Alessandri, Guido; Borgogni, Laura; Schaufeli, Wilmar B.; Caprara, Gian Vittorio; Consiglio, Chiara
This study aims to investigate the validity of a conceptual model that explains the mechanisms linking positive orientation (P-OR) to future job performance in a sample of 388 male security agents. The relationship between P-OR and job performance as rated by three supervisors, each with different
Howardson, Garett N.; Behrend, Tara S.
Self-efficacy is clearly important for learning. Research identifying the most important sources of self-efficacy beliefs, however, has been somewhat limited to date in that different disciplines focus largely on different sources of self-efficacy. Whereas education researchers focus on Bandura's original sources of "enactive mastery,"…
Küçüktepe, Seval Eminoglu; Akbag, Müge; Özmercan, Esra Eminoglu
Self-efficacy beliefs and emotional literacy skills are considered as one of the most fundamental characteristics of teachers to create positive effects on students. The aim of this study is to investigate the relationship between preservice teachers' self-efficacy beliefs and their emotional literacy levels. This study is designed as a relational…
Concannon, James P.; Barrow, Lloyd H.
This study examines differences in women's engineering self-efficacy beliefs across grade levels in comparison to men's engineering self-efficacy (ESE) beliefs across grade levels. Data for this study was collected from 746 (635 men, 111 women) engineering students enrolled in a large research extensive university. Four major conclusions resulted…
Jackson, LaTonya R.
Black women are underrepresented in leadership positions within organizations. The extent to which self-efficacy influences the advancement potential of Black females is unknown. The purpose of this study was to examine the self-efficacy beliefs of black women in leadership positions and to determine how Black women leaders' careers are…
In the present era of outcome assessment and accountability, self-efficacy is a popular outcome measure in outdoor and adventure education. Self-efficacy beliefs are context specific perceptions an individual possesses about a likelihood of success in future tasks and are related to well-being confidence, and persistence. However, recent research…
Caprara, Gian Vittorio; Alessandri, Guido; Eisenberg, Nancy
The present study examined how agreeableness, self-transcendence values, and empathic self-efficacy beliefs predict individuals' tendencies to engage in prosocial behavior (i.e., prosociality) across time. Participants were 340 young adults, 190 women and 150 men, age approximately 21 years at Time 1 and 25 years at Time 2. Measures of agreeableness, self-transcendence, empathic self-efficacy beliefs, and prosociality were collected at 2 time points. The findings corroborated the posited paths of relations, with agreeableness directly predicting self-transcendence and indirectly predicting empathic self-efficacy beliefs and prosociality. Self-transcendence mediated the relation between agreeableness and empathic self-efficacy beliefs. Empathic self-efficacy beliefs mediated the relation of agreeableness and self-transcendence to prosociality. Finally, earlier prosociality predicted agreeableness and empathic self-efficacy beliefs assessed at Time 2. The posited conceptual model accounted for a significant portion of variance in prosociality and provides guidance to interventions aimed at promoting prosociality. 2012 APA, all rights reserved
Full Text Available This study aims to investigate preservice computer teachers’ self-efficacy beliefs and achievement motivation levels for educational software development before and after the “Educational Software Design, Development and Evaluation (ESDDE” course. A pretest and post test design without a control group was employed. In 2008, 46 senior students (25 male and 21 female who were enrolled at Computer Education and Instructional Technology department participated in this study.The data were collected by the scale of self-efficacy beliefs towards Educational Software Development (ESD, achievement motivation scale besides student demographics form. Positively, the results revealed that the students’ self efficacy beliefs towards educational software development significantly improved after ESDDE course. Before the course, the students’ self-efficacy beliefs were significantly different according to perceived level of programming competency and gender in favor of male, however after the course there was no significant difference in self-efficacy beliefs regarding gender and perceived level of programming competency. Hence, achievement motivation levels after the course were significantly higher than before while gender and perceived level of programming competency had no significant effect on achievement motivation for ESD. The study is considered to contribute studies investigating gender and computer related self efficacy beliefs in IT education.
Forty-three randomly selected EFL teachers were taken as a sample of the study. ... of the questionnaires were analyzed by using one sample t-test and Pearson ... teachers‟ EI and self-efficacy beliefs were found low as the observed means ...
The study investigated the relationship between gender and self-efficacy beliefs in instructional strategies, classroom management and student engagement among senior high school teachers in Kumasi metropolis, as most previous studies tend to focused on the developed countries other than developing countries like ...
Menon, Deepika; Sadler, Troy D.
Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.
Srisupawong, Yuwarat; Koul, Ravinder; Neanchaleay, Jariya; Murphy, Elizabeth; Francois, Emmanuel Jean
Motivation and success in computer-science courses are influenced by the strength of students' self-efficacy (SE) beliefs in their learning abilities. Students with weak SE may struggle to be successful in a computer-science course. This study investigated the factors that enhance or impede the computer self-efficacy (CSE) of computer-science…
Schumann, Scott; Sibthorp, Jim
Accuracy in emerging outdoor educators' teaching self-efficacy beliefs is critical to student safety and learning. Overinflated self-efficacy beliefs can result in delayed skilled development or inappropriate acceptance of risk. In an outdoor education context, neglecting the accuracy of teaching self-efficacy beliefs early in an educator's…
Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. This study used a mixed-methods approach to investigate the changes in preservice elementary teachers' science self-efficacy beliefs and the factors associated in a specialized elementary physics content course. In addition, the study is one of few to investigate the relationship between the changes in science self-efficacy beliefs and changes in physical science conceptual understanding. Participants included fifty-one preservice elementary teachers enrolled in two term of the physical science content course. Data collection and analysis procedures included both qualitative and quantitative measures. Data collection included implementation of Science Teaching Efficacy Belief Instrument-B (STEBI-B) (Bleicher, 2004) and Physical Science Concept Test as pre- and post-test, two semi-structured interviews with 18 participants (nine each semester), classroom observations and artifacts. A pre-post, repeated measures multivariate analysis of variance (MANOVA) design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs on both scales of STEBI-B - personal science teaching beliefs and outcome expectancy beliefs. Additionally, a positive moderate relationship between science conceptual understandings and personal science teaching efficacy beliefs was found. Post-hoc analysis of the STEBI-B data was used to select 18 participants for interviews. The participants belonged to each group representing the low, medium and high initial levels of self-efficacy beliefs. Participants' responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Four categories that represented the course-related factors contributing towards science self-efficacy
Arlington Antonio García Padilla
Full Text Available The presence of the Burnout syndrome in professors may be regarded as a deterioration of their mental health with negative impacts on their job performance. It is known that teachers develop different activities in the areas of teaching, outreach and research. This study aims to analyze the relationship between the Burnout syndrome and self-efficacy beliefs and the academic performance in professors of the psychology and dentistry programs at a private university in the city of Barranquilla. This study is empirical and analytical with a descriptive-correlational design. The study population consisted of 93 teachers of the psychology and dentistry programs. To choose the sample, a non-probabilistic sample was used according to the inclusion and exclusion criteria that allowed selecting a total of 36 teachers who met the criteria for the study. The instruments that were used in this study was the Maslach Burnout Inventory (MBI, 1981 adapted by Seisdedos (1997, and the Teachers’ Self-Efficacy Beliefs of Tschannen-Moran and Woolfolk (2001 adapted by Covarrubias and Mendoza (2016. According to the results, it was observed that there is no significant relationship between Burnout, Self-efficacy Belief and the academic performance.
Tsang, Sandra K. M.; Hui, Eadaoin K. P.; Law, Bella C. M.
Self-efficacy denotes people's beliefs about their ability to perform in different situations. It functions as a multilevel and multifaceted set of beliefs that influence how people feel, think, motivate themselves, and behave during various tasks. Self-efficacy beliefs are informed by enactive attainment, vicarious experience, imaginal experiences, and social persuasion as well as physical and emotional states. These beliefs are mediated by cognitive, motivational, affective, and selection processes to generate actual performance. Self-efficacy development is closely intertwined with a person's experiences, competencies, and developmental tasks in different domains at different stages in life. This paper reviews the literature to outline the definition and theoretical conceptualizations of the construct originally devised by Bandura that have flourished since the 1990s. Drawing from the studies of the construct to assess self-efficacy, and to inform positive youth development, the paper will present the determinants of the development of self-efficacy beliefs and identify the connection between self-efficacy and adolescent developmental outcomes. The paper will conclude with strategies to enhance youth self-efficacy and proposals for future research directions. PMID:22645423
Sandra K. M. Tsang
Full Text Available Self-efficacy denotes people's beliefs about their ability to perform in different situations. It functions as a multilevel and multifaceted set of beliefs that influence how people feel, think, motivate themselves, and behave during various tasks. Self-efficacy beliefs are informed by enactive attainment, vicarious experience, imaginal experiences, and social persuasion as well as physical and emotional states. These beliefs are mediated by cognitive, motivational, affective, and selection processes to generate actual performance. Self-efficacy development is closely intertwined with a person's experiences, competencies, and developmental tasks in different domains at different stages in life. This paper reviews the literature to outline the definition and theoretical conceptualizations of the construct originally devised by Bandura that have flourished since the 1990s. Drawing from the studies of the construct to assess self-efficacy, and to inform positive youth development, the paper will present the determinants of the development of self-efficacy beliefs and identify the connection between self-efficacy and adolescent developmental outcomes. The paper will conclude with strategies to enhance youth self-efficacy and proposals for future research directions.
The study examined the impact of self-efficacy beliefs and leader potentials on the leadership effectiveness of employees in managerial position. Data was collected through a survey of 164 managers (102 males and 62 females) in service and manufacturing organisations in Ibadan, Nigeria. Results of hierarchical ...
The career self-efficacy has positive and strong statistically significant association with past performances accomplishment of the students (r= .752, P< .01). However, it was statistically significant and has weak relationship with career exploration behaviour (r= .214, P<.05).Verbal persuasion is more significant association (r ...
Liliana Ballesteros Muñoz
Full Text Available This article outlines a study that explores the relationship between SMART goal setting (Specific, Measurable, Attainable, Relevant, and Time-based and learning English in Colombia concerning a foreign language learners’ self-efficacy beliefs in listening. The participants were seventh and ninth grade students of two schools in Bogotá, Colombia. The results revealed that self-efficacy was highly positive when related to goal setting as students were able to set SMART goals to improve their listening comprehension and learners showed improvement in self-efficacy beliefs and felt more motivated while completing listening tasks related to songs. Furthermore this study shows that goal setting training can be incorporated successfully into the English as a foreign language classroom.
Gloudemans, Henk A; Schalk, René M J D; Reynaert, Wouter
In the Netherlands, the distinction between Bachelor degree and diploma nursing educational levels remains unclear. The added value of Bachelor degree nurses and how they develop professionally after graduation are subject to debate. The aim of this study is to investigate whether Bachelor degree nurses have higher critical thinking skills than diploma nurses do and whether there is a positive relationship between higher critical thinking skills and self-efficacy beliefs. Outcomes might provide instruments that are helpful in positioning of nursing levels in education and practice. Questionnaire data were used of a sample of 95 registered mental health staff nurses (62 diploma nurses and 33 Bachelor degree nurses). First, ANOVA was performed to test whether the two groups were comparable with respect to elements of work experience. Second, t-tests were conducted to compare the two groups of nurses on self-efficacy, perceived performance and critical thinking outcomes. Third, relationships between the study variables were investigated. Finally, structural equation modelling using AMOS was applied to test the relationships. The hypothesis that Bachelor degree nurses are better critical thinkers than diploma nurses was supported (p<0.01). Years in function turned out to be positively related to self-efficacy beliefs (p<0.01). No significant relation was found between the level of education and self-efficacy beliefs. The results of this study support career development and facilitate more efficient positioning of nursing levels. Copyright © 2012 Elsevier Ltd. All rights reserved.
Pajares, Frank; Johnson, Margaret J.; Usher, Ellen L.
The purpose of this study was to examine the influence of Albert Bandura's four hypothesized sources of self-efficacy on students' writing self-efficacy beliefs (N = 1256) and to explore how these sources differ as a function of gender and academic level (elementary, middle, high). Consistent with the tenets of self-efficacy theory, each of the…
Milioni, Michela; Alessandri, Guido; Eisenberg, Nancy; Castellani, Valeria; Zuffianò, Antonio; Vecchione, Michele; Caprara, Gian Vittorio
Objective The present study examined the longitudinal relations of adolescents’ self-reported ego-resiliency to their emotional self-efficacy beliefs in expressing positive emotions and in managing negative emotions as they moved into early adulthood. Method Participants were 239 females and 211 males with a mean age of 17 years (SD = .80) at T1, 19 years (SD = .80) at T2, 21 years (SD = .82) at T3, and 25 years (SD = .80) at T4. A four-wave cross-lagged regression model and mediational analyses were used. Results In a panel structural equation model controlling for the stability of the constructs, reciprocal relationships across time were found between ego-resiliency and emotional self-efficacy beliefs related to the expression of positive emotions and to the management of negative emotions. Moreover, the relation between ego-resiliency assessed at T1 and T3, and ego-resiliency assessed at T2 and T4 was mediated through emotional self-efficacy beliefs (at T2 and T3, respectively), and vice versa. Conclusions The posited conceptual model accounted for a significant portion of variance in ego-resiliency and has implications for understanding the development of ego-resiliency. PMID:25204666
Raphael, Christina; Mtebe, Joel S.
This study examines pre-service teachers' (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards…
Alaçam, Nur; Olgan, Refika
This study aimed to investigate the parent involvement self-efficacy beliefs held by pre-service early childhood teachers and their self-reported skills in implementing parent involvement strategies. Another aim was to examine the impact made on parent involvement self-efficacy beliefs by taking a course on parent involvement and by self-reported…
McKinnon, Merryn; Lamberts, Rod
The science teaching self-efficacy beliefs of primary school teachers influence teaching practice. The purpose of this research was to determine if informal education institutions, such as science centres, could provide professional development that influences the science teaching self-efficacy beliefs of pre-service and in-service primary school…
The aim of this study was threefold: first, it was to explore the profiles of student teachers' mental time travel ability; second, it was to examine the relationship between student teachers' mental time travel ability and self-efficacy beliefs; and third, it was to investigate the role of self-efficacy beliefs in relationship between the past…
Genç, Gülten; Kulusakli, Emine; Aydin, Savas
Learners' perceived self-efficacy and beliefs on English language learning are important in education. Taking into consideration the important impact of individual variables on language learning, this study seeks to highlight the relationship between Turkish EFL learners' beliefs about language learning and their sense of self-efficacy. The…
Britner, Shari L.; Pajares, Frank
The purpose of this study was to discover whether the science motivation beliefs of middle school students (N = 262) vary as a function of their gender or race/ethnicity and to determine whether science self-efficacy beliefs predict science achievement when motivation variables shown to predict achievement in other academic areas are controlled. Girls reported stronger science self-efficacy and self-efficacy for self-regulation, and they received higher grades in science. Boys had stronger performance-approach goals. White students had stronger self-efficacy and achievement, and African American students reported stronger task goals. Self-efficacy was the only motivation variable to predict the science achievement of girls, boys, and White students. Self-efficacy and self-concept predicted the science achievement of African American students. Results are interpreted from the perspective of Bandura's social cognitive theory.
In this article, I explore how an English teacher's self-efficacy beliefs in using groupwork developed, specifically with regard to his work with young learners, while he was engaged part-time on an in-service BA TESOL programme in the Middle East. Using qualitative case study methodology, I uncover various aspects of his self-efficacy growth,…
Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo
Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy-achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy-achievement and efficacy-course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.
Jaeckel, Dalit; Seiger, Christine P.; Orth, Ulrich; Wiese, Bettina S.
The present study assesses the effects of a lack of social support reciprocity at work on employees' occupational self-efficacy beliefs. We assume that the self-efficacy effects of received support and support reciprocity depend on the specific work context (e.g., phase in the process of organizational socialization). 297 women who returned to…
Faculty of Education and Communication Sciences, College of Technology .... low self-esteem and harbour pessimistic thoughts concerning their ability to ... Thus, teachers' perceived self-efficacy is not an assessment of their skill set, but ...
Full Text Available Abstract Background People with diabetes and peripheral neuropathy often do not implement the foot-care behavioural strategies that are suggested by many health professionals. The concept of self-efficacy has been shown to be an effective predictor of behaviour in many areas of health. This study investigated the relationships between foot-care self-efficacy beliefs, self-reported foot-care behaviour and history of diabetes-related foot pathology in people with diabetes and loss of protective sensation in their feet. Methods Ninety-six participants were included in this cross-sectional study undertaken in a regional city of Australia. All participants had diabetes and clinically diagnosed loss of protective sensation in their feet. The participants completed a self-report pen-paper questionnaire regarding foot-care self efficacy beliefs (the "Foot Care Confidence Scale" and two aspects of actual foot-care behaviour-preventative behaviour and potentially damaging behaviour. Pearson correlation coefficients were then calculated to determine the association between foot-care self-efficacy beliefs and actual reported foot-care behaviour. Multiple analysis of variance was undertaken to compare mean self-efficacy and behaviour subscale scores for those with a history of foot pathology, and those that did not. Results A small positive correlation (r = 0.2, p = 0.05 was found between self-efficacy beliefs and preventative behaviour. There was no association between self-efficacy beliefs and potentially damaging behaviour. There was no difference in self-efficacy beliefs in people that had a history of foot pathology compared to those that did not. Conclusion There is little association between foot-care self-efficacy beliefs and actual foot-care behaviour. The usefulness of measuring foot-care self-efficacy beliefs to assess actual self foot-care behaviour using currently available instruments is limited in people with diabetes and loss of protective
Parker, Elisabeth Allyn
Bandura (1986) posited that self-efficacy beliefs help determine what individuals do with the knowledge and skills they have and are critical determinants of how well skill and knowledge are acquired. Research has correlated self-efficacy beliefs with academic success and subject interest (Pajares, Britner, & Valiante, 2000). Similar studies report a decreasing interest by students in school science beginning in middle school claiming that they don't enjoy science because the classes are boring and irrelevant to their lives (Basu & Barton, 2007). The hypothesis put forth by researchers is that students need to observe models of how science is done, the nature of science (NOS), so that they connect with the human enterprise of science and thereby raise their self-efficacy (Britner, 2008). This study examined NOS understandings and science self-efficacy of students enrolled in a sixth grade earth science class taught with explicit NOS instruction. The research questions that guided this study were (a) how do students' self-efficacy beliefs change as compared with changes in their nature of science understandings?; and (b) how do changes in students' science self-efficacy beliefs vary with gender and ethnicity segregation? A mixed method design was employed following an embedded experimental model (Creswell & Plano Clark, 2007). As the treatment, five NOS aspects were first taught by the teachers using nonintegrated activities followed by integrated instructional approach (Khishfe, 2008). Students' views of NOS using the Views on Nature of Science (VNOS) (Lederman, Abd-El-Khalick, & Schwartz, 2002) along with their self-efficacy beliefs using three Likert-type science self-efficacy scales (Britner, 2002) were gathered. Changes in NOS understandings were determined by categorizing student responses and then comparing pre- and post-instructional understandings. To determine changes in participants' self-efficacy beliefs as measured by the three subscales, a multivariate
Wingfield, Mary E.
Current reform in science education has focused on the need for improvement of preservice teacher training (National Science Education Standards, 1996). As a situation specific construct (Bandura, 1977), self-efficacy studies have been conducted to investigate factors that impact preservice teachers' sense of confidence as it relates to their ability to become successful science teachers. This descriptive study identified factors in the site based experiences that affected preservice elementary teachers' self-efficacy as measured by the Science Teaching Efficacy Belief Instrument (STEBL-B) (Enochs and Riggs, 1990). The sample consisted of the entire population of undergraduate elementary preservice teachers in the site based teacher education program during the fall semester of 1997 at a large south central urban university. The 131 paired, pretest posttests of the entire STEBL-B and the two constructs were analyzed for significance in mean score gains. Results of the paired t test yielded a t value of 11.52 which was significant at p Bandura identified as sources of information used to determine self-efficacy. These include performance accomplishments through authentic teaching experiences, vicarious experiences through observation of the site based teachers, and verbal persuasion and physiological states from feedback given by the university coordinators. The majority of these preservice teachers started the semester with a negative attitude toward teaching science, but ended the semester with a positive view of themselves as effective science teachers in the future.
The purpose of this study is to understand the self-perceptions, confidence, and self-efficacy of underrepresented minorities (URMs) as they undertake Science, Technology, Engineering and Math (STEM) courses during their K-12 years in urban-public schools. Through the lens of Bandura's self-efficacy theory, this study analyzed self-efficacious behaviors as they revealed themselves in K-12 classrooms. The participants were 11th- and 12th-grade students, their parents, their STEM teachers, and their mentor. The goal was to understand what has been inhibiting the growth of URM representation in STEM majors and in STEM fields. This qualitative study was designed to understand the participants' stories and uncover personal characteristics such as grit, perseverance, and determination in the face of obstacles. The instruments used in this study were interviews, observations, and self-efficacy surveys. The findings revealed that the participants' perceptions of the students' abilities to succeed in a STEM field were all tentatively positive. The participants focused on the many obstacles already overcome by the students and used it as precedent for future success. All the student-participants shared a similar set of adult types in their lives--adults who believed not only in their STEM abilities, but also in their abilities to face obstacles, who were willing to give their time and expertise when necessary, and who shared similar experiences in terms of the lack of educational resources or of economic struggles. It was these shared experiences that strengthened the beliefs that, if the adult participants could succeed in education or succeed in spite of poverty, the student participants could succeed, as well.
Full Text Available This article presents the psychological meaning of school-to-work transition. Transition to taking up new social roles entails numerous difficulties, and that is why young people see it as a crisis point. According to researchers one of the predictors of effective transition to the labour market is self-efficacy.
The purpose of this study was to find out whether or not there were differences between male and female students in the way they perceived the conditions under which they studied collaboratively. It was also designed to find out if the collaborative learning context had a differential association with the self-efficacy of males ...
Full Text Available Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy–achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM. The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy–achievement and efficacy–course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.
Full Text Available This article analyzes relations between self-regulated learning, self-efficacy beliefs, and performance in tasks of solving arithmetic problems. The research includes 268 six-year-old students enrolled in the first year of primary school in Spain. The results from binary logistic regression models indicate that self-regulated learning and its interaction with self-efficacy beliefs predict performance. Finally, the cluster analysis shows four profiles of students: i positive adjusted; ii negative unadjusted I; iii negative unadjusted II y; iv negative adjusted.. Este artículo analiza relaciones entre el aprendizaje autorregulado, las creencias de autoeficacia y el desempeño en tareas de resolución de problemas aritméticos. El estudio se ha llevado a cabo con 268 escolares de seis años de edad y matriculados en el primer año de educación primaria en España. Los resultados obtenidos mediante modelos de regresión logística binaria indican que el aprendizaje autorregulado y su interacción con las creencias de autoeficacia predicen el desempeño. Por último, la aplicación de un análisis Cluster muestra cuatro perfiles de escolares, denominados: i ajustado positivo; ii desajustado negativo I; iii desajustado negativo II y; iv ajustado negativo.
Bent, Gert Jan; Bakx, Anouke; den Brok, Perry
This study was carried out to investigate the primary education teachers' self-efficacy regarding geography education, their beliefs regarding the classroom learning environment, and how these beliefs were related to each other and to teachers' background characteristics. Questionnaire data were collected from 489 Dutch primary school teachers.…
Bent, G.J.W.; Bakx, A.W.E.A.; den Brok, P.J.
This study was carried out to investigate the primary education teachers' self-efficacy regarding geography education, their beliefs regarding the classroom learning environment, and how these beliefs were related to each other and to teachers' background characteristics. Questionnaire data were
Perkins, Catherine J.
This dissertation consists of two articles to be submitted for publication. The first, a literature review, makes visible common influences on science teaching self-efficacy beliefs and also points to potentially invisible validation concerns regarding the instrument used. The second investigates the participants' invisible science teaching self-efficacy beliefs and, through the use of a more focused interview, makes those beliefs visible. Science teaching self-efficacy beliefs are science teachers' perceptions of their abilities to teach science effectively. The construct "teaching self-efficacy" originated in social cognitive theory (Bandura, 1977). The first article reviews the mixed results from teaching self-efficacy research in science contexts. The review focuses upon factors that facilitate or inhibit the development of self-efficacy beliefs among science teachers across stages of their careers. Although many studies of science teaching self-efficacy beliefs have utilized the Science Teaching Efficacy Belief Instrument - STEBI (Enochs & Riggs, 1990; Riggs & Enochs, 1990), this review also includes non-STEBI studies in order to represent diverse lines of research methodology. The review's findings indicate that antecedent factors such as science activities in and out of school, teacher preparation, science teaching experiences and supportive job contexts are significant influences on the development of science teaching self-efficacy beliefs. The review also indicates that the majority of these studies are short term and rely on a single STEBI administration with the collection of antecedent/demographic and/or interview data. The second article documents a study that responded to the above literature review findings. This study utilized multiple STEBI administrations during the preservice and beginning year of teaching for two science teachers. Rather than general questions, these participants were asked item specific, yet open-ended, questions to determine
Moe, Angelica; Pazzaglia, Francesca; Ronconi, Lucia
This study examines how good strategies and praxis interplay with positive affect and self-efficacy to determine a teacher's job satisfaction, in the hypothesis that teaching effectively does not in itself guarantee satisfaction: positive affect and self-efficacy beliefs are needed. Self-assessment scales, designed to assess the use of efficient…
Villalón Molina, Ruth; Mateos, Mar; Cuevas, Isabel
ABSTRACT: This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students’ gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing self-efficacy beliefs. In addition, results reveal that writing self-efficacy beliefs and gender play an important role...
Full Text Available Aim: This study aimed to determine the role of irrational beliefs system, self efficacy and social support network in predicting of relapse/non-relapse of drug misusing, and comparison of mentioned variables between these two groups. Method: For this purpose 100 persons who had repeated relapse and 100 persons who did not have relapse were selected by available sampling of Rehabilitation Organization of Tabriz city. Albert Alic’s irrational beliefs, Sherer’s self efficacy and Wax’s social support questionnaires administered among selected samples. Results: The results showed that, there were significant differences between two relapse and non-relapse groups on irrational beliefs, self-efficacy and social support. Conclusion: The results have applied implications in addiction treatment clinics.
Arslan, Okan; Isiksal-Bostan, Mine
The purpose of this study was to investigate beliefs and perceived self-efficacy beliefs of Turkish prospective elementary mathematics teachers in using origami in mathematics education. Furthermore, gender differences in their beliefs and perceived self-efficacy beliefs were investigated. Data for the current study was collected via Origami in…
Bandura, Albert; And Others
Analyzed the psychosocial influences through which efficacy beliefs affect academic achievement. Found that parents' sense of academic efficacy and aspirations for their children, children's beliefs in their efficacy to regulate their own learning and academic attainments, children's perceived social efficacy and ability to manage peer pressure,…
Knerr, Sarah; Bowen, Deborah J; Beresford, Shirley A A; Wang, Catharine
Obesity is a heritable condition with well-established risk-reducing behaviours. Studies have shown that beliefs about the causes of obesity are associated with diet and exercise behaviour. Identifying mechanisms linking causal beliefs and behaviours is important for obesity prevention and control. Cross-sectional multi-level regression analyses of self-efficacy for weight control as a possible mediator of obesity attributions (diet, physical activity, genetic) and preventive behaviours in 487 non-Hispanic White women from South King County, Washington. Self-reported daily fruit and vegetable intake and weekly leisure-time physical activity. Diet causal beliefs were positively associated with fruit and vegetable intake, with self-efficacy for weight control partially accounting for this association. Self-efficacy for weight control also indirectly linked physical activity attributions and physical activity behaviour. Relationships between genetic causal beliefs, self-efficacy for weight control, and obesity-related behaviours differed by obesity status. Self-efficacy for weight control contributed to negative associations between genetic causal attributions and obesity-related behaviours in non-obese, but not obese, women. Self-efficacy is an important construct to include in studies of genetic causal beliefs and behavioural self-regulation. Theoretical and longitudinal work is needed to clarify the causal nature of these relationships and other mediating and moderating factors.
Britner, Shari Lynn
Motivation researchers have established that students' self-efficacy beliefs, the confidence they have in their academic capabilities, are related to academic outcomes. Self-efficacy has been amply researched in mathematics and language arts and nearly exclusively with White students. African American students and the area of science have each received scant attention. Typically, gender differences favor boys in mathematics and girls in language arts. Researchers have also found that these differences may be a function of gender orientation beliefs. The purpose of this study was to extend findings in science self-efficacy and to African American middle school students. I sought to determine whether self-efficacy assessed at differing levels of specificity (lab skills versus science grades) would each predict science achievement assessed at corresponding levels, to discover whether mean scores in academic motivation and achievement would differ by gender, and to determine whether these differences are a function of gender orientation (N = 268). Science grade self-efficacy was positively associated with the grades obtained by boys and by girls. For girls, grades were also associated positively with science self-concept and negatively with value of science. For reasons resulting from problematic instructional practices, lab skills self-efficacy was not associated with lab grades. Girls reported stronger science self-efficacy and received higher grades in science class. Gender orientation beliefs did not account for these differences, but masculinity and femininity were each associated with science grade self-efficacy, suggesting that androgyny is an adaptive orientation for the science self-efficacy beliefs of African American students. Findings are interpreted within the framework of A. Bandura's (1986) social cognitive theory.
Loi, Natasha M.; Breadsell, Dana
An experiment was conducted to test for the presence of prejudice towards obesity and whether weight controllability beliefs information reduces this prejudice and impacts on a person’s own healthy eating self-efficacy. The experiment randomly allocated 346 participants (49 males) into one of three conditions: controllable contributors toward obesity condition (e.g., information about personal control about diet and exercise); uncontrollable contributors toward obesity condition (e.g., information about genes, factors in society); and a control condition with no information given. Prejudice was present in 81% of the sample. High prejudice was predicted by low self-efficacy for exercise and weight. Weight controllability beliefs information had no significant effect on prejudice levels or exercise or healthy eating self-efficacy levels. Future research directions are discussed. PMID:26966679
Akçali, Asli Avci
This study aims to identify the self-efficacy beliefs and motivations of Turkish pre-service history teachers, with respect to "the teaching profession in general", as well as "the history teaching profession specifically". With a descriptive aim, the study will be based on survey research. The research uses an explanatory…
The purpose of this study was to investigate the relationship between pre-service primary school teachers' mathematics teaching anxiety and their self-efficacy beliefs toward mathematics teaching through path analysis. There were a total of 250 pre-service primary school teachers involved in this study. Of the total, 202 were female and 48 were…
Pinto, Maria; Pascual, Rosaura Fernandez
Understanding perceptions of Library and Information Science (LIS) students on two dimensions--belief in the importance (BIM) of a set of core information competencies, and Self-Efficacy (SE)--is pursued. Factor analysis implementation raises a clear distinction between BIM and SE results. This analysis points to two sets of competencies:…
van Rhijn, Tricia M.; Lero, Donna S.
Student parents (i.e. students who have their own dependent children) are a specific subpopulation of adult learners. This study investigated the impact of self-efficacy beliefs on student parents' perceived capacity to manage multiple roles and their satisfaction with family, school and life. Survey data collected from 398 student parents enroled…
Elaldi, Senel; Yerliyurt, Nazli Sila
The purpose of this study is to investigate preservice preschool teachers' self-efficacy beliefs and attitudes toward the teaching profession. The population of the present study consisted of 855 (Female = 729) preservice preschool teachers studying at the Faculty of Education, Cumhuriyet University, in the fall semester of the 2015-2016 academic…
Stramel, Janet K.
While there has been much quantitative research done in the area of attitudes and self-efficacy beliefs, this study sought hear the voices of the middle school child. Therefore, this qualitative study investigated the attitudes toward mathematics and mathematics self-efficacy beliefs of middle school students in one middle school in western…
Unlu, Melihan; Ertekin, Erhan; Dilmac, Bulent
The purpose of the research is to investigate the relationships between self-efficacy beliefs toward mathematics, mathematics anxiety and self-efficacy beliefs toward mathematics teaching, mathematics teaching anxiety variables and testing the relationships between these variables with structural equation model. The sample of the research, which…
Aka, Elvan Ince
The aim of the current study is to identify the attitudes towards the laboratory course and self-efficacy beliefs in the laboratory use of prospective teachers who are attending Gazi University Gazi Education Faculty Primary Education Science Teaching program, and to investigate the relationship between the attitudes and self-efficacy beliefs.…
Full Text Available This study examined the relationship between graduate students’ research training environment, course experience, and research self-efficacy beliefs. The findings of the descriptive and regression analyses suggest that graduate students’ (n = 161 general research, quantitative, and qualitative research self-efficacy beliefs varied and that these beliefs were related to different aspects of the research training environment and course experiences, including their own personal research experiences. While course experience variables were significant predictors of quantitative and qualitative research self-efficacy, they were not predictive of general research methods self-efficacy. Also, while mentorship was a significant predictor of general research methods self-efficacy, it was not a significant predictor of quantitative and qualitative research self-efficacy. The implications of this study for research and graduate education are discussed.
Full Text Available This study examines elementary preservice teachers’ self-efficacy beliefs. Quantitative and qualitative research methods were used in this study. In the quantitative part, data were collected from 122 final year preservice teachers. The instrument developed by Tschannen–Moran and Woolfolk–Hoy (2001 was administered to preservice teachers. Findings of the quantitative part revealed that preservice teachers’ self-efficacy towards teaching profession was not fully adequate. There were no differences amongst preservice teachers’ self-efficacy towards teaching regarding gender and achievement. In the qualitative part of the study, preservice teachers responded to factors involving Student Engagement and Classroom Management based on experiences that they gained in teaching practice. However, their explanation relied on their theoretical knowledge regarding the Instructional Strategies factor. This could be explained as they have lack of experiences regarding this factor
Full Text Available Based on theoretical and empirical literature, the mediator factors such as teachers' beliefs and attitudes about the bullying of students can play an important role in explaining and predicting management of bullying through perceived self-efficacy of teachers. Based on this approach, the purpose of this study was to examine the effect on teachers' perceived self-efficacy in behavior management and bullying management strategies considering the mediating role of teachers' beliefs and attitudes. The research method was descriptive and correlational that was performed using the path analysis method. In order to implement reaserch, 207 (70 males, 137 females of primary school teachers were selected by cluster sampling method and data was collected through teachers' self-efficacy questionnaire, the social behavior of students and classroom behavior management strategies. Findings of f path analysis indicate that the direct effect of self-efficacy on normative beliefs (0/15 and the direct effects of normative beliefs (0/29 and avoidance (0/19 on bullying management strategies are positive and significant p<0/05 other findings showed that teachers' beliefs and attitudes about bullying have a mediator role in the relationship between self-efficacy and strategies to manage bullying, as perceived self-efficacy of teachers in classroom behavior management can explain in total 16% of the variance in bullying management strategies and the tested model has been a good-fitting with theoretical model of research. The results show that in order to design a successful anti-bullying programs, in addition to teachers' self-efficacy, their beliefs and attitudes also need to be considered in managing and deal with bullying.
Full Text Available Gloria Guidetti,1 Sara Viotti,1 Andreina Bruno,2 Daniela Converso1 1Department of Psychology, University of Turin, Turin, Italy; 2Department of Education Science, University of Genoa, Genoa, Italy Introduction: Work ability constitutes one of the most studied well-being indicators related to work. Past research highlighted the relationship with work-related resources and demands, and personal resources. However, no studies highlight the role of collective and self-efficacy beliefs in sustaining work ability. Purpose: The purpose of this study was to examine whether and by which mechanism work ability is linked with individual and collective efficacies in a sample of primary and middle school teachers. Materials and methods: Using a dataset consisting of 415 primary and middle school Italian teachers, the analysis tested for the mediating role of self-efficacy between collective efficacy and work ability. Results: Mediational analysis highlights that teachers’ self-efficacy totally mediates the relationship between collective efficacy and perceived work ability. Conclusion: Results of this study enhance the theoretical knowledge and empirical evidence regarding the link between teachers’ collective efficacy and self-efficacy, giving further emphasis to the concept of collective efficacy in school contexts. Moreover, the results contribute to the study of well-being in the teaching profession, highlighting a process that sustains and promotes levels of work ability through both collective and personal resources. Keywords: collective efficacy, mediation, self-efficacy, teachers, work ability
Burkert, Silke; Knoll, Nina; Scholz, Urte; Roigas, Jan; Gralla, Oliver
Beliefs in one's ability to perform a task or behaviour successfully are described as self-efficacy beliefs (Bandura, 1977). Since individuals have to deal with differing demands during a behaviour-change process, they form phase-specific self-efficacy beliefs directed at these respective challenges. The present study, based on the Health Action Process Approach (Schwarzer, 2001), examines the theoretical differentiation, relative importance, and differential effects of four phase-specific se...
Haight, Kevin W.
Many teachers are failing to incorporate technology into their classroom instruction. Researchers have reported a general failure in this regard; however, minimal study is available on the role of teacher self-efficacy in incorporating technology into pedagogy. This sequential, mixed-method study sought to discover whether a significant correlation exists between teacher self-efficacy and technology adoption within an urban K--12 school district. The conceptual framework for the research is grounded in Bandura's theory of self-efficacy. A sample of K--12 faculty members completed a 38-item Likert-type survey designed to measure self-efficacy as it relates to the integration of technology within the classroom. Quantitative data were analyzed using a Pearson product-moment correlation to identify relationships between self-efficacy and technology adoption. In the qualitative phase of the study, 6 participants were interviewed. Constant comparison was performed to analyze the transcribed interview data. The findings indicated a positive correlation between teacher self-efficacy and the integration of technology. The results provide valuable information needed to address the concerns and fears of teachers as they integrate technology into their classroom instruction. Implications for social change include providing educators and administrators with the needed data to develop the skills required to teach technology to their students. Acquiring technical skills will prepare students to become more competitive in a technology based society and for further educational endeavors.
Kapucu, Serkan; Bahçivan, Eralp
Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates…
Muğaloğlu, Ebru Z.; Küçük, Zerrin Doğança; Güven, Devrim
This study aims to examine self-efficacy of pre-service science teachers to teach socio-scientific issues (SSI). Twenty-three senior pre-service science teachers participated in the study. Science Teaching Efficacy Belief Instrument (STEBI) was modified with an emphasis on SSI rather than scientific issues. The modified STEBI was applied to the participants before and after the intervention. As for the six-week intervention, three modules, which focused on understanding nature of SSI, teachin...
Kalpouzos, Gr?goria; Eriksson, Johan
Background: While the use of different cognitive strategies when encoding episodic memory information has been extensively investigated, modulation of brain activity by memory self-efficacy beliefs has not been studied yet. Methodology/Principal Findings: Sixteen young adults completed the prospective and retrospective metamemory questionnaire, providing individual subjective judgments of everyday memory function. The day after, using functional magnetic resonance imaging, the participants ha...
Saka, Mehpare; Bayram, Hale; Kabapinar, Filiz
The concept of self-efficacy, which is an important variable in the teaching process, and how it reflects on teaching have recently been the focus of attention. Therefore, this study deals with the relationship between the science-teaching self-efficacy beliefs of prospective science teachers and their teaching practices. It was conducted with…
Robert, Nancy J.
This study investigated resident scientific evidence epistemology beliefs, evidence based medicine (EBM) self-efficacy beliefs, and EBM skills. A convenience sample of fifty-one residents located in six U.S. based residency programs completed an online instrument. Hofer's epistemology survey questionnaire was modified to test responses based on four types of scientific evidence encountered in medical practice (Clinical Trial Phase 1, Clinical Trial Phase 3, Meta-analysis and Qualitative). It was hypothesized that epistemology beliefs would differ based on the type of scientific evidence considered. A principal components analysis produced a two factor solution that was significant across type of scientific evidence suggesting that when evaluating epistemology beliefs context does matter. Factor 1 is related to the certainty of research methods and the certainty of medical conclusions and factor 2 denotes medical justification. For each type of scientific evidence, both factors differed on questions comprising the factor structure with significant differences found for the factor 1 and 2 questions. A justification belief case problem using checklist format was triangulated with the survey results, and as predicted the survey and checklist justification z scores indicated no significant differences, and two new justification themes emerged. Modified versions of Finney and Schraw's statistical self-efficacy and skill instruments produced expected significant EBM score correlations with unexpected results indicating that the number of EBM and statistics courses are not significant for EBM self-efficacy and skill scores. The study results were applied to the construction of a learning profile that provided residents belief and skill feedback specific to individual learning needs. The learning profile design incorporated core values related to 'Believer' populations that focus on art, harmony, tact and diplomacy. Future research recommendations include testing context
Wilson, S; Sisk, R J; Baldwin, K A
The study compared the health beliefs of participants and non-participants in a blood pressure and cholesterol screening held at the worksite. A cross sectional, ex-post facto design was used. Questionnaires measuring health beliefs related to cardiac screening and prevention of cardiac problems were distributed to a convenience sample of 200 blue-collar workers in a large manufacturing plant in the Midwest. One hundred fifty-one (75.5%) completed questionnaires were returned, of which 45 had participated in cardiac worksite screening in the past month. A multivariate analysis of variance was used to analyze data. Participants perceived significantly fewer barriers to cardiac screening and scored significantly higher on self efficacy than non-participants. These findings concur with other studies identifying barriers and self efficacy as important predictors of health behavior. Occupational health nurses' efforts are warranted to reduce barriers and improve self efficacy by advertising screenings, scheduling them at convenient times and locations, assuring privacy, and keeping time inconvenience to a minimum.
Bradley, Robert H
Context helps determine what individuals experience in the settings they inhabit. Context also helps determine the likelihood that those experiences will promote adaptive development. Theory suggests likely interplay between various aspects of home context and development of ideas about self that influence patterns of development for children. This study addressed relations between two aspects of home life (companionship and investment, modeling and encouragement) and three types of self-efficacy beliefs (enlisting social resources, independent learning, self-regulatory behavior) considered important for long-term adaptive functioning. The study focused on three groups of minority adolescents (Native American, African American, Latino). Relations were examined using regression models that also included four aspects of household risk that often hinder the development of self-efficacy. Although findings varied somewhat across the three groups, significant relations emerged between the two domains of home life examined and self-efficacy beliefs in all three groups, even controlling for overall household risk. Companionship and investment appeared particularly relevant for African American adolescents, while modeling and encouragement appeared particularly relevant for Native American adolescents. Both were relevant for Latino adolescents. © 2018 Family Process Institute.
Field Project A is an elective course in the Bachelor of Exercise Science program at Griffith University and includes elements of both career development learning and work-integrated learning. This paper aims to determine the effects of the learning activities and assessment items developed for the course on students' self-efficacy in making…
Full Text Available It is well established that students’ beliefs in skill malleability influence their academic performance. Specifically, thinking of ability as an incremental (vs. fixed trait is associated with better outcomes. Though this was shown across many domains, little research exists into these beliefs in the writing domain and into the mechanisms underlying their effects on writing performance. The aim of this study was twofold: to gather evidence on the validity and reliability of instruments to measure beliefs in skill malleability, achievement goals, and self-efficacy in writing; and to test a path-analytic model specifying beliefs in writing skill malleability to influence writing performance, via goals and self-efficacy. For that, 196 Portuguese students in Grades 7-8 filled in the instruments and wrote an opinion essay that was assessed for writing performance. Confirmatory factor analyses supported instruments’ validity and reliability. Path analysis revealed direct effects from beliefs in writing skill malleability to mastery goals (ß = .45; from mastery goals to self-efficacy for conventions, ideation, and self-regulation (ß = .27, .42, and .42, respectively; and from self-efficacy for self-regulation to writing performance (ß = .16; along with indirect effects from beliefs in writing skill malleability to self-efficacy for self-regulation via mastery goals (ß = .19, and from mastery goals to writing performance via self-efficacy for self-regulation (ß = .07. Overall, students’ mastery goals and self-efficacy for self-regulation seem to be key factors underlying the link between beliefs in writing skill malleability and writing performance. These findings highlight the importance of attending to motivation-related components in the teaching of writing.
Marley, Scott C; Carbonneau, Kira; Lockner, Donna; Kibbe, Debra; Trowbridge, Frederick
To examine the relationships between physical and social self-concepts, motivational interviewing (MI), and nutrition assessment skills with dimensions of counseling self-efficacy. Cross-sectional survey. Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) clinics. Sixty-five WIC nutritionists. Counseling self-efficacy on topics related to physical activity and nutritional behaviors and in the presence of language and cultural differences. Multiple linear regression. Nutritionists' perception of their own MI skills was positively associated with their self-efficacy for counseling clients of a culture different than their own, when counseling about physical activity, and when counseling about nutrition behavior. Hispanic ethnicity and social self-concept were positively associated with counseling self-efficacy when culture differences were present. Physical self-concept was positively associated with self-efficacy related to physical activity topics. Nutrition assessment skill was negatively associated with self-efficacy for working with non-English-speaking clients. Development of MI skills and strategies to improve social and physical self-concept may increase WIC nutritionists' counseling self-efficacy, particularly when counseling clients from diverse backgrounds. Copyright © 2011 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.
Briley, Jason S.
Ninety-five elementary pre-service teachers enrolled in a mathematics content course for elementary school teachers completed 3 surveys to measure mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs. The pre-service teachers who reported stronger beliefs in their capabilities to teach mathematics effectively were…
Lerdpornkulrat, Thanita; Koul, Ravinder; Sujivorakul, Chuchai
This study investigated the influence of entity beliefs, gender stereotypes and motivational goals on participants' self-efficacy in biology and physics and their career aspirations. Participants (n = 2638, males 46% and females 54%) were students enrolled in Years 10-12 of the academic science-maths stream in Thailand. Entity beliefs were…
There is a need for qualitative research into teachers' self-efficacy beliefs so that the relationship between these beliefs and other cognitions possessed by teachers, including their practical knowledge, can be better understood by teacher educators. Teachers' self-efficacy beliefs may need supporting if they seem too low or challenging if they…
Cinar, Ayse Basak; Tseveenjav, Battsetseg; Murtomaa, Heikki
The aim of this study was to investigate the association between cognitive and behavioural factors of preadolescents and those of their mothers, assessed in terms of self-efficacy beliefs and toothbrushing among Turkish and Finnish population in the framework of Social Cognitive Theory. The speci....... The specific objective was to test if this possible association worked regardless of cultural differences.......The aim of this study was to investigate the association between cognitive and behavioural factors of preadolescents and those of their mothers, assessed in terms of self-efficacy beliefs and toothbrushing among Turkish and Finnish population in the framework of Social Cognitive Theory...
Baldridge, Mary Caufield
The overall purpose of this study was to examine the effects of a "growth mindset" intervention on the beliefs about intelligence, effort beliefs, achievement goals, and academic self-efficacy of learning disabled (LD) students with reading difficulties. The treatment group consisted of 12 high school LD students with reading difficulties. This…
Bilgin, Ibrahim; Karakuyu, Yunus; Ay, Yusuf
The purpose of this study is to investigate the effects of the Project-Based Learning (PBL) method on undergraduate students' achievement and its association with these students' self-efficacy beliefs about science teaching and pinions about PBL. The sample of the study consisted of two randomly chosen classes from a set of seven classes enrolled…
The aim of my study was to explore the nature of changes in pre-service science teachers' (PSTs') self-efficacy beliefs toward science teaching through a mixed-methods approach. Thirty-six participants enrolled in a science methods course that included a collaborative peer microteaching ("Cope-M"). Participants' science teaching…
The aim of this study is to investigate the attitudes of the primary school teacher candidates towards teaching profession and self-efficacy beliefs in teaching science. The research was conducted with a survey model. The sample of the study consisted of 182 teacher candidates who were studying at the 2015-2016 spring term from Kastamonu…
Turel, Vehbi; Calik, Sinan; Doganer, Adem
This study looked at tertiary (i.e. undergraduate /a four-year degree) students' information and communication technology (ICT) self-efficacy beliefs and their level in use of certain common programmes at a newly established (i.e. 2007) university in Turkey in the spring of 2012. The study examined the tertiary students' (a) demographic…
Gurcay, Deniz; Ferah, Hatice Ozturk
The purpose of this study is to examine the relationships between ninth grade students' metacognitive self-regulation skills and physics self-efficacy beliefs and their critical thinking. To this end, 162 students attending the ninth grade participated in the study. Critical thinking scale, metacognitive self-regulation scale and physics…
Mavrikaki, Evangelia; Athanasiou, Kyriacos
The self-efficacy beliefs of in-service elementary school teachers in Greece were examined in an attempt to evaluate their biology teaching skills. For this purpose, we constructed a valid and reliable instrument consisting of a Likert-type questionnaire that was distributed to the target population and to which 202 teachers responded. Results…
Kalemoglu Varol, Yaprak
The aim of research is to investigate the relationship between attitudes of prospective physical education teacher towards education technologies and their computer self-efficacy beliefs. Relational research method has been used in the study. Study group consists of 337 prospective physical education teachers ("M"[subscript age] = 21.57…
Purpose: Strong self-efficacy bring achievement in instrument education as in other disciplines. Achievement will increase the quality of instrument education, and it will be reflected in the professional lives of pre-service teachers and their students. This suggests that research on belief in musical instrument performance is necessary.…
This study examined the relationship between preschool teachers' environmental literacy and their science and technology self efficacy beliefs. 120 preschool teachers from teacher education programme at one university participated in this study. Data were collected by using Environmental Literacy Scale and Science and Technology Literacy Self…
Magogwe, Joel Mokuedi; Oliver, Rhonda
This research seeks to extend our current knowledge by exploring the relationship between preferred language strategies, age, proficiency, and self-efficacy beliefs. Responding to the call for more replication of strategy research and for research in different cultural contexts, this research was undertaken in Botswana between 2002 and 2005. The…
Bilge, Filiz; Tuzgol Dost, Meliha; Cetin, Bayram
This study examines high school students' levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011-2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students. The…
Ucar, Hasan; Yazici Bozkaya, Mujgan
This study examined the pre-service EFL teachers' self-efficacy beliefs, goal orientations, and participations in an online learning environment. Embedded mixed design was used in the study. In the quantitative part of the study, the participants were 186 senior pre-service EFL teachers and data were collected on two scales and a questionnaire.…
Villalón, Ruth; Mateos, Mar; Cuevas, Isabel
This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students' gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences…
Southall, Sarah Parker
The purpose of this mixed-method study was to investigate digital native preservice teachers' self-efficacy beliefs regarding their technology experiences and skills at the beginning and at the end of their field placement semester. Digital natives, as defined by Prensky (2001), are students born after 1980 who have been raised with digital media…
The purpose of this study is to investigate the effect of argumentation implementation applied in the environmental science course on science teacher candidates' environmental education self-efficacy beliefs and perspectives according to environmental problems. In this mixed method research study, convergent parallel design was utilized.…
Rogers-Haverback, Heather; Mee, Molly
The purpose of this study was to investigate middle level preservice teacher self-efficacy beliefs in general, as well as in the domain of reading. The participants were 8 middle school preservice teachers enrolled in a state-mandated reading methods course and student teaching over the course of a year. As part of the yearlong internship, the…
The purpose of this study is to investigate the influence of the web-aided cooperative learning environment on biology preservice teachers' motivation and on their self-efficacy beliefs in biology teaching. The study was carried out with 30 biology preservice teachers attending a state university in Turkey. In the study, the pretest-posttest…
Sadi, Özlem; Dagyar, Miray
The current work reveals the data of the study which examines the relationships among epistemological beliefs, conceptions of learning, and self-efficacy for biology learning with the help of the Structural Equation Modeling. Three questionnaires, the Epistemological Beliefs, the Conceptions of Learning Biology and the Self-efficacy for Learning…
Kao, Chia-Pin; Wu, Ying-Tien; Tsai, Chin-Chung
This study was conducted to explore the relationships between teachers' motivation toward web-based professional development, Internet self-efficacy, and beliefs about web-based learning. By gathering questionnaire data from 484 elementary school teachers, this study indicated that the teachers' Internet self-efficacy and behavioral beliefs about…
Xanthopoulos, Melissa S; Kim, Ji Young; Blechner, Michael; Chang, Ming-Yu; Menello, Mary Kate; Brown, Christina; Matthews, Edward; Weaver, Terri E; Shults, Justine; Marcus, Carole L
Infants, children, and adolescents are increasingly being prescribed continuous positive airway pressure (CPAP) for treatment of obstructive sleep apnea syndrome (OSAS), yet adherence is often poor. The purpose of this study was to examine the relationship between caregiver and patient-reported health cognitions about CPAP prior to starting CPAP and CPAP adherence at 1 month. We hypothesized that greater caregiver-reported self-efficacy would be positively associated with CPAP adherence in children. We also evaluated patient-reported self-efficacy and caregiver- and patient-reported risk perception and outcome expectations as they related to adherence, as well as how demographic factors influenced these relationships. A pediatric modification of the Self-Efficacy Measure for Sleep Apnea Questionnaire was administered to children and adolescents with OSAS-prescribed CPAP and their caregivers during the clinical CPAP-initiation visit. The primary outcome variable for adherence was the average total minutes of CPAP usage across all days from the date that CPAP was initiated to 31 days later. Unadjusted ordinary least-square regression showed a significant association between caregiver-reported self-efficacy and adherence (p = .007), indicating that mean daily CPAP usage increased by 48.4 minutes when caregiver-reported self-efficacy increased by one point (95% confidence interval 13.4-83.4 minutes). No other caregiver- or patient-reported cognitive health variables were related to CPAP use. This study indicates that caregiver CPAP-specific self-efficacy is an important factor to consider when starting youth on CPAP therapy for OSAS. Employing strategies to improve caregiver self-efficacy, beginning at CPAP initiation, may promote CPAP adherence. © Sleep Research Society 2017. Published by Oxford University Press on behalf of the Sleep Research Society. All rights reserved. For permissions, please e-mail email@example.com.
Steca, P; Greco, A; Monzani, D; Politi, A; Gestra, R; Ferrari, G; Malfatto, G; Parati, G
Numerous empirical studies have investigated the relationships between cardiovascular diseases (CVD) and patients' psychological well-being, with a focus almost exclusively on its dark side. Very little is known on the impact of illness severity on both negative and positive indicators of patients' well-being, as well as on the psychosocial variables that may mediate this association. Aim of the study was to investigate the impact of illness severity on depression as well as on health satisfaction and life satisfaction of patients undergoing a cardiovascular rehabilitation. It also aimed at testing the mediation of illness perception and self-efficacy beliefs in managing cardiac risk factors. The study involved 172 patients (mean age = 66.43 years; SD = 9.99 years; 76.2% men). Illness severity was measured in terms of left ventricular ejection fraction at discharge from the cardiology department, whereas all psychological dimensions were assessed one week later. Results showed significant relationships among illness severity, depression and health satisfaction that were fully mediated by illness perception and self-efficacy beliefs, but not significant relation between disease severity and life satisfaction (χ2 (1) = 2.30, p = n.s.). Overall, findings underline the importance of working on illness perception and self-efficacy beliefs to contrast depression and to improve health and life satisfaction in patients with CVD.
Parschau, Linda; Fleig, Lena; Warner, Lisa Marie; Pomp, Sarah; Barz, Milena; Knoll, Nina; Schwarzer, Ralf; Lippke, Sonia
Purpose: Motivational processes can be set in motion when positive consequences of physical exercise are experienced. However, relationships between positive exercise experience and determinants of the motivational and the volitional phases of exercise change have attracted only sparse attention in research. Method: This research examines direct…
Howle, Timothy C; Dimmock, James A; Ntoumanis, Nikos; Chatzisarantis, Nikos L D; Sparks, Cassandra; Jackson, Ben
We tested the effects of advertisements about a fictitious exercise class-derived using the theoretical constructs of agency and communion-on recipients' perceptions about, and interest in, the class. The final sample consisted of 150 adults (M age = 44.69, SD = 15.83). Results revealed that participants who received a communal-oriented message reported significantly greater exercise task self-efficacy and more positive affective attitudes relative to those who received an agentic-oriented message. Communal (relative to agentic) messages were also indirectly responsible for greater intentions to attend the class, via more positive self-efficacy beliefs and affective attitudes. These findings were obtained despite the use of another manipulation to orient participants to either agency or communion goals. The results indicate that the primacy of communion over agency for message recipients may extend to exercise settings and may occur irrespective of whether participants are situationally oriented toward agency or communion.
Liu, Ru-De; Zhen, Rui; Ding, Yi; Liu, Ying; Wang, Jia; Jiang, Ronghuan; Xu, Le
The current study assessed 869 elementary school students in China using self-report questionnaires, to examine the multiple mediating effects of academic self-efficacy and positive academic emotions (enjoyment and relief) in the relations between teacher support and academic engagement (cognitive, behavioural and emotional aspects) within a math…
Vinayak K. Nahar
Full Text Available There are slightly over one million workers in the landscape service industry in the US. These workers have potential for high levels of solar ultraviolet radiation exposure, increasing their risk of skin cancer. A cross-sectional sample of 109 landscapers completed a self-administered questionnaire based on Health Belief Model (HBM. The participants correctly answered 67.1% of the knowledge questions, 69.7% believed they were more likely than the average person to get skin cancer, and 87.2% perceived skin cancer as a severe disease. Participants believed that the use of wide-brimmed hats, long sleeved shirts/long pants, and sunscreen was beneficial but reported low usage of these and other sun protective strategies. The primary barriers to using sun protection were “I forget to wear it” and “it is too hot to wear.” Of the HBM variables, perceived benefits outweighing perceived barrier (, and self-efficacy (, were correlated with sun protection behaviors. The reasons for absence of the relationship between perceived skin cancer threat and sun protection behaviors could be lack of skin cancer knowledge and low rate of personal skin cancer history.
Kurbanoglu, N. Izzet; Akin, Ahmet
The aim of this study is to examine the relationships between chemistry laboratory anxiety, chemistry attitudes, and self-efficacy. Participants were 395 university students. Participants completed the Chemistry Laboratory Anxiety Scale, the Chemistry Attitudes Scale, and the Self-efficacy Scale. Results showed that chemistry laboratory anxiety…
Maniadaki, Katerina; Sonuga-Barke, Edmund; Kakouros, Efthymios; Karaba, Rania
This study examined the impact of child gender on mothers' emotional responses to AD/HD, self-efficacy beliefs and perceived severity of AD/HD. Mothers (N = 118) of pre-schoolers were presented with a vignette describing a typical boy or girl with AD/HD and then completed three scales relating to their emotional response to AD/HD behaviour, their…
Sandra K. M. Tsang
Full Text Available School bullying has become an explicit, burgeoning problem challenging the healthy development of children and adolescents in Hong Kong. Many bullying prevention and intervention programs focus on victims and bullies, with bystanders treated as either nonexistent or irrelevant. This paper asserts that bystanders actually play pivotal roles in deciding whether the bullying process and dynamics are benign or adversarial. Bystanders' own abilities and characteristics often influence how they respond to victims and bullies. “P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme” (P.A.T.H.S. = Positive Adolescent Training through Holistic Social Programmes is an evidence-based positive youth development program which shows that primary intervention programs have constructive impacts on junior secondary school students' beliefs and behavior. This paper asserts that intrapsychic qualities, namely identity, self-efficacy, and self-determination, greatly influence how bystanders react in school bullying situations. The paper also explains how classroom-based educational programs based on the P.A.T.H.S. model have been designed to help junior secondary school students strengthen these characteristics, so that they can be constructive bystanders when they encounter school bullying.
Silva, Andresa Nascimento; Moratelli, Lucas; Tavares, Paula Liziero; Marsicano, Elisa De Oliveira; Pinhati, Renata Romanholi; Colugnati, Fernando Antonio Basile; Lucchetti, Giancarlo; Sanders-Pinheiro, Helady
Adherence to immunosuppressive medication is essential for favourable kidney transplant outcomes. The present study aims to investigate how self-efficacy beliefs, health locus of control and religiosity are associated with adherence to immunosuppressives in post kidney transplant recipients. This is a cross-sectional study with 88 recipients with more than 1 year after transplantation. Three methods were used to classify patients as adherent or non-adherent: Basel Assessment of Adherence Scale for Immunosuppressives - BAASIS, the collateral report and blood levels of immunosuppressive medications. Self-efficacy, health locus of control, and religiosity were evaluated applying General Perceived Self-Efficacy Scale, Multidimensional Health Locus of Control Scale and Duke University Religion Index, respectively. Non-adherence was modelled by uni- and multivariated analysis. Sixty-three percent of the patients were male, age 47.2 ± 12.9 years, and median post-transplant time 108.71 (49.0-266.0) months. We found 70.5% of patients were non-adherent through at least one method. Adherent patients presented higher self-efficacy scores (45.1 ± 4.9 vs 38.3 ± 8.6; P locus of control (OR 1.23, IC 1.04-1.45, P = 0.016) and lower intrinsic religiosity (OR 0.56, IC 0.38-0.84, P = 0.006). Our study showed that self-efficacy, chance locus of control, and intrinsic religiosity were associated with non-adherence to immunosuppressives. A broader perception of the kidney transplant patient´s integrality can help health professionals to design strategies to promote adherence in this population. © 2015 Asian Pacific Society of Nephrology.
Steca, P.; Abela, J. R. Z.; Monzani, D.; Greco, A.; Hazel, N. A.; Hankin, B. L.
The current multi-wave longitudinal study on childhood examined the role that social and academic self-efficacy beliefs and cognitive vulnerabilities play in predicting depressive symptoms in response to elevations in idiographic stressors. Children (N = 554; males: 51.4%) attending second and third grade completed measures of depressive symptoms, negative cognitive styles, negative life events, and academic and social self-efficacy beliefs at four time-points over 6 months. Results showed that high levels of academic and social self-efficacy beliefs predicted lower levels of depressive symptoms, whereas negative cognitive styles about consequences predicted higher depression. Furthermore, children reporting higher social self-efficacy beliefs showed a smaller elevation in levels of depressive symptoms when reporting an increases in stress than children with lower social self-efficacy beliefs. Findings point to the role of multiple factors in predicting children’s depression in the long term and commend the promotion of self-efficacy beliefs and the modification of cognitive dysfunctional styles as relevant protective factors. PMID:23740171
Full Text Available Building on previous research on antecedents of entrepreneurial intentions, various measures were tested across different ethnic groups in South Africa. Factorial homogeneity is an important attribute for any scale intended for use in multicultural research, and since tests of equivalency are not routinely applied, this article hypothesised measurement invariance across ethnic groups. Theoretical discussions on Hofstede’s (2001 value survey module (VSM 94, attitudes towards and beliefs about entrepreneurial intentions, general self-efficacy (GSE, and entrepreneurial self-efficacy (ESE preceded the use of statistical analysis. Confirmatory factor analysis based on 210 respondents indicated that equivalence for the underlying factors across the different ethnic groups could not be established, and that the three groups demonstrated different underlying structures. In conclusion, stereotypic declarations of an integrated South African culture were not supported by this research in terms of entrepreneurial intentions and their antecedents.
Wilski, M; Tasiemski, T
Self-management of a disease is considered one of the most important factors affecting the treatment outcome. The research on the correlates of self-management in multiple sclerosis (MS) is limited. The aim of this study was to determine if personal factors, such as illness perception, treatment beliefs, self-esteem and self-efficacy, are correlates of self-management in MS. This cross-sectional study included 210 patients with MS who completed Multiple Sclerosis Self-Management Scale - Revised, Brief Illness Perception Questionnaire, Treatment Beliefs Scale, Rosenberg Self-Esteem Scale, and Generalized Self-Efficacy Scale. The patients were recruited from a MS rehabilitation clinic. Demographic data and illness-related problems of the study participants were collected with a self-report survey. Correlation and regression analyses were performed to determine associations between variables. Four factors: age at the time of the study (β = 0.14, P = 0.032), timeline (β = 0.16, P = 0.018), treatment control (β = 0.17, P = 0.022), and general self-efficacy (β = 0.19, P = 0.014) turned out to be the significant correlates of self-management in MS. The model including these variables explained 25% of variance in self-management in MS. Personal factors, such as general self-efficacy, perception of treatment control and realistic MS timeline perspective, are more salient correlates of self-management in MS than the objective clinical variables, such as the severity, type, and duration of MS. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Aurah, Catherine Muhonja
Within the framework of social cognitive theory, the influence of self-efficacy beliefs and metacognitive prompting on genetics problem solving ability among high school students in Kenya was examined through a mixed methods research design. A quasi-experimental study, supplemented by focus group interviews, was conducted to investigate both the outcomes and the processes of students' genetics problem-solving ability. Focus group interviews substantiated and supported findings from the quantitative instruments. The study was conducted in 17 high schools in Western Province, Kenya. A total of 2,138 high school students were purposively sampled. A sub-sample of 48 students participated in focus group interviews to understand their perspectives and experiences during the study so as to corroborate the quantitative data. Quantitative data were analyzed through descriptive statistics, zero-order correlations, 2 x 2 factorial ANOVA,, and sequential hierarchical multiple regressions. Qualitative data were transcribed, coded, and reported thematically. Results revealed metacognitive prompts had significant positive effects on student problem-solving ability independent of gender. Self-efficacy and metacognitive prompting significantly predicted genetics problem-solving ability. Gender differences were revealed, with girls outperforming boys on the genetics problem-solving test. Furthermore, self-efficacy moderated the relationship between metacognitive prompting and genetics problem-solving ability. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya.
Roberto Tadeu Iaochite
Full Text Available In the teaching domain, self-efficacy (SE is related to teachers' judgment about their own ability to achieve learning outcomes and student engagement. SE is formed by four sources of information: mastery experiences, vicarious experiences, social persuasion, and psychophysiological states. We measured and analyzed SE and its sources for teaching physical education. Student teachers (n = 114 from three universities responded to two Likert scales - Physical Education Teacher Self-Efficacy Scale and Teacher Self-Efficacy Scale Sources - and a social demographic questionnaire. SE for teaching was classified as moderate, and vicarious experiences and social persuasion were the main sources of information. Results were discussed for future researches related to teaching practices in undergraduate programs as well as in-service teacher training.
Olani, A.; Hoekstra, R.; Harskamp, E.; van der Werf, G.
Introduction: The study investigated the degree to which students' statistical reasoning abilities, statistics self-efficacy, and perceived value of statistics improved during a reform based introductory statistics course. The study also examined whether the changes in these learning outcomes differed with respect to the students' mathematical…
Steca, Patrizia; Bassi, Marta; Caprara, Gian Vittorio; Fave, Antonella Delle
Research has shown that parents' perceived parental self-efficacy (PSE) plays a pivotal role in promoting their children's successful adjustment. In this study, we further explored this issue by comparing psychosocial adaptation in children of parents with high and low PSE during adolescence. One hundred and thirty Italian teenagers (55 males and…
Bandura, Albert; Barbaranelli, Claudio; Caprara, Gian Vittorio; Pastorelli, Concetta
Tested a structural model of the network of sociocognitive influences shaping children's career aspirations and trajectories among 272 early adolescents. Found that subjects' perceived efficacy rather than their actual academic achievement was the key determinant of their perceived occupational self-efficacy and preferred choice of worklife.…
Demirci, Filiz; Ozyurek, Cengiz
The purpose of this study is to develop a reliable and safe scale for determining the self-efficacy levels of science teachers in the teaching of astronomy subjects. The study used a survey approach, which is a qualitative research method. The study was conducted with a total of 106 science teachers working in the secondary schools of Ordu city…
Cardoso, Paulo; Moreira, Joao Manuel
This study tested the hypothesis that self-efficacy in career roles moderates the relation between perception of career barriers and career planning, in a study with Portuguese students, 488 in Grade 9 and 517 in Grade 12. The results supported the hypothesis only among Grade 9 girls, showing that perception of career barriers leads to less career…
Bains, M; Munir, F; Yarker, J; Bowley, D; Thomas, A; Armitage, N; Steward, W
We examined how colorectal cancer patients' treatment and symptom management impacted perceptions of work ability and subsequent work decisions. Fifty patients completed questionnaires at baseline (post-surgery/pretreatment), 3 months and 6 months. Questionnaires assessed fatigue, depression, quality-of-life (QoL), cancer self-efficacy, job self-efficacy (JSE) and work ability. Factors related to perceived work ability were occupation (β= 0.31, P= 0.0005) and QoL (β= 0.42, P= 0.01) at baseline, treatment type (β=-0.19, P= 0.05) at 3 months, and JSE at 3 months (β= 0.57, P= 0.0005) and 6 months (β= 0.50, P= 0.006). Factors related to being on sick leave were lower levels of JSE (OR = 2.20, 95% CI: 1.17-4.13) at baseline and being employed in a manual occupation (OR = 0.03, 95% CI: 0.00-0.86), and perceived work ability (OR = 3.05, 95% CI: 1.00-12.80) at 6 months. Along with self-assessed work ability at baseline (β= 0.67, P= 0.0005), receiving chemotherapy or a combination of treatments (β=-0.24, P= 0.05) were the strongest predictors of poorer perceptions of follow-up work ability. Self-efficacy beliefs may add to understanding and should be considered in future research. © 2012 Blackwell Publishing Ltd.
