The Influence of Self Efficacy, Social Interaction Skills

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  • 1.Personality Traits, Self-Efficacy, and Social Interaction Skills of the Office Administration Students Marvelous F. Opina Jenny Ann A. Sabanal Berdandino N. Handoc Ronalyn V. Lazaro Joan F. Andres Lowena De Ocampo
  • 2.Objectives The study determined the level of self-efficacy, social interaction skills of the office administration students. Moreover, determine the level of personality traits of the students in terms of openness, conscientiousness, extraversion, agreeableness and neuroticism. In addition, determine the relationship of personality traits to self-efficacy and to social interaction skills.
  • 3.Statement of the Problem What is the level of self-efficacy of respondents? What is the level of social interaction skills of respondents? What is the personality traits of respondents? Is there any relationship between (a) Self-efficacy and Personality traits? (b) Social interaction skills and Personality traits? Is there significant difference in the dimension of Personality traits of the respondents considering moderating variables?
  • 4.Self-efficacy - “Beliefs influence how well people motivate themselves and persevere in the face of difficulties through the goals they set for themselves, their outcome expectations, and causal attributions for their successes and failures” (Bandura, 2011).
  • 5.Social Interaction Skills The process by which we act and react to those around us. (Gooffman, 2016)
  • 6. Personality is considered a fairly stable pattern of psychological behavior (thoughts, feelings, and actions) and influences how one will act in response to diverse circumstances (Redmond, 2010)
  • 7.Method The study utilized a descriptive-correlational research design. There were 69 respondents in the study who were students taking office administration program. Out of 69, 40 of them are working students and 49 are female students. Moreover, 41 of the respondents have family income status that are Php 10,000 and below. The study used questionnaires that utilized in previous studies which underwent reliability and validity. The questionnaires measured the personality traits, self-efficacy and social interaction skills. The personality traits were measured in terms of openness, conscientiousness, extraversion, agreeableness, and neuroticism. The data gathered were encoded and SPSS were utilized to treat the data. Mean, standard deviation and pearson-product moment correlation were used to analyze the data.
  • 8.Population The respondents of this study are the office administration students of the Adventist University of the Philippines, enrolled during the first semester August to December of 2016. From the estimated population of office administration students enrolled during the first semester, a total of 69 respondents were gathered as sample of the study.
  • 9.Distribution of respondents by Age
  • 10.Distribution of respondents by Gender
  • 11.Distribution of respondents by Students Category
  • 12.Distribution of respondents by Year Level
  • 13.Distribution of respondents by Family Income
  • 14.Instrumentation A 5-point Likert scale ranging from 1 to 5 utilized in this questionnaire. A response of 1 means that the statement is never true to the respondents but 5 means the statement is true to the respondents always.
  • 15.Statistical Treatment Data Descriptive statistics such as frequencies, percentage, mean and standard deviations were used to describe the sub-problems: the degree of personality factors of the respondents; the degree of the teachers’ social support of respondent; the level of critical thinking of Office Administration students. Pearson-correlation, through PASW-SPSS, was the statistical treatment that was used to answer the problems, the significant relationship of personality factors and the teacher’s support to critical thinking. The T-test and ANOVA identified the difference in the level of respondents’ critical thinking and the moderating variables. Multiple regressions determined the variables that significantly predict the critical thinking of the Office Administration students.
  • 16.Result
  • 17.Table 1
  • 18.Table 2
  • 19.Table 3Relationship between personality traits and self-efficacy and social interaction skills
  • 20.Comparison of respondents’ Personality Traits among Ages
  • 21.Comparison of the Respondents’ Personality Traits among Gender
  • 22.Comparison of the Respondents’ Personality Traits among Category
  • 23.Comparison of the Respondents’ Personality Traits among Year Level
  • 24.Comparison of the Respondents’ Personality Traits among Family Income
  • 25.Summary The purpose of this study was to determine the office administration students’ self-efficacy, social interaction skills and the five dimension of personality traits. The participants of the study were 69 office administration students out of 82 who was enrolled during first semester of 2016-2017, their ages ranging from 18-30 years old.
  • 26.An individual’s personality traits plays a role in one’s belief in their ability to perform tasks assigned and one’s action on how to deal with others. The more inclined they are in manifesting personality traits such as neuroticism, extraversion, openness, agreeableness, and conscientiousness, the higher their belief in their ability to attain their goals; and the more able they are in relating with others. Moreover, the respondents self-efficacy and social interaction skills are in average range and that the respondents are more open to new experiences. Conclusion
  • 27.Recommendation To the Office Administration Students To continually develop their personality to enhance learning. It is recommended that they make an effort in gaining more awareness of themselves, their limitations, and what they are capable of doing. They should engage in activities such as workshops or seminars that would enhance their coping ability and personality
  • 28.To the school counselors School counselors must work with the teachers and students in insuring that the needs of the students are attended. They should provide programs, seminars, and workshops that cover personality enhancement, coping strategies, relationship, and health that would further develop positive attitude, personalities, and views that would equip students in the battle of life.
  • 29.For Future Research A replicate study is recommended that would further explore the result of this study. A study focusing on out of school youth is also recommended using the same instrument but more modified to fit the respondents and would consider other factors such as family system and practices, religious beliefs and practices, school environment, teacher’s attitude and beliefs and other similar factors.