. The former intends to
measure the effectiveness of each section and the latter intends to measure the
effectiveness of the overall training program. Furthermore, the training reaction scale,
GSES and SACQ will be used to evaluate the effectiveness of the training.
6.2 Limitation
The SETIS was designed to solve motivational issue among international students.
However, there are number of limitations in this training which might impact the
outcomes of overall intervention. First, this intervention will not bring significant effect
unless teachers are willing to collaborate and follow the guideline such as how to give
feedback, evaluation, and so forth. Second, the effect of confounding variables on
intervention (e.g. past experience, personality, disability, and gender) might affect the
outcomes of the training. Third, participants might refuse to engage in the training and
disregard any instruction from facilitators.
According to the SCT particularly about the four sources of the self-efficacy, The Review of
SETIS is applicable for the first-year international students. Practitioner can rely on the SETIS
SETIS to foster students self-efficacy. However, a future empirical investigation is
necessary to examine the effect of SETIS on international students and to discover any
mediating and moderating variables that can vary the effect of training.
References 127
Baker, R.W. and Siryk, B. (1999), SACQ Student Adaptation to College Questionnaire, 2nd ed.,
Western Psychological Services, Los Angeles, CA.
Bandura, A. (1986), Social Foundations of Thought and Action: A Social Cognitive Theory,
Prentice Hall, Englewood Cliffs, NJ.
Bandura, A. (1989), Social cognitive theory, in Vasta, R. (Ed.), Annals of Child Development,
Vol. 6, JAI Press, Greenwich, CT, pp. 1-60.
Bandura, A. (Ed.) (1995), Self-Efficacy in Changing Societies, Cambridge University, New York, NY.
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Corresponding author
Hillman Wirawan can be contacted at: wirawanh1@montclair.edu
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