Various commentators have argued for years that the study of teachers' self-efficacy (TSE) beliefs, largely dominated by quantitative research methodologies, has been confused. Contentious issues include the very conceptualization of these beliefs, how they are defined and accessed through research and how the research is used. One of the…
Geçer, Aynur Kolburan
This study addresses university students' information search and commitment strategies on web environment and internet usage self-efficacy beliefs in terms of such variables as gender, department, grade level and frequency of internet use; and whether there is a significant relation between these beliefs. Descriptive method was used in the study.…
This study has two central purposes: First, it examines not only the roles of gender and persistence in undergraduate computing majors' learning self-efficacy, computer self-efficacy, and programming self-efficacy but also Bandura's hypothesized sources of self-efficacy; second, it examines the influence of sources of efficacy on the three…
Full Text Available Background and Aim: Regarding the ever-increasing of genetic diseases, counseling for the prevention of these diseases has got overwhelming necessity. Thus, promoting individuals’ awareness of. genetic counseling is required. The current study aimed at determining the effect of an educational program based on Health Belief Model on knowledge, beliefs, and self-efficacy of urbanized women in need of genetic counseling. Materials and Methods: In this randomized field trial study, 80 married women in need of genetic counseling were divided into two equal case and control groups. Data collection means were a researcher-designed questionnaire consisting of demographic data and health belief model queries, which were completed by interview. Educational intervention was done during three 90 minute sessions with one week interval between each one. Finally, the obtained data was fed into SPSS (version 16 applying the statistical tests of Chi-square, repeated ANOVA, independent t-test, Mann-Whitney and Friedman for analysis; and P0.05, but the difference became significant immediately and three months after intervention (P<0.001. There was a significant difference between the knowledge, threat, perceived benefits, barriers and self-efficacy in the two groups three week intervals before and immediately after intervention, before and after the three months, immediately and after three months in the experimental group (P<0.001, but the difference was not significant in the control group. Conclusion: The results showed that educational interventions based on HBM increases women's knowledge, beliefs, and self-efficacy regarding the role of genetic counseling in the prevention of congenital malformations.
Du, Shizheng; Hu, Lingli; Bai, Yamei; Dong, Jianshu; Jin, Shengji; Zhang, Heng; Zhu, Ying
As a bio-psycho-social issue, chronic low back pain (CLBP) has been a significant topic in health management, and patients' quality of life (QOL) is gaining extensive attention. Self-efficacy, pain fear-avoidance belief (FAB), and coping styles play important roles in the QOL of CLBP patients. However, it remains unclear how self-efficacy and FAB influence QOL through specific coping styles. This study aimed to explore the influencing paths of self-efficacy, FAB, and coping styles on the QOL of patients with CLBP. This study relies on a multisite, cross-sectional design involving 221 CLBP patients. Stepwise multiple regression and structural equation modeling were employed. CLBP patients lived with a poor global QOL. Self-efficacy played a direct, positive role in predicting QOL for patients with CLBP (β = 0.35), and it also played an indirect, positive role in predicting QOL (β = 0.19) through active coping styles (β = 0.31). FAB played a direct, negative role in predicting QOL (β = -0.33), and it also played an indirect, negative role in predicting QOL (β = -0.32) through passive coping styles (β = 0.32). Self-efficacy and FAB are both directly and indirectly related to global QOL, and coping styles are important mediating variables. Self-efficacy and active coping are protective factors for the QOL of CLBP patients, while FAB and passive coping are risk factors. Health education strategies are recommended by medical personnel to enhance CLBP patients' pain self-efficacy, decrease pain FAB, and modify pain coping styles, so that their global QOL can be improved. © 2017 World Institute of Pain.
Full Text Available Ayako Saito,1 Shigeko Kojima,2 Fumihiko Sasaki,3 Masamichi Hayashi,4 Yuki Mieno,4 Hiroki Sakakibara,5 Shuji Hashimoto1 1Department of Hygiene, School of Medicine, Fujita Health University, Toyoake, Japan; 2Department of Rehabilitation, Faculty of Health Sciences, Nihon Fukushi University, Handa, Japan; 3SDB Research Laboratory, Takaoka Clinic, Nagoya, Japan; 4Department of Internal Medicine, Division of Respiratory Medicine and Clinical Allergy, Fujita Health University, Toyoake, Japan; 5Tokushige Kokyuki Clinic, Nagoya, Japan Abstract: The purpose of this study was to develop and evaluate a self-efficacy instrument for Japanese obstructive sleep apnea (OSA patients treated with continuous positive airway pressure (CPAP. Analyzed subjects were 653 Japanese OSA patients (619 males and 34 females treated with CPAP at a sleep laboratory in a respiratory clinic in a Japanese city. Based on Bandura's social cognitive theory, the CPAP Self-Efficacy Questionnaire for Sleep Apnea in Japanese (CSESA-J was developed by a focus group of experts, using a group interview of OSA patients for the items of two previous self-efficacy scales for Western sleep apnea patients receiving CPAP treatment. CSESA-J has two subscales, one for self-efficacy and the other for outcome expectancy, and consists of a total of 15 items. Content validity was confirmed by the focus group. Confirmatory factor analysis showed that the factor loadings of self-efficacy and outcome expectancy were 0.47–0.76 and 0.41–0.92, respectively, for the corresponding items. CSESA-J had a significant but weak positive association with the General Self-Efficacy Scale, and a strong positive association with “Self-efficacy scale on health behavior in patients with chronic disease.” Cronbach’s alpha coefficient was 0.85 for the self-efficacy subscale and 0.89 for the outcome expectancy subscale. The intraclass correlation coefficient using data from the first and second measurements with
Watson, Joshua C.
This study examined the relationship between enrollment in online counseling courses and students' counseling selfefficacy beliefs. Results indicate that students enrolled in online courses report statistically significant higher selfefficacy beliefs than students in traditional FTF courses. Online instructional method may increase counselor…
Falzon, Charlène; Radel, Rémi; Cantor, Ambre; d'Arripe-Longueville, Fabienne
Research in health communication has shown that narratives contribute more positively to changing health behaviors than informational messages. The main purposes of this study were to examine and to compare the effects of two messages promoting physical activity, one narrative and the other informational, on the perceptions and behavioral intentions of cancer patients. A total of 158 women with breast cancer, undergoing chemotherapy and sedentary, were assigned to read the testimony of a breast cancer survivor who had been physically active during and after treatment (TE group), a content-equivalent message composed of expert recommendations about physical activity in breast cancer patients (RE group), or no message (control group). Source trust was higher in TE group than RE group (p Exercise self-efficacy and exercise intention were higher in TE group than RE and control groups (p exercise benefits (p exercise risks (p exercise self-efficacy, and beliefs about exercise benefits and risks mediated the relationship between the message and exercise intention. The results suggest that narratives may be more effective in improving perceived physical abilities and involvement in physical activity, whereas informational messages seem to be more appropriate to convey the benefits and the absence of risks related to physical activity.
Widman, Laura; Golin, Carol E.; Grodensky, Catherine A.; Suchindran, Chirayath
To understand sexual decision-making processes among people living with HIV, we compared safer sex self-efficacy, condom attitudes, sexual beliefs, and rates of unprotected anal or vaginal intercourse with at-risk partners (UAVI-AR) in the past 3 months among 476 people living with HIV: 185 men who have sex with men (MSM), 130 heterosexual men, and 161 heterosexual women. Participants were enrolled in SafeTalk, a randomized, controlled trial of a safer sex intervention. We found 15% of MSM, 9% of heterosexual men, and 12% of heterosexual women engaged in UAVI-AR. Groups did not differ in self-efficacy or sexual attitudes/beliefs. However, the associations between these variables and UAVI-AR varied within groups: greater self-efficacy predicted less UAVI-AR for MSM and women, whereas more positive condom attitudes – but not self-efficacy – predicted less UAVI-AR for heterosexual men. These results suggest HIV prevention programs should tailor materials to different subgroups. PMID:22252475
Four case studies in two American and two Turkish science methods classrooms were conducted to investigate the changes in preservice elementary teachers' personal science teaching efficacy (PSTE) beliefs during their course periods. The findings indicated that while Turkish preservice elementary teachers (TR sample) started the science methods course semester with higher PSTE than their American peers (US sample), due to a significant increase in the US sample's and an insignificant decline in the TR sample's PSTE scores, both groups completed the science methods course with similar PSTE levels. Consistent with Bandura's social cognitive theory, describing four major sources of self-efficacy, the inclusion of mastery experiences (inquiry activities and elementary school micro-teaching experiences) and vicarious experiences (observation of course instructor and supervisor elementary teacher) into the science methods course, providing positive social persuasion (positive appraisal from the instructor and classmates), and improving physiological states (reduced science anxiety and positive attitudes toward becoming elementary school teachers), were found to contribute to the significant enhancement of the US sample's PSTE beliefs. For the TR sample, although some of the above sources were present, the lack of student teaching experiences and inservice teacher observations, as well as the TR samples' negative attitudes toward becoming elementary school teachers and a lack of positive classroom support were found to make Turkish preservice teachers rely mostly on their mastery in science concepts, and therefore resulted in not benefiting from their science methods course, in terms of enhancing their PSTE beliefs. Calls for reforms in the Turkish education system that will include more mastery experiences in the science methods courses and provide more flexibility for students to choose their high school majors and college programs, and switch between them are made. In
Sung, Connie; Muller, Veronica R.; Ditchman, Nicole; Phillips, Brian; Chan, Fong
This study examined the impact of positive psychological traits (positive coping, self-efficacy, and self-esteem) on the relationship between seizure severity and life satisfaction among individuals with epilepsy. Hierarchical regression analysis and correlation techniques were used to test a hypothesized tri-mediation model of life satisfaction…
The purpose of the current study was to investigate the effect of micro-teaching practices with concrete models on the pre-service teachers' self-efficacy beliefs about using concrete models and to determine the opinions of the pre-service teachers about this issue. In the current study, one of the mixed methods, the convergent design (embedded)…
Tirosh, Dina; Tsamir, Pessia; Levenson, Esther; Tabach, Michal; Barkai, Ruthi
This article reports on young children's self-efficacy beliefs and their corresponding performance of mathematical and nonmathematical tasks typically encountered in kindergarten. Participants included 132 kindergarten children aged 5-6 years old. Among the participants, 69 children were identified by the social welfare department as being abused…
Hursen, Cigdem; Islek, Didem
The aim of this research is to determine the effect of an education programme developed based on the school-based outdoor education approach on the academic achievement of visual arts teachers, as well as their self-efficacy beliefs for using museums and the natural environment. The aim is likewise to explore the views of the teachers on the…
Bozdogan, Aykut Emre
The purpose of this study is to determine the past field trip experiences of pre-service teachers who are graduates of Faculty of Sciences, Department of Biology and who had pedagogical formation training certificate and to examine their self-efficacy beliefs in planning and organizing field trips with regard to different variables. The study was…
Akca, Figen; Ulutas, Emrah; Yabanci, Cemile
The purpose of this study is to examine the correlation between Teachers' Self-efficacy beliefs, locus of control and intercultural sensitivities and to analyze these variables based on various demographic variables. The data of the study were collected through teachers' locus of control scale developed by Sadowski, Taylor, Woodward, Peacher,…
Varol, Yaprak Kalemoglu
The aim of the research is to examine relationship between self-efficacy beliefs and attitudes for assessment and evaluation of physical education candidate teachers. In this research, the relational model has been used. Study group consists of 86 women (48%), 93 men (52%) and total 179 physical education teacher candidates (M[subscript age] =…
The purpose of this study is to find out whether university students' attitudes towards physics lesson, their self-efficacy beliefs and burnout levels predict their academic success in physics lessons. The research group consists of 641 university students of which 307 are girls (47.1%) and 334 boys (52.9%). The research data were collected using…
Bautista, Nazan Uludag; Boone, William J.
The purpose of this study was to investigate the impact of a mixed-reality teaching environment, called TeachME™ Lab (TML), on early childhood education majors' science teaching self-efficacy beliefs. Sixty-two preservice early childhood teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (journal entries)…
Kao, Chia-Pin; Tsai, Chin-Chung
This study was conducted to explore the relationships between teachers' Internet self-efficacy, beliefs about web-based learning and attitudes toward web-based professional development. The sample of this study included 421 teachers, coming from 20 elementary schools in Taiwan. The three instruments used to assess teachers' Internet self-efficacy…
Dede, Hulya; Yilmaz, Zeynel Abidin; Ilhan, Nail
One of the factors influencing teachers' and pre-service teachers' self-efficacy beliefs is the use of innovations and research in education (scientific articles, thesis, and new teaching materials). This study aims to examine to what extent pre-service science teachers follow the innovations in the field of education and use these innovations in…
The aim of this study is to determine whether there is a difference between the reasons for the choice of the teaching profession by teacher candidates and their self-efficacy beliefs. Survey method was used in this study. The sample of the study consisted of 972 students (232 males and 740 females) studying at Primary School Education, Science…
Khumsaen, Natawan; Stephenson, Rob
This study examined the relationships of HIV/AIDS beliefs, self-efficacy for AIDS preventive behaviors, perception of HIV as a chronic disease, and HIV risk behaviors among young Thai men who have sex with men. Participants were recruited for a self-administered anonymous survey through Facebook. Logistic regression analysis was used to identify factors associated with each of four HIV risk behavior outcomes. Factors associated with sexual risk behaviors included age (18 and 21 years), having a current regular male partner, self-efficacy for AIDS preventive behaviors (self-efficacy in refusing sexual intercourse, self-efficacy in questioning potential sex partners, and self-efficacy in condom use), AIDS health belief (perceived susceptibility to HIV/AIDS, perceived severity of HIV/AIDS, perceived barriers to condom use, and cues to action for HIV/AIDS prevention), and perception of HIV/AIDS as a chronic disease (perceived HIV sero-status disclosure). Knowledge generated from this study has the potential to inform prevention messages for young Thai MSM.
Clark, N M; Dodge, J A
Self-efficacy is posited in social cognitive theory as fundamental to behavior change. Few health behavior studies have examined self-efficacy prospectively, viewed it as part of a reciprocal behavioral process, or compared self-efficacy beliefs in the same population across different behaviors. This article first discusses self-efficacy in its theoretical context and reviews the available prospective studies. Second, it explores self-efficacy as a predictor of disease management behaviors in 570 older women with heart disease. Although the R2 statistics in each case were modest, the construct is shown to be a statistically significant (pmanagement behaviors: using medicine as prescribed, getting adequate exercise, managing stress, and following a recommended diet. Building self-efficacy is likely a reasonable starting point for interventions aiming to enhance heart disease management behaviors of mature female patients.
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Background: To underline the importance of self-esteem and self-efficacy as aspects of health promotion, we investigated the hypothesis that self-esteem and self-efficacy mediate the effect of socio-economic position on adolescents’ health. This association has been confirmed by our data.
Methods: Data derive from the international Health Behaviours in School-aged Children (HBSC study, 2001- 02 edition: a representative sample of Italian children (age groups of 11, 13 and 15years, N=4386 was administered a questionnaire at school. We tested with a multivariate model the effect of economic wellbeing on health and behavioural outcomes, first excluding, and then including, self-esteem and self-efficacy among the determinants.
Results: Perceiving poorer health, not eating enough fruits and vegetables and doing too little physical activity are conditions affected by economic well-being (O.R. of best-off to worst-off are 0.65, 0.83 and 0.46, all statistically significant, while smoking habit is not affected. Including self-esteem and self-efficacy into the model significantly lowers, or annihilates, the effect of economic conditions on these outcomes.
Conclusions: Economic well-being affects adolescents’ health (perceived health and health behaviours in Italy, but it is reasonable to hypothesize that self-esteem and self-efficacy are among the mediators of this effect. Targeted interventions aimed at enhancing self-esteem and self-efficacy could therefore help in mitigating the effect of health inequalities.
Ritter, Jennifer M.
The purpose of this study was to develop, validate and establish the reliability of an instrument to assess the self-efficacy beliefs of prospective elementary teachers with regards to science teaching and learning for diverse learners. The study used Bandura's theoretical framework, in that the instrument would use the self-efficacy construct to explore the beliefs of prospective elementary science teachers with regards to science teaching and learning to diverse learners: specifically the two dimensions of self-efficacy beliefs defined by Bandura (1977): personal self-efficacy and outcome expectancy. A seven step plan was designed and followed in the process of developing the instrument, which was titled the Self-Efficacy Beliefs about Equitable Science Teaching or SEBEST. Diverse learners as recognized by Science for All Americans (1989) are "those who in the past who have largely been bypassed in science and mathematics education: ethnic and language minorities and girls" (p. xviii). That definition was extended by this researcher to include children from low socioeconomic backgrounds based on the research by Gomez and Tabachnick (1992). The SEBEST was administered to 226 prospective elementary teachers at The Pennsylvania State University. Using the results from factor analyses, Coefficient Alpha, and Chi-Square a 34 item instrument was found to achieve the greatest balance across the construct validity, reliability and item balance with the content matrix. The 34 item SEBEST was found to load purely on four factors across the content matrix thus providing evidence construct validity. The Coefficient Alpha reliability for the 34 item SEBEST was .90 and .82 for the PSE sub-scale and .78 for the OE sub-scale. A Chi-Square test (X2 = 2.7 1, df = 7, p > .05) was used to confirm that the 34 items were balanced across the Personal Self-Efficacy/Outcome Expectancy and Ethnicity/LanguageMinority/Gender Socioeconomic Status/dimensions of the content matrix. Based on
A Hajigholami Yazdi
Full Text Available Introduction: Each family utilizes specific methods for personal and social education of their children. These methods that are called “Parenting style” are affected by various factors such as biological, cultural, social, political, and economic factors. The present study intends to investigate the effectiveness of parental skills training on worry, anxiety and self-efficacy beliefs of single-child and multi-child parents. Methods: In this experimental study, two private girls' school located in the city of Karaj, were randomly selected as the control and experimental groups. Parents of experimental group’s students (54 couples with a voluntary assignment participated in 8 training sessions. Data were obtained by General Self-efficacy Beliefs Questionnaire, Beck Anxiety Inventory (BAI, Penn State Worry Questionnaire (PSWQ which were then analyzed by t-test and ANOVA. Results: Results showed that there was not any significant difference in the pretest between single-child and multi-child parents. Regarding control and experimental groups, a significant difference has been detected between the pretest and posttest between two groups. Multifactor ANOVA test results also showed that the effect of parental skills training is significant on fear, anxiety and self-efficacy. But the number of children does not have any significant effect on the fear, anxiety and self-efficacy. Conclusion: Findings emphasize the necessity and importance of parental skills training to facilitate children nurture, decrease stress and worry resulting from parenting responsibility.
This study intends to compare and contrast student and school factors that are associated with students' mathematics self-efficacy in the United States and China. Using hierarchical linear regressions to analyze the Programme for International Student Assessment (PISA) 2012 data, this study compares math self-efficacy, achievement, and variables…
de Caso, Ana Maria; Garcia, Jesus Nicasio; Diez, Carmen; Robledo, Patricia; Alvarez, Maria Lourdes
Introduction: The use of self efficacy has been suggested as an effective classroom intervention procedure. The present research examined the use of self-efficacy training on the writing of Spanish elementary student with learning disabilities. Objectives: We present a research study focused on the improvement of the writing product and the…
Virtual bystanders in a language lesson: examining the effect of social evaluation, vicarious experience, cognitive consistency and praising on students' beliefs, self-efficacy and anxiety in a virtual reality environment.
Qu, Chao; Ling, Yun; Heynderickx, Ingrid; Brinkman, Willem-Paul
Bystanders in a real world's social setting have the ability to influence people's beliefs and behavior. This study examines whether this effect can be recreated in a virtual environment, by exposing people to virtual bystanders in a classroom setting. Participants (n = 26) first witnessed virtual students answering questions from an English teacher, after which they were also asked to answer questions from the teacher as part of a simulated training for spoken English. During the experiment the attitudes of the other virtual students in the classroom was manipulated; they could whisper either positive or negative remarks to each other when a virtual student was talking or when a participant was talking. The results show that the expressed attitude of virtual bystanders towards the participants affected their self-efficacy, and their avoidance behavior. Furthermore, the experience of witnessing bystanders commenting negatively on the performance of other students raised the participants' heart rate when it was their turn to speak. Two-way interaction effects were also found on self-reported anxiety and self-efficacy. After witnessing bystanders' positive attitude towards peer students, participants' self-efficacy when answering questions received a boost when bystanders were also positive towards them, and a blow when bystanders reversed their attitude by being negative towards them. Still, inconsistency, instead of consistency, between the bystanders' attitudes towards virtual peers and the participants was not found to result in a larger change in the participants' beliefs. Finally the results also reveal that virtual flattering or destructive criticizing affected the participants' beliefs not only about the virtual bystanders, but also about the neutral teacher. Together these findings show that virtual bystanders in a classroom can affect people's beliefs, anxiety and behavior.
Virtual bystanders in a language lesson: examining the effect of social evaluation, vicarious experience, cognitive consistency and praising on students' beliefs, self-efficacy and anxiety in a virtual reality environment.
Full Text Available Bystanders in a real world's social setting have the ability to influence people's beliefs and behavior. This study examines whether this effect can be recreated in a virtual environment, by exposing people to virtual bystanders in a classroom setting. Participants (n = 26 first witnessed virtual students answering questions from an English teacher, after which they were also asked to answer questions from the teacher as part of a simulated training for spoken English. During the experiment the attitudes of the other virtual students in the classroom was manipulated; they could whisper either positive or negative remarks to each other when a virtual student was talking or when a participant was talking. The results show that the expressed attitude of virtual bystanders towards the participants affected their self-efficacy, and their avoidance behavior. Furthermore, the experience of witnessing bystanders commenting negatively on the performance of other students raised the participants' heart rate when it was their turn to speak. Two-way interaction effects were also found on self-reported anxiety and self-efficacy. After witnessing bystanders' positive attitude towards peer students, participants' self-efficacy when answering questions received a boost when bystanders were also positive towards them, and a blow when bystanders reversed their attitude by being negative towards them. Still, inconsistency, instead of consistency, between the bystanders' attitudes towards virtual peers and the participants was not found to result in a larger change in the participants' beliefs. Finally the results also reveal that virtual flattering or destructive criticizing affected the participants' beliefs not only about the virtual bystanders, but also about the neutral teacher. Together these findings show that virtual bystanders in a classroom can affect people's beliefs, anxiety and behavior.
