Email this article 
Measuring Occupational Self-Efficacy: A Culinary Students' Cooking Performance Perspective
Mutiara Nugraheni, Universitas Negeri Yogyakarta, Indonesia
Pardjono Pardjono, Universitas Negeri Yogyakarta, Indonesia
Badraningsih Lastariwati, Universitas Negeri Yogyakarta, Indonesia
Abstract
Occupational self-efficacy is believed to be an essential factor for optimizing mastery of cooking competencies for culinary students. Although there have been many studies examining the importance of self-efficacy, there are still limited studies that discuss how to measure the self-efficacy of cooking abilities for culinary vocational students. This study aims to develop and test the validity of the self-efficacy cooking skills questionnaire. This study involved 329 culinary students in the Special Region of Yogyakarta, Indonesia. Data analysis uses Confirmatory Factor Analysis (CFA) to test the validity and reliability. The results of the study revealed that the occupational self-efficacy of cooking performance could be explained by four indicators, namely the enactive experience, model experience, social persuasion, and emotional conditions. This questionnaire has 16 items consisting of 4 items in each indicator. The results of this study have implications for industry and education practitioners to evaluate the achievement of mastery of students 'and chefs' cooking skills.
Keywords
Full Text:
PDFReferences
F. Luthans, K. W. Luthans, and B. C. Luthans, “Positive psychological capital: Beyond human and social capital,” Bus. Horiz., vol. 47, pp. 45–50, 2004.
A. Bandura, “Self-efficacy: Toward a unifying theory of behavioral change,” Psychol. Rev., vol. 84, no. 2, pp. 191–215, 1977.
A. Bandura, Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice Hall, 1986.
T. Seifert, “Understanding student motivation,” Educ. Res., vol. 46, no. 2, pp. 137–149, 2010, doi: 10.1080/0013188042000222421.
M. Yusuf, “The Impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement,” in Procedia Social and Behavioral Sciences, 2011, vol. 15, pp. 2623–2626, doi: 10.1016/j.sbspro.2011.04.158.
M. Çavuş and A. Kapusuz, “Psychological capital: Definition, components and effects,” Br. J. Educ. Soc. Behav. Sci., vol. 5, pp. 244–255, 2015.
A. Bandura, C. Pastorelli, C. Barbaranelli, and G. V. Caprara, “Self-efficacy pathways to childhood depression,” J. Pers. Soc. Psychol., vol. 76, no. 2, pp. 258–269, 1999.
A. D. Stajkovic and F. Luthans, “Social cognitive theory and self efficacy: Going beyond traditional motivational and behavioral approaches,” Organ. Dyn., vol. 26, no. 4, pp. 62–74, 1998.
A. Bandura, Self-Efficacy: The Exercise of Control. New York: Freeman, 1997.
A. S. Md. Yunus and W. Z. Wan Ali, “Metacognition and motivation in mathematical problem solving,” Int. J. Learn., vol. 15, no. 3, pp. 121–132, 2009.
T. Rigotti, B. Schyns, and G. Mohr, “A short version of the occupational self-efficacy scale: structural and construct validity across five countries,” J. Career Assess., vol. 16, no. 2, pp. 238–255, May 2008, doi: 10.1177/1069072707305763.
A. Hirschi and V. K. Jaensch, “Narcissism and career success: Occupational self-efficacy and career engagement as mediators,” Pers. Individ. Dif., vol. 77, pp. 205–208, 2015, doi: https://doi.org/10.1016/j.paid.2015.01.002.
F. Fallatah, H. K. S. Laschinger, and E. A. Read, “The effects of authentic leadership, organizational identification, and occupational coping self-efficacy on new graduate nurses’ job turnover intentions in Canada,” Nurs. Outlook, vol. 65, no. 2, pp. 172–183, 2017, doi: https://doi.org/10.1016/j.outlook.2016.11.020.
F. Çetin and D. Aşkun, “The effect of occupational self-efficacy on work performance through intrinsic work motivation,” Manag. Res. Rev., vol. 41, no. 2, pp. 186–201, Jan. 2019, doi: 10.1108/MRR-03-2017-0062.
E. Liu and J. Huang, “Occupational self-efficacy, organizational commitment, and work engagement,” Soc. Behav. Personal. An Int. J., vol. 47, no. 8, pp. 1–7, 2019.
A. Klaeijsen, M. Vermeulen, and R. Martens, “Teachers’ innovative behaviour: the importance of basic psychological need satisfaction, intrinsic motivation, and occupational self-efficacy,” Scand. J. Educ. Res., vol. 62, no. 5, pp. 769–782, Sep. 2018, doi: 10.1080/00313831.2017.1306803.
