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Students’ Self-Efficacy and Attitudes Toward Web-Based Recipe Learning in Taiwan Culinary Education

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Abstract

The purpose of this study was to explore the relationships between the self-efficacies and the attitudes toward Web-based Recipe Learning (WRL) of 296 culinary college students in Taiwan. Factors of the WRL Self-Efficacy Scale and the WRL Attitudes Scale were identified in this study using exploratory factor analyses. Both scales showed a good inter-correlation matrix. Correlation and mediational effect analyses were used to examine the relationships between the students’ self-efficacy and attitudes, and several significant findings are reported. First, students’ self-efficacies had positive relations with their attitudes toward WRL. In addition, students’ ‘Ingredient Recognition’ self-efficacy was found to significantly predict the other two dimensions of self-efficacy: ‘Knife Skills’ and ‘Cooking Procedure.’ Moreover, students’ ‘Ingredient Recognition’ self-efficacy was found to significantly predict their WRL attitudes of ‘Usefulness’ via a mediated variable, ‘Cooking Procedure’ self-efficacy. To sum up, the results suggest that ‘Ingredient Recognition’ is a fundamental level of WRL self-efficacy, while both ‘Knife Skills’ and ‘Cooking Procedure’ are advanced levels of WRL self-efficacies. And, when considering the mediational effect, culinary college students’ self-efficacy for cooking procedure is an important mediator between the fundamental self-efficacy and attitudes in web-based culinary learning.

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Acknowledgement

This paper was financially supported by the research projects provided by the Ministry of Science and Technology in Taiwan under the following grant numbers: MOST 103-2511-S-011-005-MY3 and MOST 103-2511-S-011-002-MY3.

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Authors and Affiliations

  1. Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, 43, Sec. 4, Keelung Rd., Taipei, 106, Taiwan

    Ching-Yeh Wang

  2. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, 43, Sec. 4, Keelung Rd., Taipei, 106, Taiwan

    Meng-Jung Tsai

Authors
  1. Ching-Yeh Wang
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  2. Meng-Jung Tsai
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Corresponding author

Correspondence to Meng-Jung Tsai.

Appendices

Appendix 1: Web-based Recipe Learning Self-Efficacy Scale

Ingredient Recognition (IR)

  • IR1. I believe that I can recognize the ingredients in the web-based recipe.

  • IR2. I believe that I can recognize the category of ingredients based on the web-based recipe (e.g., vegetables or meat).

  • IR3. I believe that I can understand the features of each ingredient in the web-based recipe.

  • IR4. I feel that it is very easy to recognize the ingredients in the web-based recipe.

Knife Skills (KS)

  • KS1. I believe that I can cut the ingredients into the shape I want in accordance with the web-based recipe.

  • KS2. I believe that I can cut the ingredients into the shape that matches the web-based recipe.

  • KS3. I believe that I can execute the knife skills in accordance with the web-based recipe.

  • KS4. I believe that I cannot cut the ingredients into the same shape as shown in the web-based recipe.*

  • KS5. For me, it is very easy to cut the ingredients into the same shape as shown in the web-based recipe.

  • KS6. I feel that it is very difficult to perform similar knife skills in accordance with the web-based recipe.*

Cooking Procedure (CP)

  • CP1. I believe that I can remember the whole cooking procedure in the web-based recipe.

  • CP2. I believe that I can remember the cooking order in the web-based recipe.

  • CP3. For me, it is easy to memorize the cooking procedures in the web-based recipe.

  • CP4. I believe that I can understand the reason for each step in the cooking procedure in the web-based recipe.

*Scored in reverse

Appendix 2: Web-based Recipe Learning Attitudes Scale

Easiness (E)

  • E1. It is easy to learn to cook through web-based recipes.

  • E2. Web-based recipes make it easier for me to learn to cook.

  • E3. Web-based recipes allow me to finish my tasks in a shorter time.

  • E4. Web-based recipe contents are clear and concise, and thus are easy for me to learn.

  • E5. Web-based recipes are flexible, and thus are easy for me to learn.

  • E6. Web-based recipes have diverse teaching, and thus are easy for me to learn.

Usefulness (U)

  • U1. It is more interesting to learn about cooking processes through web-based recipes.

  • U2. Web-based recipes allow me to think of more imaginative cooking processes.

  • U3. Web-based recipes effectively enhance my cooking proficiency.

  • U4. Web-based recipes bring about good learning outcomes.

  • U5. It is more efficient to learn to cook through web-based recipes.

  • U6. Web-based recipes increase my learning ability.

  • U7. Using web-based recipes is a useful way to learn.

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Wang, CY., Tsai, MJ. Students’ Self-Efficacy and Attitudes Toward Web-Based Recipe Learning in Taiwan Culinary Education. Asia-Pacific Edu Res 26, 193–204 (2017). https://doi.org/10.1007/s40299-017-0340-7

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