Virtual Bystanders in a Language Lesson: Examining the Effect of Social Evaluation, Vicarious Experience, Cognitive Consistency and Praising on Students' Beliefs, Self-Efficacy and Anxiety in a Virtual Reality Environment
Qu, Chao; Ling, Yun; Heynderickx, Ingrid; Brinkman, Willem-Paul
Bystanders in a real world's social setting have the ability to influence people’s beliefs and behavior. This study examines whether this effect can be recreated in a virtual environment, by exposing people to virtual bystanders in a classroom setting. Participants (n = 26) first witnessed virtual students answering questions from an English teacher, after which they were also asked to answer questions from the teacher as part of a simulated training for spoken English. During the experiment the attitudes of the other virtual students in the classroom was manipulated; they could whisper either positive or negative remarks to each other when a virtual student was talking or when a participant was talking. The results show that the expressed attitude of virtual bystanders towards the participants affected their self-efficacy, and their avoidance behavior. Furthermore, the experience of witnessing bystanders commenting negatively on the performance of other students raised the participants’ heart rate when it was their turn to speak. Two-way interaction effects were also found on self-reported anxiety and self-efficacy. After witnessing bystanders’ positive attitude towards peer students, participants’ self-efficacy when answering questions received a boost when bystanders were also positive towards them, and a blow when bystanders reversed their attitude by being negative towards them. Still, inconsistency, instead of consistency, between the bystanders’ attitudes towards virtual peers and the participants was not found to result in a larger change in the participants’ beliefs. Finally the results also reveal that virtual flattering or destructive criticizing affected the participants’ beliefs not only about the virtual bystanders, but also about the neutral teacher. Together these findings show that virtual bystanders in a classroom can affect people’s beliefs, anxiety and behavior. PMID:25884211
Marley, Scott C.; Carbonneau, Kira; Lockner, Donna; Kibbe, Debra; Trowbridge, Frederick
Objective: To examine the relationships between physical and social self-concepts, motivational interviewing (MI), and nutrition assessment skills with dimensions of counseling self-efficacy. Design: Cross-sectional survey. Setting: Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) clinics. Participants: Sixty-five WIC…
Ferrell, Brent; Barbera, Jack
Research in academic motivation has highlighted a number of salient constructs that are predictive of positive learning strategies and academic success. Most of this research has centered on college-level social sciences or secondary school student populations. The main purpose of this study was to adapt existing measures of personal interest and…
Greco, A; Steca, P; Pozzi, R; Monzani, D; D'Addario, M; Villani, A; Rella, V; Giglio, A; Malfatto, G; Parati, G
Many studies have investigated the relationships between cardiovascular diseases and patients' depression; nevertheless, few is still known as regard the impact of illness severity on depression and whether psychosocial variables mediate this association. The aim of this study is to investigate the putative mediating role of illness representations, self-efficacy beliefs, and perceived social support on the relationship between illness severity and depression. A total of 75 consecutive patients with cardiovascular disease (80 % men; mean age = 65.44, SD = 10.20) were enrolled in an Italian hospital. Illness severity was measured in terms of left ventricular ejection fraction, whereas psychological factors were assessed using self-report questionnaires. The relationship between left ventricular ejection fraction and depression was mediated by identity illness perception, self-efficacy beliefs in managing cardiac risk factors, and perceived social support. The treatment of depression in cardiovascular disease patients may therefore benefit from a psychological intervention focused on patients' illness representations, self-efficacy beliefs, and their perceived social support.
Sherer, Mark; Adams, Carol
Self-efficacy is defined as the belief that one can successfully perform a behavior. Self-efficacy theory asserts that self-efficacy expectancies exert powerful influence on behavior and behavior change. The Self-efficacy Scale, which was developed to assess generalized self-efficacy expectations, consists of two subscales: general self-efficacy…
The purpose of this study was to determine the perceived psychological benefits and explore the mechanisms underlying the link between exercise and psychological well-being for a group of older adults (65-72 years; 6 women; 4 men) who participated in a 12-week program of moderate-to-high intensity resistance training. They were interviewed in-depth at 1 week preintervention, 1 month after commencement, and 1 week after completion. The participants believed that resistance training enhanced their well-being, and they gave various physical, mental, and social reasons to explain this link. In particular, self-efficacy and social interaction were found to be key mechanisms underlying this relationship. This study exposed meaningful perceived improvements in psychological wellbeing that have not been uncovered in quantitative studies of healthy older people undertaking resistance training. The findings highlight the importance of using qualitative methods to enrich understandings of the positive effect of exercise on psychological well-being. The findings also have implications for designing effective resistance training interventions for older people.
Farrell, Albert D; Henry, David B; Schoeny, Michael E; Bettencourt, Amie; Tolan, Patrick H
This study examined the direct effects of beliefs about aggression and nonviolence on physical aggression and their role as protective factors that buffer adolescents from key risk factors in the peer, school, and parenting domains. Multilevel analyses were conducted on data from 5,581 adolescents representing two cohorts from 37 schools in four communities collected at the beginning and end of the sixth grade and at the end of the following 2 school years. Individual norms for aggression at Wave 1 moderated relations of delinquent peer associations and parental support for fighting with physical aggression. Self-efficacy for nonviolence at Wave 1 moderated relations of school risk, delinquent peer associations and parental support for fighting with physical aggression. There was clearer evidence for protective effects for self-efficacy for nonviolence for girls than for boys.
Full Text Available Stefania Mannarini,1 Alisa Reikher,1 Sharon Shani,1 Inbal Shani-Zinovich2 1Department of Philosophy, Sociology, Education and Applied Psychology, Interdepartmental Center for Family Research, University of Padova, Padova, Italy; 2Department of Counseling and Human Development, Faculty of Education, University of Haifa, Mount Carmel, Haifa, Israel Background: Research suggests that “mental illness etiological beliefs” and attitudes toward mentally ill people are significantly related; it has also been demonstrated that adult attachment style and empathic self-efficacy affect such attitudes. Moreover, community or regional culture has a significant impact on etiology beliefs and attitudes toward the mentally sick. Materials and methods: We carried out this study in Italy and Israel among psychology students to compare two cultures in regards to causal beliefs of mental disorders and the roles that specific variables, such as secure attachment, empathic self-efficacy, and stress, play in etiological beliefs. The participants (N=305 were students who belonged to two universities: Padua (N=183 and Haifa (N=122. The Many Facet Rasch Model (MFRM was applied in a cross-cultural perspective to analyze the differential functioning of specific etiological beliefs in relation to the above mentioned variables; the effect of gender and religious beliefs was also entered in the MFRM. Results: The two cultures reacted differently to the biogenetic and psychosocial causal explanations of mental disorders: Israeli students endorsed the biogenetic causal beliefs model more frequently than the Italians. Among other findings, concerning the biogenetic model, the Italian students were predominantly males, who declared to be religious and reported lower levels of secure attachment than Israelis. On the other hand, the Israeli students who manifested a preference toward the biogenetic explanation were mostly females, who declared not to be religious and who
Hendricks, Karin S.
Music teachers can empower students with control over their own music ability development by helping them foster positive self-efficacy beliefs. This article reviews general education and music research concerning Bandura's theoretical four sources of self-efficacy (enactive mastery experience, vicarious experience, verbal/social persuasion, and…
Mullen, Patrick R.; Lambie, Glenn W.
Self-efficacy pertains to individuals' belief about their capability to accomplish a task; consequently, school counselors' positive self-efficacy is a theoretically based prerequisite for their facilitation of school-based interventions. In addition, school counselor-led interventions and comprehensive, developmental guidance programs benefit…
DeWitz, S. Joseph; Woolsey, M. Lynn; Walsh, W. Bruce
We investigated the association between Frankl's (1985, 1988) construct of purpose in life with Bandura's (1977, 1997) theory of self-efficacy as a possible predictor of students who may be at risk for leaving school. For this study, 344 undergraduate college students (233 females, 111 males; 76% White/Caucasian, 10% Asian American/Asian, 7%…
Odaci, Hatice; Çelik, Çigdem B.
This study examined the relationship between Internet dependence in university students and forms of coping with stress and self-efficacy and investigated whether Internet dependence varies according to such variables as sex roles, gender, and duration of Internet use. The study was performed with 632 university students. The Internet Addiction…
Bagci, Sabahat Cigdem
This study investigated whether perceived goal support from family and friends may moderate the relationship between academic self-efficacy and motivational outcomes among early adolescent students recruited from a low-middle socio-economic status (SES) background school in Turkey (N = 319, [X-bar][subscript age] = 13.13, SD = 0.80). Self-report…
Bakker, AB; Buunk, BP; Manstead, ASR
This prospective study examined how the feelings of regret and self-blame one anticipates after engaging in unsafe sex affect condom use in new sexual relationships. The central theoretical question is whether self-efficacy perceptions can moderate the relationship between anticipated feelings and
Wang, Clare Wen; Neihart, Maureen
Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of…
Lin, Min-Pei; Ko, Huei-Chen; Wu, Jo Yung-Wei
Based on Bandura's social cognitive theory, this study was designed to examine positive and negative outcome expectancy and refusal self-efficacy of Internet use and their contribution to Internet addiction among college students by using hierarchical multiple regression analyses in a cross-sectional study design. Schools were first stratified into technical or nontechnical colleges and then into seven majors. A cluster random sampling by department was further applied to randomly choose participants from each major. A representative sample of 4,456 college students participated in this study. The Outcome Expectancy and Refusal Self-Efficacy of Internet Use Questionnaire and the Chen Internet Addiction Scale were used to assess the cognitive factors and the levels of Internet addiction. Results showed that both positive outcome expectancy and negative outcome expectancy were significantly and positively correlated with Internet addiction, and refusal self-efficacy of Internet use was significantly and negatively related to Internet addiction. Further analyses revealed that refusal self-efficacy of Internet use directly and negatively predicted Internet addiction. Moreover, we discovered that positive outcome expectancy positively predicted Internet addiction via refusal self-efficacy of Internet use; however, surprisingly, negative outcome expectancy had both a direct and indirect positive relationship in predicting Internet addiction via the refusal self-efficacy of Internet use. These results give empirical evidence to verify the theoretical effectiveness of the three cognitive factors to Internet addiction and should be incorporated when designing prevention programs and strategies for Internet addicted college students.
This study examined the associations between academic delay of gratification, self-efficacy beliefs, and time management among academically unprepared college students participating in a summer-immersion program. This study also examined whether the relation of self-efficacy with time management is mediated by academic delay of gratification. Analysis indicated that self-efficacy was directly associated with time management, as delay of gratification served to mediate this effect partially. Self-efficacy emerged as the strongest positive predictor of academic achievement.
Devising a Structural Equation Model of Relationships between Preservice Teachers' Time and Study Environment Management, Effort Regulation, Self-Efficacy, Control of Learning Beliefs, and Metacognitive Self-Regulation
Sen, Senol; Yilmaz, Ayhan
The objective of this study is to analyze the relationship between preservice teachers' time and study environment management, effort regulation, self-efficacy beliefs, control of learning beliefs and metacognitive self-regulation. This study also investigates the direct and indirect effects of metacognitive self-regulation on time and study…
Badrie Mohammad Nour EL-Daou
Full Text Available The current study analyzes the relationship between the apparent teacher’s Self-efficacy and attitudes towards integrating technology into classroom teaching, self- evaluation reports and computer performance results. Pre-post measurement of the Computer Technology Integration Survey (CTIS (Wang et al,2004 was used to determine the confidence level with of 60 science teachers and 12 mixed-major teachers enrolled at the Lebanese University, Faculty of Education in the academic year 2011-2012. Pre –post measurement on teachers’ attitudes towards using technology was examined using an opened and a closed questionnaire. Teachers’ performance was measured by means of their Activeinspire projects results using active boards after their third practice of training in computer skills and Activeinspire program. To accumulate data on teachers’ self-report, this study uses Robert Reasoner's five components: feeling of security, feeling of belonging, feeling of identity, feeling of goal, and self-actualization which teachers used to rate themselves (Reasoner,1983. The study acknowledged probable impacts of computer training skills on teachers ‘self-evaluation report, effectiveness of computer technology skills, and evaluations of self-efficacy attitudes toward technology integration. Pearson correlation revealed a strong relationship r = 0.99 between the perceived self-efficacy towards technology incorporation and teachers’ self-evaluation report. Also, the findings of this research revealed that 82.7% of teachers earned high computer technology scores on their Activeinspire projects and 33.3% received excellent grades on computer performance test. Recommendations and potential research were discussed.
Killi, Carita; Kauppinen, Merja; Coiro, Julie; Utriainen, Jukka
This paper reports on two studies designed to examine pre-service teachers' self-efficacy beliefs. Study I investigated the measurement properties of a self-efficacy beliefs questionnaire comprising scales for computer self-efficacy, teacher self-efficacy, and self-efficacy towards technology integration. In Study I, 200 pre-service teachers…
Brown, Monique J; Serovich, Julianne M; Kimberly, Judy A; Umasabor-Bubu, Ogie
Men who have sex with men (MSM) continue to be disproportionately affected by HIV in the US. HIV among older adults also continues to be an important public health problem. Age is associated with disclosure of HIV serostatus and self-efficacy for condom use. However, studies examining self-efficacy and disclosure among older MSM (age 50 and older) living with HIV are lacking. The aim of this study was to assess the associations between being 50 and older, and disclosure behaviors, intentions and attitudes, and self-efficacy for condom use, disclosure, and negotiation for safer sex practices among HIV-positive MSM. Data were gathered from 340 participants at the baseline assessment of a longitudinal disclosure intervention study. Linear regression was used to determine the association between being older (age 50 and older) and disclosure behaviors, intentions and attitudes, and self-efficacy for condom use, disclosure, and negotiation for safer sex practices. After adjusting for time since diagnosis and number of sexual partners, MSM aged 50 and older scored lower in disclosure behavior (β = -7.49; 95% CI: -14.8, -0.18) and in self-efficacy for negotiation of safer sex practices (β = -0.80; 95% CI: -1.57, -0.04) compared to MSM 18-34 years. Intervention and prevention programs should endeavor to improve disclosure and self-efficacy for negotiating safer sex practices among older HIV-positive MSM. More health care providers should initiate sexual health discussions, especially among older HIV-positive MSM populations, which may help to improve their disclosure behavior and self-efficacy for negotiating safer sex practices.
Serovich, Julianne M.; Kimberly, Judy A.; Umasabor-Bubu, Ogie
Abstract Men who have sex with men (MSM) continue to be disproportionately affected by HIV in the US. HIV among older adults also continues to be an important public health problem. Age is associated with disclosure of HIV serostatus and self-efficacy for condom use. However, studies examining self-efficacy and disclosure among older MSM (age 50 and older) living with HIV are lacking. The aim of this study was to assess the associations between being 50 and older, and disclosure behaviors, intentions and attitudes, and self-efficacy for condom use, disclosure, and negotiation for safer sex practices among HIV-positive MSM. Data were gathered from 340 participants at the baseline assessment of a longitudinal disclosure intervention study. Linear regression was used to determine the association between being older (age 50 and older) and disclosure behaviors, intentions and attitudes, and self-efficacy for condom use, disclosure, and negotiation for safer sex practices. After adjusting for time since diagnosis and number of sexual partners, MSM aged 50 and older scored lower in disclosure behavior (β = −7.49; 95% CI: −14.8, −0.18) and in self-efficacy for negotiation of safer sex practices (β = −0.80; 95% CI: −1.57, −0.04) compared to MSM 18–34 years. Intervention and prevention programs should endeavor to improve disclosure and self-efficacy for negotiating safer sex practices among older HIV-positive MSM. More health care providers should initiate sexual health discussions, especially among older HIV-positive MSM populations, which may help to improve their disclosure behavior and self-efficacy for negotiating safer sex practices. PMID:26348705
Badrie Mohammad Nour ELDaou
Full Text Available The current study analyzesthe relationship between the apparentteacher’s Self-efficacyand attitudes towardsintegrating technology into classroom teaching, self-evaluation reportsand computer performance results. Pre-post measurement of the Computer Technology Integration Survey (CTIS (Wang et al, 2004 was used to determine theconfidence level with of 60 science teachers and 12 mixed-major teachers enrolled at the Lebanese University, Faculty of Education in the academic year 2011-2012. Pre –post measurement onteachers’attitudes towards usingtechnologywas examined using an opened and a closed questionnaire.Teachers’ performance was measured by means of their Activeinspire projects results using active boards after their third practice of training in computer skills and Activeinspire program. To accumulate data on teachers’ self-report, this study uses Robert Reasoner's five components: feeling of security, feeling of belonging, feeling of identity, feeling of goal, and self-actualization which teachers used to rate themselves (Reasoner,1983. The study acknowledged probable impacts of computer training skills on teachers ‘self-evaluation report, effectiveness of computer technology skills, and evaluations of self-efficacy attitudes toward technology integration. Pearson correlation revealed a strong relationship r= 0.99 between the perceived self-efficacy towards technology incorporation and teachers’ self-evaluation report. Also, the findings of this research revealed that 82.7% of teachers earned high computer technology scores on their Activeinspire projects and 33.3% received excellent grades on computer performance test. Recommendations and potential research were discussed
Lee, Kwan Min
Proposes a theoretical framework for analyzing the effect of MUD (Multi-User Dungeons) playing on users' self-efficacy by applying Bandura's social learning theory, and introduces three types of self-efficacy: computer self-efficacy; social self-efficacy; and generalized self-efficacy. Considers successful performance, vicarious experience,…
Classroom management is a common concern for educators. Teachers with high self-efficacy are strongly linked with having successful characteristics regarding their classroom management styles and strategies. With this in mind, the current study examined classroom teachers' perceived self-efficacy, specifically regarding their behavior…
Work engagement, organizational commitment and self-efficacy will create a positive attitude in records ... counseling, effective communication and leadership skills. This study therefore ...... self-efficacy and self-esteem: Toward theoretical and ...
Villafañe, Sachel M.; Xu, Xiaoying; Raker, Jeffrey R.
Self-efficacy is an affective learning outcome that has been associated with academic performance and retention in STEM. Self-efficacy has been defined as students' beliefs about their ability to complete a given task, and it can be affected by a student's positive or negative experience in a course. In this study, students' chemistry…
Ljungberg, Inger; Kroll, Thilo; Libin, Alexander; Gordon, Samuel
Individuals with spinal cord injury/disease are faced with a myriad of psychosocial adjustment challenges. This article describes the implementation of a peer-mentoring programme designed to support this adjustment process for people with SCI/disease and the programme's believed impact on self-efficacy and prevention of medical complications. With shorter length of stay in acute inpatient rehabilitation after spinal cord injury/disease, peer mentor programmes are becoming an important component to assist with education and community re-integration. Quasi-experimental non-controlled pretest/post-test. Patients with newly acquired spinal cord injury/disease participated in a one-year spinal cord injury peer-mentoring programme. Peer mentors met with their assigned participants regularly during inpatient care and on discharge to track medical complications and assist with adjusting to life after spinal cord injury/disease. In all, of 37 mentees enrolled, 24 successfully completed the programme. Sixty-seven per cent showed improved self-efficacy score between the two time points. Medical complications and doctor visits all decreased significantly between 0-6 months and 7-12 months. Our findings indicate that the older an individual is, the lower the likelihood of having a urinary tract infection (p = 0.006). The programme was well received by all mentees who felt they could connect well with their peer mentor. Peer mentoring in a rehabilitation setting enhances the understanding of challenges that patients and medical staff deal with on a day-to-day basis. Our findings suggest it is important to monitor and educate individuals with spinal cord injury/disease at the acute stage to improve medical outcomes. Caution is advised in the interpretation of these results as they were obtained in a small non-random sample using self-report data. Peer mentors play an increasingly important role in nurse-delivered education in the spinal cord injury/disease population. © 2011
Full Text Available The concept of self-efficacy, introduced by Albert Bandura, has received a lot of attention in psychological research. This comes as no surprise, as it encompasses a person's beliefs about his or her capabilities to successfully do what is necessary for desired goals, which is a central mechanism in human agency. The concept has been linked to many outcomes (e.g. motivation and performance, almost exclusively yielding positive results. Recently, however, arguments have risen that a strong sense of selfefficacy may not always be as beneficial as presumed until now. In this article, I review the core of the positive literature on self-efficacy and highlight studies that question and oppose the dominance of these positive self-efficacy associations. Implications for future research, emphasizing the need of a different research approach, are mentioned.
Unlu, Melihan; Ertekin, Erhan; Dilmac, Bulent
The purpose of the research is to investigate the relationships betweenself-efficacy beliefs toward mathematics, mathematics anxiety and self-efficacybeliefs toward mathematics teaching, mathematics teaching anxiety variables andtesting the relationships between these variables with structural equationmodel. The sample of the research, which was conducted in accordance withrelational survey model, consists of 380 university students, who studied atthe department of Elementary Mathematics Educ...
Limited research exists about Spanish-speaking social workers that provide bilingual social work services. To date, studies have not exclusively focused on actual language competence of bilingual social workers or even their self-perceived language beliefs. This study reviews the results of a cross-sectional Internet-based survey exploring…
Young, Henry N; Hwang, Monica J; Dilworth, Thomas J; Mott, David; Cox, Elizabeth D; Moreno, Megan A
Hispanics are the largest growing population in the United States, and their use of prescription medications can be influenced by the education and counseling they receive from pharmacists. However, little is known about pharmacists' communication with patients who speak Spanish or factors that can influence such communication. The objective of the study was to develop and validate an instrument to measure pharmacists' self-efficacy in communicating with Spanish-speaking patients. An initial pool of 15 items developed from previous research and suggestions from communication experts and practicing pharmacists was subjected to cognitive interviewing. Nine retained items were administered to 1022 licensed pharmacists by mail survey. Summary statistics and exploratory factor analysis (EFA) were conducted. Retained factors were determined by the examination of eigenvalues and scree test results. Cronbach's alpha coefficients were calculated to assess internal consistency. A total of 540 community pharmacists completed the survey. Item means ranged from 2.93±1.47 to 1.58±0.88 based on a 5-point scale (1: not at all confident to 5: extremely confident). EFA resulted in a 2-factor solution, accounting for 71% of the variance. The 2 factors consisted of health and drug information (alpha=0.92) and opening the encounter (alpha=0.75). The alpha for the overall scale was 0.88. The results provide evidence to support the reliability and validity of an instrument to measure pharmacists' self-efficacy beliefs about communicating with Spanish-speaking patients in community practice. Practitioners and researchers may use this instrument to inform pharmacy education, pharmacy practice improvement, and research efforts around communicating with Spanish-speaking clients. Copyright © 2011 Elsevier Inc. All rights reserved.
Present research investigates reciprocal relations amidst computer self-efficacy, scientific research and information literacy self-efficacy. Research findings have demonstrated that according to standardized regression coefficients, computer self-efficacy has a positive effect on information literacy self-efficacy. Likewise it has been detected…
Velthuis, Chantal; Fisser, Petra; Pieters, Jules
This study focuses on the improvement of pre-service teachers' self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for…
Kane, Irene; Robertson, Robert J; Fertman, Carl I; Nagle, Elizabeth F; McConnaha, Wendell R; Rabin, Bruce S
Self-efficacy and enjoyment were examined among 34 middle school children (M age = 12.5 yr.) performing the Progressive Aerobic Cardiovascular Endurance Run (PACER). Exercise self-efficacy (running) and physical activity enjoyment were measured after viewing a video illustrating the PACER, and subsequently following a PACER test. Significantly greater pre- than post-exercise self-efficacy was reported; enjoyment scores did not differ. Ratings of self-efficacy were higher before exercise than after, but enjoyment scores were not significantly different. A significant correlation was found between post-exercise self-efficacy and enjoyment, but not between pre-exercise self-efficacy and enjoyment. Although positive correlations were found between PACER laps and pre-/post-exercise self-efficacy, correlations with ratings of enjoyment were not significant. Exercise self-efficacy was associated with children's beliefs about the task-specific PACER aerobic exercise; however, exercise enjoyment was stable. Children's self-efficacy and enjoyment beliefs should be considered when developing interventional strategies to promote aerobic exercise participation.
Aykut Emre Bozdoğan
Full Text Available This research examined the effect of a course designed with different content on pre-service science teachers’ self-efficacy beliefs and knowledge about organizing curriculum-based trips. A pre-test post-test quasi experimental design was used in the research. One-hundred and thirty pre-service science teachers participated in the research. The research was carried out within the context of an elective course called “Informal Learning Environments in Science Education” and was conducted over 14 weeks in total for two hours per week. The research data were obtained by means of a questionnaire, self–efficacy scale for designing curriculum-based field trips (CFTSES and semi-structured focus-group interviews. As a result of the research, it was found that the course content which included in-class and out-of-school setting practices in the 3rd group was the most effective. This was followed by the 2nd group which included only in-class implementations. The first group which was supported with visuals and theoretical related presented information was the group which was the least effected. The results of the research revealed that pre-service science teachers had mainly different concerns about safety, but that this did not deter them, as they still continued to design curriculum-based field trips for learners.
Siwatu, Kamau Oginga; Chesnut, Steven Randall; Alejandro, Angela Ybarra; Young, Haeni Alecia
This study was designed to add to the research on teachers' self-efficacy beliefs by examining preservice teachers' culturally responsive teaching self-efficacy doubts. We examined the tasks that preservice teachers felt least efficacious to successfully execute and explored the reasoning behind these self-efficacy doubts. Consequently, we were…
Information Impact: Journal of Information and Knowledge Management ... Work engagement, organizational commitment and self-efficacy will create a positive ... effective training, counseling, effective communication and leadership skills.
For students to be successful in school chemistry, a strong sense of self-efficacy is essential. Chemistry self-efficacy can be defined as students' beliefs about the extent to which they are capable of performing specific chemistry tasks. According to Bandura (Psychol. Rev. 84:191-215, 1977), students acquire information about their level of self-efficacy from four sources: performance accomplishments, vicarious experiences, verbal persuasion, and physiological states. No published studies have investigated how instructional strategies in chemistry lessons can provide students with positive experiences with these four sources of self-efficacy information and how the instructional strategies promote students' chemistry self-efficacy. In this study, questionnaire items were constructed to measure student perceptions about instructional strategies, termed efficacy-enhancing teaching, which can provide positive experiences with the four sources of self-efficacy information. Structural equation modeling was then applied to test a hypothesized mediation model, positing that efficacy-enhancing teaching positively affects students' chemistry self-efficacy through their use of deep learning strategies such as metacognitive control strategies. A total of 590 chemistry students at nine secondary schools in Hong Kong participated in the survey. The mediation model provided a good fit to the student data. Efficacy-enhancing teaching had a direct effect on students' chemistry self-efficacy. Efficacy-enhancing teaching also directly affected students' use of deep learning strategies, which in turn affected students' chemistry self-efficacy. The implications of these findings for developing secondary school students' chemistry self-efficacy are discussed.
Self-efficacy has been shown to influence student engagement, effort and performance as well as course selection and future career choice. Extending our knowledge regarding the development of self-efficacy has important implications for educators and for those concerned about the international uptake of science careers. Previous research has identified four sources that may contribute towards self-efficacy: mastery experiences, vicarious experiences, verbal persuasion and physiological/affective states. Very little research has been conducted within the school environment that looks at the formation of these sources and yet early school experiences have been posited to be a key factor in girls' lack of engagement in post compulsory science education. This paper investigates children's self-efficacy beliefs in science and reports on findings from mixed method research conducted with 182 children aged between 10 and 12 years. Classroom data were collected through focus groups, individual interviews and surveys. Findings revealed that although girls and boys held similar levels of academic performance in science, many girls underestimated their capability. The four sources of self-efficacy identified by Bandura (1997) plus self-regulation as an additional source, were evident in the children's descriptions, with boys being more influenced by mastery experience and girls by a combination of vicarious experience and physiological/affective states. Girl's appraisal of information appeared to operate through a heuristic process whereby girls disregarded salient information such as teacher feedback in favour of reliance on social comparison. Contextual factors were identified. Implications for science teachers are discussed.
Boardley, Ian D; Jackson, Ben; Simmons, Alexander
This research aimed to investigate (a) the effect of golfers' perceptions of coach motivation efficacy on golfers' precompetition task self-efficacy, (b) the effect of performance on pre-to-postround changes in self-efficacy, (c) the effect of pre-to-postround changes in self-efficacy on pre-to-postround changes in affect and emotion, and (d) whether any effects of performance on pre-to-postcompetition changes in affect and emotion were mediated by pre-to-postcompetition changes in self-efficacy. In Study 1, a scale measuring golf self-efficacy was developed and validated using data from 197 golfers. In Study 2, 200 golfers completed this measure alongside measures of coach motivation efficacy, and positive and negative affect before a golf competition; all measures (except coach motivation efficacy) were again completed following the competition. Structural equation modeling showed that coach motivation efficacy positively predicted precompetition self-efficacy, performance positively predicted pre-to-postcompetition changes in self-efficacy, which had positive and negative effects, respectively, on pre-to-postcompetition changes in positive and negative affect; mediation analyses demonstrated that pre-to-postcompetition changes in self-efficacy mediated effects of performance on pre-to-postcompetition changes in positive and negative affect. In Study 3, the Study-2 procedures were replicated with a separate sample of 212 golfers, except measures of excitement, concentration disruption, somatic anxiety, and worry replaced those for positive and negative affect. Structural analyses showed the findings from Study 2 were largely replicated when specific emotions were investigated in place of general indices of affect. This investigation makes novel contributions regarding the potential importance of perceptions of coach efficacy for golfers' own efficacy beliefs, and the role personal efficacy beliefs may play in facilitating the effects of performance on affective
Vancouver, Jeffrey B; Purl, Justin D
Self-efficacy, which is one's belief in one's capacity, has been found to both positively and negatively influence effort and performance. The reasons for these different effects have been a major topic of debate among social-cognitive and perceptual control theorists. In particular, the findings of various self-efficacy effects has been motivated by a perceptual control theory view of self-regulation that social-cognitive theorists' question. To provide more clarity to the theoretical arguments, a computational model of the multiple processes presumed to create the positive, negative, and null effects for self-efficacy is presented. Building on an existing computational model of goal choice that produces a positive effect for self-efficacy, the current article adds a symbolic processing structure used during goal striving that explains the negative self-efficacy effect observed in recent studies. Moreover, the multiple processes, operating together, allow the model to recreate the various effects found in a published study of feedback ambiguity's moderating role on the self-efficacy to performance relationship (Schmidt & DeShon, 2010). Discussion focuses on the implications of the model for the self-efficacy debate, alternative computational models, the overlap between control theory and social-cognitive theory explanations, the value of using computational models for resolving theoretical disputes, and future research and directions the model inspires. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Tang, Catherine So-Kum; Wu, Anise M S
A multiple mediation model was proposed to integrate core concepts of the social axioms framework and the social cognitive theory in order to understand gambling behavior. It was hypothesized that the influence of general fate control belief on problem gambling and negative mood would be mediated by gambling-specific beliefs. Data from 773 Chinese college recreational gamblers were collected. The bootstrapping procedure was used to test the multiple mediation hypotheses. Significant indirect effects of fate control belief on problem gambling and negative mood through two gambling-specific mediators were found. Gambling expectancy bias was a more salient mediator than gambling self-efficacy. Fate control belief was also found to have a significant direct effect on negative mood. In general, a high level of general fate control belief was related to greater gambling expectancy bias and lower self-efficacy in resisting gambling, which were in turn related to problem gambling and negative mood. Limitations and implications of the study were discussed.
Santucci, N R; Hyman, P E; Karpinski, A; Rosenberg, A; Garguilo, D; Rein, L E; Amado-Feeley, A; Stoops, E; Herdes, R E; van Tilburg, M A L
Children with functional constipation fear painful bowel movements leading to stool withholding behavior. Self-efficacy is the belief that an individual can accomplish a given goal. If children with constipation avoid defecation because they think that they are unable defecate comfortably, this low self-efficacy may prevent treatment success. The aim of the current study was to develop and validate a constipation specific self-efficacy scale. The self-efficacy for functional constipation questionnaire (SEFCQ) was developed by the authors and evaluated by 10 children and seven experts. Ninety-nine healthy children and 122 children with functional constipation completed the SEFCQ and three other questionnaires measuring related constructs. Minor changes were made in wording based on feedback from experts and children. Factor analysis showed two scales, a 7 item Action scale (Cronbach's α = 0.88) and a 7 item Emotion scale (Cronbach α = 0.86). The SEFCQ total scale correlated positively with general self-efficacy (r = .32, P self-efficacy questionnaire with good initial internal reliability, excellent face validity and adequate content validity. A low self-efficacy for defecation, may make the child resist their physical urge to defecate and hence, the need for further studies to assess its effect on treatment outcomes. © 2017 John Wiley & Sons Ltd.
Kadden, Ronald M.; Litt, Mark D.
Self-efficacy is the belief that one has the ability to implement the behaviors needed to produce a desired effect. There has been growing interest in the role of self-efficacy as a predictor and/or mediator of treatment outcome in a number of domains. The present paper reviews the recent literature on self-efficacy in the substance abuse field. In numerous studies of substance abuse treatment, self-efficacy has emerged as an important predictor of outcome, or as a mediator of treatment effects. Despite these repeated positive findings, the self-efficacy concept has had little impact on the design of treatments. Since the concept was first introduced, there have been numerous suggestions regarding the means by which self-efficacy may be enhanced in clinical settings, but very little by way of empirical tests of those suggestions. This review concludes with a number of recommendations for further research to improve understanding of this potentially valuable concept and its interactions with other variables, and to develop effective strategies for enhancing self-efficacy. PMID:21849232
Marina de Góes Salvetti
Full Text Available O tratamento de doentes com dor crônica inclui a modificação de crenças, atitudes, valores e com-portamentos pouco adaptativos. Crenças disfuncionais podem se tornar o problema central e determinar os resultados do tra-tamento. Dentre as crenças importantes para a vivência e manejo da dor crônica, a de auto-eficácia merece destaque. Auto-eficácia, de acordo com Bandura, é a crença sobre a habilidade pessoal de desempenhar com sucesso determinadas tarefas ou comportamentos para produzir um resultado desejável. Este estudo é uma revisão crítica da literatura sobre a crença de auto-eficácia relacionada à dor crônica e sobre os métodos para sua avaliação. Estudos existentes nas ba-ses Medline (1992 a 2002, Lilacs e Dedalus (toda a base foram analisados. Os descritores utilizados foram pain and self-efficacy, dor e auto-eficácia.El tratamiento de enfermos con dolor crónico incluye la modi-ficación de creencias, actitudes, valores y comportamientos poco adaptativos. Las creencias disfuncionales pueden volverse el problema central y determinar los resultados del tratamiento. De las creencias importantes para la vivencia y manejo del dolor crónico, la de auto eficacia merece ser destacado. La auto eficacia, de acuerdo con Bandura, es la creencia sobre la habilidad personal de desempeñar con éxito determinadas tareas o comportamientos para producir un resultado deseable. Este estudio es una revisión crítica de la literatura sobre la creencia de la auto eficacia relacionada al dolor crónico y sobre los métodos para su evaluación. Los estudios existentes en las bases Medline (1992 a 2002, Lilacs y Dedalus (toda la base fueron analizados. Los descriptores utilizados fueron pain and self-efficacy, dolor y auto eficacia.The treatment of chronic pain patients includes beliefs, attitudes, values and behavior modifications. Dysfunctional beliefs about pain and management can become the central problem and determine the treatment
Velthuis, C.H.; Fisser, Petra; Pieters, Julius Marie
This study focuses on the improvement of pre-service teachers’ self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive
Martinussen, Rhonda; Ferrari, Julia; Aitken, Madison; Willows, Dale
This study examined the relations among perceived and actual knowledge of phonemic awareness (PA), exposure to PA instruction during practicum, and self-efficacy for teaching PA in a sample of 54 teacher candidates (TCs) enrolled in a 1-year Bachelor of Education program in a Canadian university. It also assessed the effects of a brief…
The aim of the study was to discover the contribution of students' interest in school biology, as well as their self-efficacy and attitudes towards different science subjects and mathematics when explaining students' orientation towards biology-related careers at upper-secondary school. The data of 321 K-11 students (49% women) were…
Full Text Available The aim of this study was to identify opportunities to learn for teachers’ motivational orientations. Motivational orientations are relevant characteristics of psychological functioning, which are important for the behavior of a teacher and mandatory for effective teaching. We focus on three domains: self-efficacy, subject-specific enthusiasm, and enthusiasm for teaching the subject. Self-efficacy covers the belief of an individual that he or she is capable of performing required behaviors to produce a desired outcome. Teacher enthusiasm is an affective teacher orientation that is related to a specific subject and to teaching this specific subject. Different opportunities to learn are considered for teachers’ motivational orientations. Since teacher education particularly focuses on the acquisition of professional knowledge, we added a further exploratory focus to the study and investigated the relationships between motivational orientations and professional knowledge (content knowledge and pedagogical content knowledge. 134 biology teachers participated in the study. The results reveal that teacher education at university, the attendance in professional development courses, and self-study provide opportunities to learn for self-efficacy and enthusiasm for teaching the subject. Moreover, we found self-efficacy and subject-specific enthusiasm to be positively related to pedagogical content knowledge.
Stagg, Steven D.; Eaton, Elizabeth; Sjoblom, Amanda M.
It may be thought that gaining a place at university confers self-belief on students with dyslexia; after all, they have succeeded in their academic studies. Our research explored self-efficacy beliefs in university students with and without dyslexia. An Academic Self-Efficacy Scale and a Sources of Academic Self-Efficacy Scale were completed by…
Abstract Background: Cooking with Kids (CWK), an experiential school-based food education program, has demonstrated modest influence on fruit and vegetable preference, food and cooking attitudes (AT), and self-efficacy (SE) among fourth-grade, mostly low-income Hispanic students in a quasiexperimental study with an inconsistent baseline. Effect was notably strong for boys and those without previous cooking experience. The aim of this project was to assess the effect of CWK with a mostly non-Hispanic white sample that assured no previous CWK exposure. Methods: The randomized, controlled assessment of CWK effect on fourth graders was conducted with 257 students in 12 classes in four public schools. CWK included a 1-hour introductory lesson, three 2-hour cooking classes, and three 1-hour fruit and vegetable tasting sessions led by trained food educators during the school day for one semester. Fruit preference, vegetable preference, and cooking AT and SE were assessed with a tested 35-item measure, shown to have test-retest reliability. Univariate analyses considered gender and previous cooking experience. Results: Intervention efficacy was confirmed in this mostly white sample (75%; 79% with previous cooking experience; 54% girls). Increases in vegetable preference, AT, and SE were all significantly greater in CWK students with ηp 2 of 0.03, 0.02, and 0.06, respectively. CWK most strongly improved AT and SE for boys without previous cooking experience. Conclusions: CWK significantly improved fourth-grade students' vegetable preferences, AT, and SE toward food and cooking, which are factors important to healthful eating and obesity prevention. Noncookers, especially boys, benefitted from this intervention. PMID:24320723
Bobo, Linda; Andrews, Amanda
When a student has a high sense of self-efficacy, foreseeing success and providing positive guides and supports for performing the skill will usually occur. A low self-efficacy tends to predict failure and anticipation of what could go wrong. Videotape feedback provided to students has reported favorable outcomes. Self-efficacy could alter…
This paper takes as its starting point the difficulties inherent in listening in a second language. It argues that self-efficacy, broadly defined as the belief in one's ability to carry out specific tasks successfully, is crucial to the development of effective listening skills, and that listening strategy instruction has the potential to boost…
Chang, Yevvon Yi-Chi; Chiou, Wen-Bin
Self-efficacy toward science learning has been shown to play a crucial role in determining students' motivation and achievements. Social cognitive theory proposes that positive and negative task outcomes affect mastery experiences from which self-efficacy develops. The current research examined whether prior level of self-efficacy would serve as a…
Adam Al Sultan
Full Text Available Many educators and educational institutions worldwide have agreed that the main goal of science education is to produce a scientifically literate community. Science teachers are key to the achievement of scientific literacy at all levels of education because of the essential role they play in preparing scientifically literate individuals. Studies show that pre-service elementary teachers need to build more confidence in teaching science and scientific literacy during their teacher education programs in order for them to successfully teach science knowledge to their students. Therefore, the purpose of this study is threefold. First, pre-service elementary teachers' scientific literacy levels were examined. Second, pre-service teachers' self-efficacy beliefs were measured by distinguishing between their personal and subject-specific self-efficacy beliefs. Third, the extent to which pre-service elementary teachers' scientific literacy levels and self-efficacy levels are related was investigated. Participants were 49 pre-service elementary teachers registered in two science methods courses (introductory and advanced at a mid-sized university in the United States. Quantitative data were collected using the Test of Basic Scientific Literacy, the Science Teaching Efﬁcacy Belief Instrument-Preservice, and Beliefs about Teaching. Results showed that participants had a satisfactory level of scientific literacy. However, pre-service teachers had borderline scores on the Nature of Science scale. Regarding self-efficacy, findings showed that both groups had the highest self-efficacy in teaching biology and the lowest in teaching physics. Participants in the advanced science methods course exhibited a moderate preexisting positive relationship between scientific literacy and subject-specific self-efficacy in teaching science.
Lemon, Narelle; Garvis, Susanne
Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5-12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and…
Dupere, Veronique; Leventhal, Tama; Vitaro, Frank
Self-efficacy beliefs are central to mental health. Because adolescents' neighborhoods shape opportunities for experiences of control, predictability, and safety, we propose that neighborhood conditions are associated with adolescents' self-efficacy and, in turn, their internalizing problems (i.e., depression/anxiety symptoms). We tested these…
Olmez, Cemil; Ozbas, Serap
This study examined the self-efficacy of Turkish Cypriot science teachers working at high schools in Northern Cyprus. The study sample was 200 science teachers who participated in the survey. The Teacher Self-Efficacy (TSE) Scale was used as a data source. It was observed that the science teachers' efficacy beliefs about student engagement in…
Gardner, Cynthia Crompton
Despite research showing Environmental Education can provide positive student outcomes in academic achievement, critical thinking, motivation and engagement (Ernst, 2007; Lieberman & Hoody, 1998; Orr, 1992; Palmer, 1998; Powers, 2004; Volk & Cheak, 2003), Environmental Education is currently not a critical element in American public school K-12 education. The present study investigates self-efficacy in Environmental Education through a mixed methods research approach. The data reveal the participants' perspectives of their sense of self-efficacy in Environmental Education. It adds to the body of work on Environmental Education and self-efficacy by specifically investigating the topics through interviews with preservice teachers. Purposeful sampling is used to identify preservice elementary education teachers in their senior year of college with a high measure of self-efficacy. Self-efficacy is measured using the Environmental Education Efficacy Belief Instrument (Sia, 1992). Forty-six preservice teachers completed the instrument. Six preservice teachers were interviewed to determine experiences that impact their self-efficacy in Environmental Education. Continual comparison and cross-case analysis are used to analyze the data. The results reveal a relationship between personal experiences with nature as a young child and current beliefs toward their personal efficacy and teaching outcome efficacy in Environmental Education. Similar to the findings of Sia (1992), the researcher discovered that preservice teachers realize that they lack sufficient knowledge and skill in Environmental Education but believe that effective teaching can increase students understanding of Environmental Education. While the preservice teachers do not believe they will teach Environmental Education as well as other subjects, they will continually seek out better ways to teach Environmental Education. Interviews with participants who had a high self-efficacy revealed the importance of
Many studies have been conducted on self-efficacy and academic achievement but ... efficacy beliefs affect how people approach new challenges and will contribute to ..... In addition, three psychology instructors critically assessed and ...
Brown, Steven P; Jones, Eli; Leigh, Thomas W
The reported research examines the moderating effects of role overload on the antecedents and consequences of self-efficacy and personal goal level in a longitudinal study conducted in an industrial selling context. The results indicate that role overload moderates the antecedent effect of perceived organizational resources on self-efficacy beliefs. They also show that role overload moderates the direct effects of both self-efficacy and goal level on performance, such that these relationships are positive when role overload is low but not significant when role overload is high. Further, the results reveal a pattern of moderated mediation, in which goal level mediates the indirect effect of self-efficacy on performance when role overload is low but not when it is high. Implications for theory and managerial practice are discussed. Copyright 2005 APA, all rights reserved.
Chair, Sek Ying; Wong, Kam Biu; Tang, Jennifer Yee-Man; Wang, Qun; Cheng, Ho Yu
This study examined the role of social support and other factors in relation to exercise and diet self-efficacy in Chinese patients with coronary heart disease in Hong Kong. A cross-sectional study was conducted on a convenience sample identified from two cardiac rehabilitation centers. Eighty-five participants joined the study. Both self-efficacy measures correlated with social support, in particular in the domains of emotional/informational support and positive social interactions. Stronger social support was independently associated with a higher level of exercise and diet self-efficacy. Patients with a higher body mass index had a lower level of exercise self-efficacy, whereas social drinkers had a lower level of diet self-efficacy. Our data supported an association between social support and self-efficacy. It was suggested that social companions would help patients get greater confidence in overcoming barriers to lifestyle modification. Further studies may investigate what type of social support contributes to improving the self-efficacy beliefs of patients.
Hsiao-Wei Lo, Grace; Balasubramanyam, Ajay S; Barbo, Andrea; Street, Richard L; Suarez-Almazor, Maria E
A prior knee osteoarthritis (OA) trial found that provider-conveyed expectations for treatment success were associated with pain improvement. We hypothesized this relationship was mediated by patient self-efficacy, since expectations of improvement may enhance one's ability to control health behaviors, and therefore health. Our aim was to examine whether self-efficacy was a mediator of the relationship observed in this trial. A secondary analysis of a 3-arm (traditional acupuncture, sham acupuncture, and wait list) trial for knee OA was conducted. Those in the acupuncture groups were equally randomized to acupuncturists trained to communicate a high or neutral expectation of treatment success (e.g., using language conveying high or unclear likelihood that acupuncture would reduce knee pain). A modified Arthritis Self-Efficacy Questionnaire and the Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC) pain subscale were administered. Linear regression analyses were used to examine whether patient self-efficacy mediated the relationship between provider communication style and knee pain at 3 months. High-expectation provider communication was associated with patient self-efficacy, β coefficient of 0.14 (95% confidence interval [95% CI] 0.01, 0.28). Self-efficacy was associated with WOMAC pain, β coefficient of -9.29 (95% CI -11.11, -7.47), while controlling for the provider communication style. The indirect effect a × b of -1.36 for high versus neutral expectation (bootstrap 95% CI -2.80, -0.15; does not include 0), supports the conclusion that patient self-efficacy mediates the relationship between provider-communicated expectations of treatment effects and knee pain. Our findings suggest that clinician-conveyed expectations can enhance the benefit of treatments targeting knee OA symptoms, mediated by improved patient self-efficacy. © 2016, American College of Rheumatology.
Robertson Evia, Jane; Peterman, Karen; Cloyd, Emily; Besley, John
Self-efficacy, or the beliefs people hold about their ability to succeed in certain pursuits, is a long-established construct. Self-efficacy for science communication distinguishes scientists who engage with the public and relates to scientists' attitudes about the public. As such, self-efficacy for public engagement has the potential to serve as…
Self-efficacy theory and research contribute to self-concept theory primarily by supporting the enhancement model of belief change. This article describes current problems with self-concept theory, describes self-efficacy research, and suggests that self-efficacy theory and methodology present findings that strengthen the association between…
Interpreting Albert Bandura's term "self-efficacy" as the individual's belief in his own abilities to succeed in spite of the given circumstances, this study seeks to identify the influences which lead to self-efficacy in Montessori teachers. In order to evaluate perceptions of self-efficacy, 35 pre-service teachers in the…
Problem Statement: While the concept of professional self-efficacy corresponds to the power and belief employees feel related to tasks they are performing, motivation can be defined as the internal energy which shapes work related behaviors of employees positively. Although there are many features that teachers and candidate teachers must have,…
Full Text Available Since its introduction in 1977, self-efficacy has proven to be a fundamental predictor of positive adjustment and achievement in many domains. In problem gambling studies, self-efficacy has been defined mainly as an individual's ability to avoid gambling in risky situations. The interest in this construct developed mainly with regard to treatment approaches, where abstinence from gambling is required. Very little is known, however, regarding self-efficacy as a protective factor for problem gambling. This study aims to fill this gap, proposing a new self-efficacy scale which measures not only the ability to restrain oneself from gambling but also the ability to self-regulate one's gambling behavior. Two studies were conducted in which the data from two Italian prevalence surveys on problem gambling were considered. A total of about 6,000 participants were involved. In the first study, the psychometric characteristics of this new self-efficacy scale were investigated through exploratory and confirmatory factor analyses. The results indicated the presence of two different factors: self-efficacy in self-regulating gambling behavior and self-efficacy in avoiding risky gambling behavior. The second study confirmed the replicability of the two-factor solution and displayed high correlations among these two self-efficacy dimensions and different measures of gambling activities as well as other psychological variables related to gambling (gambling beliefs, gambling motivation, risk propensity, and impulsiveness. The results of logistic regression analyses showed the particular importance of self-regulating gaming behavior in explaining problem gambling as measured by Problem Gambling Severity Index and South Oaks Gambling Screen, thus proving the role of self-efficacy as a pivotal protective factor for problem gambling.
Versland, Tena M.; Erickson, Joanne L.
Self-efficacy is a perceived judgment that one has the ability to execute a course of action that brings about a desired result. Principal self-efficacy describes a set of beliefs that enable a principal to enact policies and procedures that promote the effectiveness of a school. Principal self-efficacy beliefs are also important because they…
Babatunde, Oyinlola Toyin
Regular physical activity is an important lifestyle behavior for preventing or reducing the burden of osteoporosis, and for promoting optimal bone health. This report evaluates the effect of an osteoporosis education program on knowledge, self-efficacy, and initiation and/maintenance of physical activity (PA) in older African Americans. African American adults 50 years and older (n=130) were randomly assigned to either experimental (EG) or control (CG) groups. Immediately following baseline assessment EG was offered six-weekly education sessions, using the Expanded Heath Belief Model and the CG offered same after the intervention. Main outcome measures were knowledge and self-efficacy regarding osteoporosis and engagement in PA. One hundred and ten (59=EG, 51=CG) participants completed all assessments. Overall, significantly higher (p<.01) mean self-efficacy and knowledge scores were observed in the EG than in the CG. Physical activity scores were positively related to self-efficacy but not knowledge scores. Self-efficacy is important in increasing PA in older African Americans, and emphasis on culturally appropriate strategies may improve PA and reduce the risk of osteoporotic fracture.
McAuley, Edward; Mailey, Emily L.; Mullen, Sean P.; Szabo, Amanda N.; Wójcicki, Thomas R.; White, Siobhan M.; Gothe, Neha; Olson, Erin A.; Kramer, Arthur F.
Objective This study examines differential trajectories of exercise-related self-efficacy beliefs across a 12-month randomized controlled exercise trial. Methods Previously inactive older adults (N = 144; M age = 66.5) were randomly assigned to one of two exercise conditions (walking, flexibility-toning-balance) and completed measures of barriers self-efficacy (BARSE), exercise self-efficacy (EXSE), and self-efficacy for walking (SEW) across a 12-month period. Changes in efficacy were examined according to efficacy type and inter-individual differences. Latent growth curve modeling was employed to (a) examine average levels and change in each type of efficacy for the collapsed sample and by intervention condition, and (b) explore subpopulations (i.e., latent classes) within the sample that differ in their baseline efficacy and trajectory. Results Analyses revealed two negative trends in BARSE and EXSE at predicted transition points, in addition to a positive linear trend in SEW. Two subgroups with unique baseline efficacy and trajectory profiles were also identified. Conclusions These results shed new light on the relationship between exercise and self-efficacy in older adults, and highlight the need for strategies for increasing and maintaining efficacy within interventions, namely targeting participants who start with a disadvantage (lower efficacy) and integrating efficacy-boosting strategies for all participants prior to program end. PMID:21038962
Full Text Available Self-efficacy beliefs do not reflect a generic sense of competence, but are instead context-specific. Therefore, self-efficacy should be assessed by using an ad hoc scale measuring individual behaviors that allows social workers to exercise influence over events that affect their work life. The present study describes the development and initial validation of the self-efficacy scale for social workers (SESSW. Items were generated through the Critical Incident Technique. Sixteen social workers with at least 10 years of service participated in two focus groups; they were asked to recall critical incidents in their work and to indicate the most effective behaviors to manage the incidents. Content analysis of the focus group transcripts provided 13 key self-efficacy beliefs. The 13-item scale was validated with a sample of 805 social workers. Data were analyzed using a split-sample technique. Exploratory factor analysis on the first split sample (n = 402 revealed three dimensions of self-efficacy, corresponding to emotion regulation, support request, and procedural self-efficacy. The three-factor structure of the scale was further confirmed with confirmatory factor analysis on the second split sample (n = 403. Our results show that SESSW is an adequate instrument for assessment of self-efficacy beliefs in social work.
Roberts, Megan Rae
This study focuses on an analysis of a professional development program known as lesson study via data obtained during an in-service professional development program for secondary school science teachers. The purpose of this study was to examine the self-efficacy beliefs of one group of science teachers related to their experiences in a lesson study. Another purpose for this research, aligned with the first, included a theoretical analysis of the lesson study construct to see if its design promoted positive self-efficacy beliefs of its participants. The research is framed within the context of social constructivism and self-efficacy and is qualitative in nature and utilized descriptive analysis as a means of research. Case studies were conducted detailing two of the six participants. Data sources included researcher field notes and transcriptions of all planning and debriefing sessions; individual interviews with each participant and the schools' principal; a participant questionnaire, and the Science Teaching Efficacy Belief Instrument. Themes that emerged included the positive perceptions of lesson study as a collaborative and teacher-centered experience; the understanding that lesson study can instill a sense of professionalism to those who participate in the process; the sense that discussing student learning using objective observations from classroom is a powerful way to assess learning and uncover personal teacher beliefs; and the insight that the time commitment that lesson study requires can inhibit teachers and schools from sustaining it as a form of on-going professional development. Although these themes are consistent with the research on lesson study in Japan and elsewhere in the United States, they also extend the research on self-efficacy and science teacher professional development. In the end, this study supported some of the conclusions of the self-efficacy research as it relates to professional development while also adding that interpersonal
Han, Insook; Shin, Won Sug; Ko, Yujung
The student teaching experience has been considered important in establishing pre-service teachers' beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration--especially pre-service teachers' pedagogical…
Rajab, Adel Mohammad
The problem of low persistence of science majors has resulted in calls for changes in undergraduate instruction toward environments that foster positive self-efficacy among beginning science majors. Low science self-efficacy and poor attitudes toward science may contribute to high attrition rates of science majors. Classroom environments that foster positive self-efficacy development include pedagogies that promote authentic learning contexts and involve collaborative learning teams. Problem-based learning (PBL) is an instructional model that attempts to create both conditions and may provide every source of information needed for the development of self-efficacy (i.e., mastery experiences, vicarious experiences, verbal persuasion, and physiological states) as postulated by Albert Bandura. The degree to which these sources of self-efficacy are delivered to individuals within a PBL group may depend on how the group members interact and how students perceive the PBL process itself. This study examined the development of biology self-efficacy and attitudes among biology majors in a PBL setting and in a traditional lecture-based setting. Specifically, this project investigated changes in students' biology self-efficacy beliefs, mediating aspects of PBL in self-efficacy development, the relationship between PBL processes and group collective efficacy, the predictive nature of entering self-efficacy levels on attitudes toward PBL and mid-term grades, and changes in student attitudes toward biology. The study design was quasi-experimental and included quantitative pre- and post-surveys, qualitative interviews, and classroom observations. Findings revealed that students enrolled in a PBL class exhibited greater gains in biology self-efficacy and were likely to report more favorable attitudes toward biology compared to students enrolled in a traditional class. The aspects of PBL that most accounted for these findings were students' ownership of the learning process, their
Black, Oliver; Keegel, Tessa; Sim, Malcolm R; Collie, Alexander; Smith, Peter
Purpose Work absence can result in substantial losses to the economy and workers. As a result, identifying modifiable factors associated with return-to-work (RTW) following an injury or illness is the focus of many empirical investigations. Self-efficacy, the belief about one's ability to undertake behaviours to achieve desired goals, has been identified as an important factor in RTW for injured workers. This paper systematically reviewed the literature on the association between self-efficacy and RTW outcomes for workers with an upper-body musculoskeletal injury or psychological injury. Methods A systematic search was conducted across five databases using two main search concepts- 'self-efficacy' and 'RTW'. After removing duplicates, our search strategy identified 836 studies, which were screened for relevance using titles and abstracts. Results A two stage screening process reduced the study pool to six studies using psychological injury cohorts and three using upper-body musculoskeletal (UB-MSK) cohorts. Eight cohorts from seven prospective cohort studies and one sample from a randomised control trial (RCT) were subjected to a risk of bias assessment. Higher levels of self-efficacy appeared to have a consistent and positive association with RTW across return-to-work status and work absence outcomes, injury type and follow-up periods. Effect ratios ranged from 1.00 to 5.26 indicating a potentially large impact of self-efficacy on RTW outcomes. The relationship between self-efficacy and RTW strengthened as the domain of self-efficacy became more specific to RTW and job behaviours. Studies assessing workers with psychological injuries were of a lower quality compared to those assessing workers with UB-MSK injuries. Conclusions Higher self-efficacy had consistent positive associations with RTW outcomes. Further empirical research should identify the determinants of self-efficacy, and explore the processes by which higher self-efficacy improves RTW outcomes.
Barry, Adam E; Stellefson, Michael L; Woolsey, Conrad L
To date, scholarly discourse over the Amethyst Initiative has primarily debated the relative effectiveness of the 21 year-old Minimum Legal Drinking Age (MLDA). Unfortunately, this discourse has failed to account for the Amethyst Initiative's central tenet/mission: facilitating responsible drinking among college students. This investigation seeks to help fill this gap by quantitatively determining whether a random sample of underage (n = 158) and legal (n = 298) drinkers differed with regard to their alcohol-related behaviors, responsible drinking behaviors, and responsible drinking beliefs. Compared to legal drinkers, underage drinkers reported: (a) significantly less confidence to perform responsible drinking behaviors during their next drinking episode [t(446) = -2.97, p responsible drinking [t(388) = 3.44, p responsible drinking behaviors the next time they consumed alcohol [t(437) = -3.45, p students both above and below the 21 year-old MLDA have similar beliefs regarding what constitutes responsible drinking, students below the current MLDA have less intention to drink responsibly regardless of their behavioral beliefs and/or motives. College/university administrators should consider the negative repercussions that are possible if underage students who are less confident in their ability to drink responsibly are given the legal right to drink on campus.
Schutte, Nicola S; Bhullar, Navjot
This paper describes a model focused on the role of self-efficacy and belief in changeability of behavior in motivating environmentally sustainable behavior. The model was tested in two studies. The first study found that participants who had greater self-efficacy for sustainability behavior and a greater belief in their changeability of sustainability behavior had a higher level of approach motivation toward sustainability behavior and reported more such actual behavior. The second study investigated the effect of brief interventions intended to increase perception of self-efficacy for sustainability-related purchasing and changeability of sustainability-related purchasing. The intervention that focused on enhancing self-efficacy for making sustainability-related purchases had the strongest impact on intention to purchase. These findings have implications for interventions intended to change behavior related to environmental sustainability.
Looney, Lisa; Perry, David; Steck, Andy
Teachers' beliefs about mathematics can play a role in their teaching effectiveness (Bandura, 1993). Negative attitudes toward math (e.g., math anxiety) or low self-efficacy beliefs for teaching math can act as barriers to the teaching process, impacting the achievement and math beliefs of students (Beilock, Gunderson, Ramirez, & Levine, 2010;…
This study investigated the effects of a brief tailored intervention on self-efficacy beliefs and exercise energy expenditure in active and inactive overweight and obese women. Participants were randomly assigned to either control (N = 50) or intervention (N = 47) conditions, and their exercise self-efficacy was assessed three times over a 12-week period. Results showed that the intervention increased schedule, physical, exercise-worries efficacy, and energy expenditure in the previously inactive group. The results suggest that self-efficacy interventions are effective at increasing exercise energy expenditure in inactive overweight and obese women. © The Author(s) 2014.
Liu, Songqi; Wang, Mo; Liao, Hui; Shi, Junqi
Adopting a self-regulatory perspective, the current study examined the within-person relationships among job search cognitions, job search behaviors, and job search success (i.e., number of job offers received). Specifically, conceptualizing job search behaviors as guided by a hierarchy of means-end (i.e., job search behavior-employment) goal structure, we differentiated employment self-efficacy from job search behavior self-efficacy. Our results showed that higher levels of perceived job search progress could lead to more frequent job search behaviors through enhancing job search behavior self-efficacy. However, higher levels of perceived job search progress could also lead to less frequent job search behaviors through elevating employment self-efficacy. In addition, the relationships between perceived job search progress and efficacy beliefs were moderated by job seekers' level of internal attribution of their progress. Finally, we found that at the within-person level, frequency of job search behaviors was positively related to number of job offers received. These findings were discussed in terms of their theoretical and practical implications. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
Pennanen, Marjaana; Haukkala, Ari; De Vries, Hein; Vartiainen, Erkki
Poor academic achievement is strongly related to smoking but studies that examine the mechanism between academic achievement and smoking are lacking. The aim of this study, therefore, was to examine the smoking-related cognitions (i.e. attitude, social influence, self-efficacy and intention to smoke) in relation to academic achievement and determine whether these cognitions explain different patterns of smoking. The study uses the data of a longitudinal study that was carried out in Finland, and the sample comprised 1,096 students in grades seven to nine. During the seventh-grade students with poor academic achievement reported more positive attitudes to smoking and a greater social influence of their peers regarding smoking, weaker self-efficacy to refuse smoking and more intentions to smoke in the future compared to students with high academic achievement. Moreover, the follow-up analyses after a 24-month interval revealed that self-efficacy to refuse smoking of students with poor grades had become weaker compared to students with high grades. Furthermore, the influence of seventh-grade academic achievement predicting ninth-grade weekly smoking was partially mediated through the self-efficacy beliefs and the intention to smoke. Differences in academic achievement may have an impact on adolescents' self-efficacy beliefs and the intention to smoke in the future. To reduce health inequalities a strong input on continuing research to improve smoking prevention methods, especially for students with low academic achievement, is needed.
Thomas, Deneia M.; Love, Keisha M.; Roan-Belle, Clarissa; Tyler, Keneth M.; Brown, Carrie Lynn; Garriott, Patton O.
This study examined the relationships among self-efficacy beliefs, intrinsic and extrinsic motivation, and academic adjustment among 111 African American women in college. Results revealed that self-efficacy beliefs predicted Motivation to Know, Externally Regulated motivation, Identified motivation, and academic adjustment. Furthermore,…
Menon, Deepika; Sadler, Troy D.
Self-efficacy beliefs play a major role in determining teachers' science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers' science teaching self-efficacy beliefs in a physical science content…
The underrepresentation of women in physics has been well documented and a source of concern for both policy makers and educators. My dissertation focuses on understanding the role self-efficacy plays in retaining students, particularly women, in introductory physics. I use an explanatory mixed methods approach to first investigate quantitatively the influence of self-efficacy in predicting success and then to qualitatively explore the development of self-efficacy. In the initial quantitative studies, I explore the utility of self-efficacy in predicting the success of introductory physics students, both women and men. Results indicate that self-efficacy is a significant predictor of success for all students. I then disaggregate the data to examine how self-efficacy develops differently for women and men in the introductory physics course. Results show women rely on different sources of self-efficacy than do men, and that a particular instructional environment, Modeling Instruction, has a positive impact on these sources of self-efficacy. In the qualitative phase of the project, this dissertation focuses on the development of self-efficacy. Using the qualitative tool of microanalysis, I introduce a methodology for understanding how self-efficacy develops moment-by-moment using the lens of self-efficacy opportunities. I then use the characterizations of self-efficacy opportunities to focus on a particular course environment and to identify and describe a mechanism by which Modeling Instruction impacts student self-efficacy. Results indicate that the emphasizing the development and deployment of models affords opportunities to impact self-efficacy. The findings of this dissertation indicate that introducing key elements into the classroom, such as cooperative group work, model development and deployment, and interaction with the instructor, create a mechanism by which instructors can impact the self-efficacy of their students. Results from this study indicate that
Jackson, Andrew M.
Engineering design activities are frequently included in technology and engineering classrooms. These activities provide an open-ended context for practicing critical thinking, problem solving, creativity, and innovation---collectively part of the 21st Century Skills which are increasingly needed for success in the workplace. Self-efficacy is a perceptual belief that impacts learning and behavior. It has been shown to directly impact each of these 21st Century Skills but its relation to engineering design is only recently being studied. The purpose of this study was to examine how instructional considerations made when implementing engineering design activities might affect student self-efficacy outcomes in a middle school engineering classroom. Student responses to two self-efficacy inventories related to design, the Engineering Design Self-Efficacy Instrument and Creative Thinking Self-Efficacy Inventory, were collected before and after participation in an engineering design curriculum. Students were also answered questions on specific factors of their experience during the curriculum which teachers may exhibit control over: teamwork and feedback. Results were analyzed using Pearson's correlation coefficients, paired and independent t-tests, and structural equation modeling to better understand patterns for self-efficacy beliefs in students. Results suggested that design self-efficacy and creative thinking self-efficacy are significantly correlated, r(1541) = .783, p classroom strategies for increasing self-efficacy and given specific recommendations related to teamwork and feedback to support students. Finally, although there were weaknesses in the study related to the survey administration, future research opportunities are presented which may build from this work.
Full Text Available Abstract Earlier studies show an effect of self-efficacy on students’ learning and achievement. Self efficacy has operationally defined as one’s belief that people can successfully perform a given task. The main purpose of the paper is to discuss how self-efficacy developed and the way it influences students’ academic performance in addition to social interaction with peers. A scenario was given to Pakistani high school students by solving mathematical problems. Present study was designed to study the impact of self-efficacy on 15 boys, students of the 5th grade of a local school. Hague’s (1990 Urdu Self-efficacy scale was administered. It was found that students with high self-efficacy obtained higher scores on 50 mathematical problems test. Further, content analysis of interviewees’ responses showed that students with high self-efficacy planned to study complex subjects in future. A cross-cultural study is strongly recommended in this issue that determines the students’ future.
Villafañe, Sachel M.; Garcia, C. Alicia; Lewis, Jennifer E.
Chemistry self-efficacy has been defined as a student's beliefs about his or her own capability to perform a given chemistry task. These chemistry self-efficacy beliefs can be influenced by students' experiences in a course, and eventually, these beliefs could affect students' decisions to continue into STEM related-careers. In this study, we…
Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung
Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in…
Cox, Elena K.
The recommendations of the United States President's Council of Advisors on Science and Technology and the multi-agency National Nanotechnology Initiative (NNI) identified the need to prepare the workforce and specialists in the field of nanotechnology in order for the United States to continue to compete in the global marketplace. There is a lack of research reported in recent literature on the readiness of secondary science teachers to introduce higher level sciences---specifically nanotechnology---in their classes. The central research question of this study examined secondary science teachers' beliefs about teaching nanotechnology comfortably, effectively, and successfully. Bandura's self-efficacy theory provided the conceptual framework for this phenomenological study. A data analysis rubric was used to identify themes and patterns that emerged from detailed descriptions during in-depth interviews with 15 secondary science teachers. The analysis revealed the shared, lived experiences of teachers and their beliefs about their effectiveness and comfort in teaching higher-level sciences, specifically nanotechnology. The results of the study indicated that, with rare exceptions, secondary science teachers do not feel comfortable or effective, nor do they believe they have adequate training to teach nanotechnology concepts to their students. These teachers believed they were not prepared or trained in incorporating these higher level science concepts in the curriculum. Secondary science teachers' self-efficacy and personal beliefs of effectiveness in teaching nanotechnology can be an important component in achieving a positive social change by helping to familiarize high school students with nanotechnology and how it can benefit society and the future of science.