M. E. Paggi and D. S. Jopp, “Outcomes of occupational self-efficacy in older workers,” Int. J. Aging Hum. Dev., vol. 80, no. 4, pp. 357–378, Apr. 2015, doi: 10.1177/0091415015607640.
M. D. Líbano, S. Llorens, M. Salanoval, and W. B. Schaufeli, “About the dark and bright sides of self-efficacy: workaholism and work engagement,” Span. J. Psychol., vol. 15, no. 2, pp. 688–701, 2012, doi: doi:10.5209/rev_ SJOP.2012.v15.n2.38883.
M. Salanova, S. Llorens, and W. B. Schaufeli, “‘Yes, I can, I feel good, and I just do it!’ On gain cycles and spirals of efficacy beliefs, affect, and engagement,” Appl. Psychol., vol. 60, no. 2, pp. 255–285, 2011, doi: 10.1111/j.1464-0597.2010.00435.x.
C. M. Brotheridge and A. A. Grandey, “Emotional labor and burnout: Comparing two perspectives of ‘people work’.,” J. Vocat. Behav., vol. 60, no. 1, pp. 17–39, 2002, doi: 10.1006/jvbe.2001.1815.
D. Guglielmi, S. Simbula, W. B. Schaufeli, and M. Depolo, “Self-efficacy and workaholism as initiators of the job demands-resources model.,” Career Dev. Int., vol. 17, no. 4, pp. 375–389, 2012, doi: 10.1108/13620431211255842.
K. Kafetsios and L. A. Zampetakis, “Emotional intelligence and job satisfaction: Testing the mediatory role of positive and negative affect at work.,” Pers. Individ. Dif., vol. 44, no. 3, pp. 712–722, 2008, doi: 10.1016/j.paid.2007.10.004.
E. L. Usher and F. Pajares, “Sources of self-efficacy in mathematics: a validation study,” Contemp. Educ. Psychol., vol. 34, pp. 89–101, 2009, doi: 10.1016/j.cedpsych.2008.09.002.
D. H. Schunk and E. L. Usher, “Social Cognitive Theory and Motivation,” in The Oxford Handbook of Human Motivation, New York: Oxford University Press, 2012, pp. 13–27.
K. S. Hendricks, “The sources of self-efficacy: Educational research and implications for music,” Natl. Assoc. Music Educ., vol. 35, no. 1, pp. 32–38, 2016, doi: 10.1177/8755123315576535.
C. S. Dweck, Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press, 2000.
S. E. Pitts, J. W. Davidson, and G. E. McPherson, “Models of success and failure in instrumental learning: Case studies of young players in the first 20 months of learning,” Bull. Counc. Res. Music Educ., no. 146, pp. 51–69, 2000.
D. Cioffi, “Sensory awareness versus sensory impression: Affect and attention interact to produce somatic meaning,” Cogn. Emot., vol. 5, no. 4, pp. 275–294, Jul. 1991, doi: 10.1080/02699939108411041.
M. Zelenak, “Self-Eficacy in Music Performance: Measuring the Sources among Secondary School Music Students,” University of South Florida, 2011.
L. R. Aiken, “Three coefficients for analyzing the reliability and validity of ratings.,” Educ. Psychol. Meas., vol. 45, no. 1, pp. 131–142, 1985, doi: 10.1177/0013164485451012.
H. Retnawati, Analisis Kuantitatif Instrumen Penelitian. Yogyakarta: Parama Publishing, 2016.
I. Ghozali, Structural Equation Models: Concepts and Applications with the AMOS 24 Bayesian SEM Update Program (Indonesian Version), Edisi 7. Semarang: Badan Penerbit Universitas Diponegoro, 2017.
J. F. Hair, W. C. Black, B. J. Babin, and R. E. Anderson, Multivariate Data Analysis: A Global Perspective, 7th. Upper Saddle River: Pearson Prentice Hall, 2010.
DOI: https://doi.org/10.21831/jptk.v27i2.39530
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Jurnal Pendidikan Teknologi dan Kejuruan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Online (e-ISSN): 2477-2410 || Printed (p-ISSN): 0854-4735
Jurnal Pendidikan Teknologi Kejuruan by http://journal.uny.ac.id/index.php/jptk was distributed under a Creative Commons Attribution 4.0 International License.
View My StatsSupported by:
Social Media:
