Self-efficacy fluctuation and training engagement in adolescent athletes: online social feedback and the moderating role of comparison orientation

Universities preparing graduates for technology-enabled financial services need to understand how digital learning conditions relate to students’ career readiness. This study examines the associations of university-based Digital Financial Learning Ecosystem Quality with perceived FinTech Career Readiness among Vietnamese business students. Drawing on Social Cognitive Theory and Social Cognitive Career Theory, ecosystem quality is modelled as a reflective–formative higher-order construct comprising Digital Academic Support, the Digital Learning Environment, and Digital Teaching Innovation. Cross-sectional survey data from 341 students recruited through nonprobability convenience sampling via networks centred on northern Vietnam were analysed using partial least squares structural equation modelling and a disjoint two-stage procedure.All three ecosystem dimensions made significant formative contributions, with the digital learning environment showing the largest estimated weight. Higher ecosystem quality was positively associated with self-efficacy and learning motivation, and self-efficacy was positively associated with motivation. Motivation and career orientation were positively associated with perceived readiness, with motivation having the larger estimated direct coefficient. Career orientation showed no significant additional association with motivation after accounting for ecosystem quality and self-efficacy. Ecosystem quality was indirectly associated with readiness through motivation and through the sequential pathway involving self-efficacy and motivation. The model explained 41.5% of the variance in perceived readiness.The study contributes an integrated operationalisation of university-based digital financial learning quality and distinguishes learning-related associations from those of career orientation. The findings inform potential priorities for coordinating digital platforms, relevant financial content, academic support, practical learning, and competency-based career guidance. For universities and financial institutions, the study offers evidence to guide collaboration on graduate preparation and a foundation for evaluating how perceived readiness relates to demonstrated workplace competence.

This study examined technological self-efficacy and classroom technology use among early childhood teachers at Cabangahan Elementary School, Siaton, Negros Oriental. Employing a quantitative descriptive-correlational design, the researchers collected self-reported data from five teachers using an expert-reviewed, Google Forms questionnaire. Descriptive frequencies, percentages, and five-point weighted means were used to characterize teachers’ profiles, basic technology skills, confidence in pedagogical integration, troubleshooting ability, frequency of technology use, diversity of digital tools, and perceived effects on children’s learning and engagement. The reported mean scores were 4.56 for basic technology skills, 4.56 for pedagogical integration, and 4.52 for technical troubleshooting, all interpreted as highly confident. Classroom technology use was rated 4.60 for frequency, 4.16 for diversity of tools, and 4.76 for perceived learning engagement. The study reported a very strong positive Pearson correlation between self-efficacy and classroom technology implementation (r = .94); no corresponding significance test was provided. Results suggest that the participating teachers perceived themselves as technologically capable and frequent users of digital resources, although the range of tools used was comparatively limited. The proposed action plan prioritizes device access, technical support, targeted professional learning, and classroom monitoring. Given the five-person, single-school sample and reliance on self-report, the findings should be interpreted as local descriptive evidence, not as proof of causal effects on children’s outcomes.

Yayasan Cahaya Ilmu is a social and religious institution in Lawang Kuta Hamlet, Lembar Village, West Lombok Regency, that fosters 11 adolescent and young adult beneficiaries aged 13–18 years with orphan, double-orphan, and underprivileged family backgrounds. Prior to this program, the beneficiaries had not received structured mentoring in Al-Islam and Kemuhammadiyahan (AIK), consistent with national data indicating high school dropout rates in West Nusa Tenggara. This community service program aimed to improve participants' understanding of Islamic values, cultivate knowledge of Muhammadiyah's ideology, and build noble character and independence. The method adapted a Participatory Action Research approach, implemented over one month through eight scheduled visits (twice weekly), combined with independent daily worship habituation supervised by the foundation's mentor. Results showed improvement across all indicators: the average AIK comprehension score increased from 50.5 to 80.6 (scale of 100); 91% of participants were able to perform prayer according to fiqh standards; 91% showed improvement in Qur'anic recitation quality using the tahsin method and 100% of participants successfully memorized five short surahs. Outputs produced include a two-volume AIK module, Qur'anic storyboards, daily worship monitoring tables, and the establishment of an independent study circle (halaqah mandiri) as a form of program sustainability.

This study aimed to examine the role of self-efficacy and pressure of coach expectations in predicting the performance of adolescent athletes. This study used a cross-sectional survey design involving 142 athletes aged 16–19 years from regional and national sports clubs. Data analysis included Pearson correlation test, independent-samples t-test, and multiple linear regression. The results showed that self-efficacy was positively and significantly associated with athlete performance, while coach expectation pressure was negatively and significantly related to athlete performance. In addition, there were differences in performance by gender, with male athletes reporting higher performance scores than female athletes. When gender was included as a control variable in the regression model, self-efficacy and coach expectations pressure remained significant predictors of athlete performance. Overall, these findings suggest that internal psychological factors and pressures from the sports environment play a role in explaining variations in adolescent athlete performance. This study emphasizes the importance of strengthening self-efficacy and the application of realistic and supportive expectations of coaches in the process of coaching athletes. Further longitudinal research is needed to examine this relationship in more depth.