Pan Lin

This comprehensive research explores the pivotal role of self-efficacy in the educational experiences of students, particularly emphasizing its significance in the context of increasing global mobility and diverse educational settings. The paper's primary focus is on understanding how different educational environments, ranging from liberal democracies to more controlled societal structures, shape and influence students' self-efficacy. The study posits that self-efficacy, defined as an individual's belief in their ability to succeed in specific situations or tasks, is a critical determinant of how students engage with their educational environment, confront challenges, and achieve both academic and personal goals.Through a detailed analysis of recent research in educational psychology and sociology, the paper synthesizes pioneering studies and theories, notably Albert Bandura's social cognitive theory, to provide a comprehensive framework for understanding the development of beliefs in one's capabilities. The research underscores the intricate relationship between self-efficacy and academic achievement, highlighting how self-efficacy impacts not only academic performance but also students' motivation and persistence, especially in foreign academic settings. Methodologically, the study employs a systematic comparative approach, integrating both qualitative and quantitative methods. Qualitative methods such as in-depth interviews and content analysis of educational literature provide insights into students' subjective experiences and perceptions. Quantitative methods, including surveys and statistical analysis, measure and compare levels of self-efficacy among students in different educational settings. Additionally, structural-analytical and comparative-historical methods are utilized to examine the impact of educational systems and historical and cultural factors on student self-efficacy.The findings reveal that educational environments significantly influence the development of student self-efficacy. Students in more open and supportive educational practices, typical of liberal democracies, often exhibit higher levels of self-efficacy. In contrast, those in more controlled educational systems face challenges in developing self-efficacy due to restrictive academic environments. The study further demonstrates the vital role of cultural, social, and educational structures in shaping students' beliefs about their abilitie.Conclusively, the paper advocates for educational practices that recognize and support the diverse needs of students. It emphasizes the need for educational systems to foster a sense of autonomy, competence, and resilience in students, preparing them to navigate complex global challenges with confidence and skill. The research contributes significantly to the discourse on student development and success in international education, offering valuable insights for enhancing educational practices and policies in a globalized world.

Through the lens of professional responsibility theory, the study examines direct and indirect effects of these three ethics constructs on public relations practitioners’ trust building toward their organizations. By using a national online survey of 620 PR practitioners in the United States and Canada, the study confirms positive and direct effects of all three ethics constructs on trust building. More importantly, the results suggest that ethics training does not function as a standalone intervention, while both ethics awareness and ethics resources partially mediate a direct effect of ethics training on trust building. The interrelationships among these three ethics constructs are used to build a model for organizational ethical infrastructure, highlighting that PR practitioners’ trust building toward their organizations emerges most strongly when ethics training, awareness, and resources are aligned to reinforce the professional role of PR practitioners. Theoretical and practical implications are discussed.