Graef, Julia E; Rief, Winfried; French, Douglas J; Nilges, Paul; Nestoriuc, Yvonne
This study aims to develop and validate a German version of French and colleagues' Headache Management Self-efficacy Scale and to construct an abbreviated form for use in behavioral headache research. Furthermore, the contribution of headache-specific self-efficacy to pain-related disability in German chronic headache sufferers was examined. Headache-specific self-efficacy refers to an individuals' confidence that they can engage in behaviors to either prevent headache episodes or to manage headache-related pain and disability. Self-efficacy beliefs have been shown repeatedly to be positively associated with psychological well-being, effective coping, and enhanced treatment outcomes. A cross-sectional sample of 304 individuals diagnosed with either migraine, chronic tension-type headache, or a combination of 2 or more headache disorders completed the German Headache Management Self-efficacy Scale and questionnaires assessing headache activity, pain-related coping, general self-efficacy, depression, and anxiety. Responsiveness of the scale was analyzed in a longitudinal subsample of 32 inpatients undergoing headache treatment. Finally, a short form was constructed and evaluated regarding psychometric properties. The German Headache Management Self-efficacy Scale showed good reliability (Cronbach's α = 0.87) as did the 6-item short form (Cronbach's α = 0.72). In the longitudinal sample, both versions showed a good ability to change over time (SRM= 0.52-1.16). Chronic headache patients with higher levels of self-efficacy reported lower levels of disability (r = -0.26 to -0.31). Multiple regression analyses revealed headache intensity and headache-specific self-efficacy as strongest predictors of headache-related disability (βself-efficacy = -0.21, βintensity = 0.26). Both the 25-item version and the 6-item version appear to be valid, reliable measures of self-efficacy beliefs. These scales will allow clinicians to identify headache sufferers
Personal and professional experiences influence teachers' perceptions of their ability to implement environmental science curricula and to positively impact students' learning. The purpose of this study was twofold: to determine what influence, if any, an intensive field-based life science course and service learning had on preservice teachers' self-efficacy for teaching about the environment and to determine which aspects of the combined field-based course/service learning preservice teachers perceived as effective for enhancing their self-efficacy. Data were collected from class documents and written teaching reflections of 38 middle-level preservice teachers. Some participants ( n = 18) also completed the Environmental Education Efficacy Belief Instrument at the beginning and end of the semester. Both qualitative and quantitative data analyses indicated a significant increase in PSTs' personal efficacies for environmental teaching, t(17) = 4.50, p = .000, d = 1.30, 95 % CI (.33, .90), but not outcome expectancy, t(17) = 1.15, p = .268, d = .220, 95 % CI (-.06, .20). Preservice teachers reported three aspects of the course as important for enhancing their self-efficacies: learning about ecological concepts through place-based issues, service learning with K-5 students and EE curriculum development. Data from this study extend prior work by indicating that practical experiences with students were not the sole factor in shaping PSTs' self-efficacy; learning ecological concepts and theories in field-based activities grounded in the local landscape also influenced PSTs' self-efficacy.
PACZKOWSKI, EMILIE; BAKER, BRUCE L.
Parents of children with developmental delays consistently report higher levels of child behavior problems and also parenting stress than parents of typically developing children. This study examined how mothers' positive beliefs influence the relation between children's behavior problems and mothers' parenting stress among families of children who are developmentally delayed (DD: n = 72) or typically developing (TD: n = 95) and assessed at ages 3, 5, and 7 years. Positive beliefs had a main ...
Muhammad Nadeem ANWAR
Full Text Available The main objective of the study was to compare the formally and non-formally trained in-service public sector teachers’ Self-efficacy. Five hypotheses were developed describing no difference in the self-efficacy of formally and non-formally trained teachers to influence decision making, influence school resources, instructional self-efficacy, disciplinary self-efficacy and create positive school climate. Teacher Efficacy Instrument (TSES developed by Bandura (2001 consisting of thirty 9-point items was used in the study. 342 formally trained and 255 non-formally trained respondents’ questionnaires were received out of 1500 mailed. The analysis of data revealed that the formally trained public sector teachers are high in their self-efficacy on all the five categories: to influence decision making, to influence school resources, instructional self-efficacy, disciplinary self-efficacy and self-efficacy to create positive school climate.
Full Text Available The widespread of smartphones usage have increased the convenience of accessing information and knowledge sharing for higher learning students. University’s students are exposed with the multi channels of knowledge from various sources primarily from online learning’s resources. The study examines smartphone habit, internet literacy, and mobile learning in relation to self-efficacy. Self-efficacy refers to the internal forces of a student’s belief in the abilities in utilizing smartphone as educational aid in the context of mobile learning. This study deploys a quantitative approach in assessing the relationship between self-efficacy, internet literacy and smartphone’s habits for of university students. Understanding student self-efficacy is important factor to deliver an effective ways in supporting mobile learning activities. In addition to documenting the findings of self-efficacy and mobile learning, the research also represents a model of internal and external factors that affects student self-efficacy to make mobile learning successful.
van Dinther, Mart; Dochy, Filip; Segers, Mien
Researchers working in educational settings are increasingly paying attention to the role students' thoughts and beliefs play in the learning process. Self-efficacy, a key element of social cognitive theory, appears to be an important variable because it affects students' motivation and learning. This article investigates empirical literature…
Türkoglu, Muhammet Emin; Cansoy, Ramazan; Parlar, Hanifi
Teaching in the 21st century poses many challenges for teachers, and thus, they need to take on more roles in their schools to meet the expectations of students, parents and the school community. In this regard, this study examined the relationship between teachers' self-efficacy beliefs and their job satisfaction. Participants of the study were…
The study examined the effectiveness of self efficacy component of the health action process approach (HAPA), and religiosity in the treatment of substance use disorders. Results indicated that belief leading to the adoption, initiation and maintenance of health behaviours must be explicitly conceived by patients as a ...
Self–efficacy is the belief in one's capabilities to organize and execute courses of action required to manage prospective situations. The goal of this study was to examine the influence of self-efficacy, academic level and gender in predicting university maladjustment. A total of 200 undergraduate students (100 male and 100 ...
Dr. Mart van Dinther; Prof. dr. Mien Segers; Prof. dr. Filip Dochy
Researchers working in educational settings are increasingly paying attention to the role students' thoughts and beliefs play in the learning process. Self-efficacy, a key element of social cognitive theory, appears to be an important variable because it affects students' motivation and learning.
Korkmaz, Özgen; Altun, Halis
Students might have different type and different level of perceptions: Positive or negative perceptions on programming; a perception on benefit of programming, perceptions related to difficulties of programming process etc. The perception of student on their own competence is defined as self-efficacy. Based on the discussions reported in…
Haase, Jennifer; Hoff, Eva V.; Hanel, Paul H. P.; Innes-Ker, Åse
This meta-analysis investigated the relations between creative self-efficacy (CSE) and creativity measures and hypothesized that self-assessed questionnaires would have a different relation to self-efficacy beliefs compared to other creativity tests. The meta-analysis synthesized 60 effect sizes from 41 papers (overall N = 17226). Taken as a…
McGee, Jennifer R.; Wang, Chuang
The purpose of this study is to provide evidence of reliability and validity of the Self-Efficacy for Teaching Mathematics Instrument (SETMI). Self-efficacy, as defined by Bandura, was the theoretical framework for the development of the instrument. The complex belief systems of mathematics teachers, as touted by Ernest provided insights into the…
Aleta, Beda T.
This research study aims to determine the factors of engineering skills self- efficacy sources contributing on the academic performance of AMAIUB engineering students. Thus, a better measure of engineering self-efficacy is needed to adequately assess engineering students' beliefs in their capabilities to perform tasks in their engineering…
The notion of work self-efficacy is significant as the self-efficacy beliefs of an individual have considerable influence on his/her level of motivation and performance in the workplace. This paper aims to determine the effects of the learning activities of a work-integrated learning course in Exercise Science in relation to students' perceived…
Bojczyk, Kathryn Elizabeth; Haverback, Heather Rogers; Pae, Hye K.
The aim of this study was to examine the relationships between mothers' self-efficacy beliefs, their preschool children's home learning environments, and literacy skills. A sample of 112 mother-child dyads was recruited from Head Start centers in rural and urban communities. The measures included maternal self-efficacy and maternal perceptions of…
For students to be successful in school chemistry, a strong sense of self-efficacy is essential. Chemistry self-efficacy can be defined as students' beliefs about the extent to which they are capable of performing specific chemistry tasks. According to Bandura ("Psychol. Rev." 84:191-215, 1977), students acquire information about their…
Self-efficacy predicts academic achievement by influencing the effect of skills, previous experience, mental ability, or other self-beliefs on subsequent achievement. Students with high self-efficacy set challenging goals engage in more effective learning strategy use and persevere when encountered by difficult tasks.
Simmons, Christopher; Fisher, Amy Killen; Barnard, Marie; Allen, Susan C.
This study compared a sample of entry-level and advanced BSW students, who completed pretest and posttest self-efficacy measures, to assess their level of confidence in performing social work tasks after 15 weeks of instruction. By the end of the semester, only advanced students made significant gains in self-efficacy beliefs, and they showed a…
Jayson M. Nissen
Full Text Available [This paper is part of the Focused Collection on Gender in Physics.] There is growing evidence of persistent gender achievement gaps in university physics instruction, not only for learning physics content, but also for developing productive attitudes and beliefs about learning physics. These gaps occur in both traditional and interactive-engagement (IE styles of physics instruction. We investigated one gender gap in the area of attitudes and beliefs. This was men’s and women’s physics self-efficacy, which comprises students’ thoughts and feelings about their capabilities to succeed as learners in physics. According to extant research using pre- and post-course surveys, the self-efficacy of both men and women tends to be reduced after taking traditional and IE physics courses. Moreover, self-efficacy is reduced further for women than for men. However, it remains unclear from these studies whether this gender difference is caused by physics instruction. It may be, for instance, that the greater reduction of women’s self-efficacy in physics merely reflects a broader trend in university education that has little to do with physics per se. We investigated this and other alternative causes, using an in-the-moment measurement technique called the Experience Sampling Method (ESM. We used ESM to collect multiple samples of university students’ feelings of self-efficacy during four types of activity for two one-week periods: (i an introductory IE physics course, (ii students’ other introductory STEM courses, (iii their non-STEM courses, and (iv their activities outside of school. We found that women experienced the IE physics course with lower self-efficacy than men, but for the other three activity types, women’s self-efficacy was not reliably different from men’s. We therefore concluded that the experience of physics instruction in the IE physics course depressed women’s self-efficacy. Using complementary measures showing the IE
Full Text Available The purpose of the current study was to explore the relationship between self-efficacy and achievement in the derivative concept in university level. University students from education, engineering and science faculties attended the study. 1660 students’ data were gathered and the study has demonstrated that the there is a moderate and positive relationship between university students’ self-efficacy levels and their achievement in derivative concept. It is suggested that university level students’ self-efficacy levels be addressed when considering their achievement in the derivative concept.
Finch, Paul; Bessonnette, Susan
This research was conducted to examine changes in self self-efficacy, (the perception/belief that one can competently cope with a challenging situation) in multiple sclerosis clients following a series of massage therapy treatments. This small practical trial investigated the effects of a pragmatic treatment protocol using a prospective randomized pretest posttest waitlist control design. Self-Efficacy scores were obtained before the first treatment, mid-treatment series, after the last treatment in the series, four weeks after the final treatment and again eight weeks after the final treatment had been received. The intervention involved a series of weekly one hour therapeutic massage treatments conducted over eight weeks and a subsequent eight week follow up period. All treatments were delivered by supervised student therapists in the final term of their two year massage therapy program. Self-Efficacy [SE] was the outcome for the study, measured using the Multiple Sclerosis Self-Efficacy survey [MSSE]. Descriptive statistics for SE scores were assessed and inferential analysis involved the testing of between group differences at each of the measurement points noted above. Statistically significant improvement in self-efficacy was noted between treatment (n = 8) and control (n = 7) groups at mid treatment series (t = 2.32; p massage therapy increases the self-efficacy of clients with multiple sclerosis, potentially resulting in a better overall adjustment to the disease and an improvement in psycho-emotional state. The increase in self-efficacy after 4 weeks of treatment suggests that positive response occurs more rapidly that was previously demonstrated. The improvement in self-efficacy endured 4 weeks after the end of the treatment series, which suggests that massage therapy may have longer term effects on self-efficacy that were not previously noted. Lack of inter group difference at the eight week follow up reinforces the notion that on-going treatment
Kardash, CarolAnne M.; Howell, Karen L.
Investigates effects of epistemological beliefs and topic-specific beliefs on undergraduates' (N=40) cognitive and strategic processing of a dual-positional text. Findings reveal that epistemological beliefs about the speed of learning affected the overall number of cognitive processes exhibited, whereas topic-specific beliefs interacted with the…
Brannagan, Kim B; Dellinger, Amy; Thomas, Jan; Mitchell, Denise; Lewis-Trabeaux, Shirleen; Dupre, Susan
Peer teaching has been shown to enhance student learning and levels of self efficacy. The purpose of the current study was to examine the impact of peer-teaching learning experiences on nursing students in roles of tutee and tutor in a clinical lab environment. This study was conducted over a three-semester period at a South Central University that provides baccalaureate nursing education. Over three semesters, 179 first year nursing students and 51 third year nursing students participated in the study. This mixed methods study, through concurrent use of a quantitative intervention design and qualitative survey data, examined differences during three semesters in perceptions of a clinical lab experience, self-efficacy beliefs, and clinical knowledge for two groups: those who received peer teaching-learning in addition to faculty instruction (intervention group) and those who received faculty instruction only (control group). Additionally, peer teachers' perceptions of the peer teaching learning experience were examined. Results indicated positive response from the peer tutors with no statistically significant differences for knowledge acquisition and self-efficacy beliefs between the tutee intervention and control groups. In contrast to previous research, students receiving peer tutoring in conjunction with faculty instruction were statistically more anxious about performing lab skills with their peer tutor than with their instructors. Additionally, some students found instructors' feedback moderately more helpful than their peers and increased gains in knowledge and responsibility for preparation and practice with instructors than with peer tutors. The findings in this study differ from previous research in that the use of peer tutors did not decrease anxiety in first year students, and no differences were found between the intervention and control groups related to self efficacy or cognitive improvement. These findings may indicate the need to better prepare peer
... and vocational outcome expectations of preservice special education teachers ... Individuals with higher levels of self-efficacy beliefs tend to determine reliable aims and feel ..... Available at https://www.researchgate.net/profile/Hakan_Sarica.
Veech, David S
.... It will explore relationships between corporate belief systems, job and employee satisfaction, and individual self-efficacy and then offer a way for companies to apply all of these theoretical ideas through two practical tools.
Bunketorp-Käll, Lina Sofia; Andersson, Caroline; Asker, Barbita
Self-efficacy is increasingly being recognized as an important factor to consider in medical research, especially in different pain conditions such as whiplash-associated disorders (WAD). When pain is not effectively treated or relieved, it may negatively affect patients' life situation and cause a decline in perceived self-efficacy. Knowledge of what level of self-efficacy can be considered an actual deficit in patients with WAD is, however, sparse. The purpose of this study is to analyze whether subacute WAD has an impact on self-efficacy beliefs. A cohort study was designed to identify the impact of WAD on self-efficacy beliefs. The exposed group consisted of 47 patients with subacute WAD following a whiplash trauma. The control group representing the general population consisted of 212 participants, and was randomly selected to match the distribution of age and sex in the exposed group. The Self-Efficacy Scale was used to assess the individuals' confidence in their ability to successfully carry out activities of daily living. In the exposed group, 47 responded (100%), and in the control group, 113 (53%) responded. The results show that the total scores on the Self-Efficacy Scale were significantly lower in the exposed group compared with the control group, concerning both the mean (P<0.001) and median (P<0.001) scores. In conclusion, patients with subacute WAD experience a decline in functional self-efficacy, which stresses the importance of incorporating these beliefs in clinical practice and research.
Brown, Gavin T L; Peterson, Elizabeth R; Yao, Esther S
Lecturers give feedback on assessed work in the hope that students will take it on board and use it to help regulate their learning for the next assessment. However, little is known about how students' conceptions of feedback relate to students' self-regulated learning and self-efficacy beliefs and academic performance. This study explores student beliefs about the role and purpose of feedback and the relationship of those beliefs to self-reported self-regulation and self-efficacy, and achievement. A total of 278 university students in a general education course on learning theory and approaches in a research-intensive university. Self-reported survey responses for students' conceptions of feedback (SCoF), self-regulation (SRL), academic self-efficacy (ASE), and Grade Point Average (GPA) were evaluated first with confirmatory factor analysis and then interlinked in a structural equation model. Three SCoF factors predicted SRL and/or GPA. The SCoF factor 'I use feedback' had positive associations with SRL (β = .44), GPA (β = .45), and ASE (β = .15). The SCoF factors 'tutor/marker comments' and 'peers help' both had negative relations to GPA (β = -.41 and -.16, respectively). 'Peers help' had a positive connection to SRL (β = .21). ASE itself made a small contribution to overall GPA (β = .16), while SRL had no statistically significant relation to GPA. The model indicates the centrality of believing that feedback exists to guide next steps in learning and thus contributes to SRL, ASE, and increased GPA. © 2016 The British Psychological Society.
Bussey, Kay; Fitzpatrick, Sally; Raman, Amrutha
This study examines the association between moral disengagement and cyberbullying using a measure of moral disengagement tailored to cyberbullying. It also examines adolescents' self-beliefs in their competence to engage in cyberbullying (cyberbullying self-efficacy beliefs) and how these beliefs may moderate the relation between moral…
Beden Eğitimi ve Spor Öğretmeni Adaylarının Öğretmenlik Mesleğine İlişkin Öz-Yeterlik İnançlarının İncelenmesi Investigate Of Teacher’s Self Efficacy Beliefs Of Physical Education And Sport Teacher Canditate’s
Full Text Available Teacher self-efficacy belief is one of the factors influencingprofessional success of teachers significantly. Regardless of a teacher‟sknowledge and skill in his field; if he does not believe he would practicehis profession successfully, that teacher cannot be considered to beefficient in his profession. Teacher efficacy is significant for physicaleducation and sports teachers as for other teachers, because physicaleducation which is an integral part of and complementary for thegeneral education is the education of the personality as well. The mostsignificant role in establishing qualifications of a teacher is played bypre-service education of the teacher. The purposes of this study are toinvestigate self-efficacy esteem levels according to some variables and tosuggest the relation between teacher self-efficacy esteem and attitudestoward the profession of teaching. The sample of survey consists of 558physical education and sports teacher candidates under education in1st and 4th grades at 10 state universities of different geographicalregions. Personal information form, self-efficacy norm and attitudenorm regarding teaching profession were applied to teacher candidates.“Pearson Correlation” method was used to determine the relationbetween percent average variables, “One Way ANOVA”, “F test” andIndependent Samples t Test” was used for intergroup comparison instatistical analyses of the data. According to the findings of the survey,self-efficacy levels of physical education and sports teacher candidateswere determined to be “highly sufficient”. It was determined that selfefficacyesteems of teacher candidates do not differentiate according togender, grade level, mother‟s education level, sports branch, butsignificant differences emerged according to, wilful selection of thedepartment, father‟s education level, status of regular exercising. Amedium level positive correlation was found between self-efficacyesteem regarding the
Farahnaz Mohamadi Shahbalaghi
Full Text Available This study with a co relational design has conducted to determine relationship between caregiving strain and self-efficacy in family caregiver of patient with Alzheimer. Accessible sample of the study consisted of 81 family caregivers that all of them were member of Iranian Alzheimer Association. Data was gathered by demographic, self-efficacy and care giving strain questioners. Findings showed the most of the subjects were female (%60, spouse of care giving recipient (56%, married (64%, reside in same household (55%, 49% under high school education, 45% of them haven't taken formal courses about the care of the patients, 53% of them were satisfied about providing of care, 36% reported bad health status. The most important caring needs consisted education for better care providing. the Mean of self-efficacy was 66/96 (29-106 and strain 39/43 (17-65. There were not any relations between strain and self-efficacy with demographic variables. There was positive significant Pearson correlation (r=0/539, p=O/ 01 between self-efficacy and strain. Findings indicated that self-efficacy and care giving strain are subjective and individualized concepts. Care giving to elderly patients is a stressful event but moderate co-relationship shows that caregivers apprise the stress of care giving as a constructive and controllable manner.
Full Text Available Introduction: self-efficacy is referred to individual's beliefs about their abilities to learn and doing significant tasks in life. This study aims to determine the relationship between self-efficacy and academic motivation in a group of medical sciences' students. Methods: In this cross-sectional study 275 students of Golestan University of Medical Sciences (GOUMS were selected using stratified random sampling method. A questionnaire consists of questions regarding demographic, academic motivation, and self-efficacy beliefs were used to collect data. Pearson correlation coefficients, independent T-Test and one way ANOVA were applied on the data. Results: The average of students’ academic motivation was 30.3±4.0. 50.2 percent of students had self-efficacy higher than average. Self-efficacy had significant correlation with intrinsic motivation sub-scale (r=0.196, P=0.001 and total score of academic motivation scale (r=0.155, P=0.01. There were no significant correlations between self-efficacy and extrinsic motivation (r=0.054, P=0.376 and motivation sub-scale (r=0.104, P=0.08. There was no significant difference between two genders in self-efficacy. Conclusion: Improvement in self-efficacy of medical sciences' students could improve their motivation.
Educator's Self Efficacy and Collective Educators' Self Efficacy among University Academic Staff: An Ethical Issue. ... staff on collective educators' self efficacy. The implication of the result in terms of collaborative work among academic staff was discussed in line with ethical principles and code of conduct of psychologists.
Dolin, Jens; Evans, Robert Harry
This chapter suggests the use of formative assessment in inquiry lessons as a helpful source of positive personal capacity beliefs for both teachers and students. The challenge most commonly experienced when first using inquiry learning methods is that pupils and even teachers become uncertain...... of their abilities to use inquiry and ‘give-up’ on it. With the use of formative assessment combined with conscious efforts to increase self-efficacy among students, teachers can help provide students with the confidence and motivation to engage in inquiry methods. Such student engagement can in-turn affirm teachers......’ inquiry teaching efforts and raise the likelihood that they will continue to improve them. We see inquiry methods as the motor for changing teacher practice and formative assessment methods combined with capacity beliefs as the fuel that keeps the motor running. The central position of the chapter is how...
Full Text Available The present longitudinal study (two waves, conducted on a population of 274 secondary-school teachers, expands on previous research on burnout and work engagement. Accordingly, the effect of organizational factors (obstacles, facilitators as well as personal resources (self-efficacy on burnout and engagement is tested longitudinally following the Social Cognitive Theory. More specifically, we test the loss and gain cycles, and reciprocal relationships concerning burnout, engagement, and self-efficacy over time. Four questions are addressed: (1 Are obstacles positively related to burnout and work self-efficacy over time? (2 Are facilitators positively related to engagement and self-efficacy over time? (3 Is work self-efficacy negatively related to burnout and obstacles over time? and (4 Is work self-efficacy positively related to engagement and facilitators over time? The results of a hard-copy survey carried out at two waves (8 months between the two times, which were computed on Structural Equation Modeling show that obstacles are positively related to burnout, which in turn is positively related to self-efficacy over time. Likewise, facilitators are positively related to engagement and self-efficacy, which in turn is positively related to facilitators over time. These findings suggest a positive gain cycle in which self-efficacy plays a central role.
Zuya, Habila Elisha; Kwalat, Simon Kevin; Attah, Bala Galle
Pre-service mathematics teachers' mathematics self-efficacy and mathematics teaching self-efficacy were investigated in this study. The purpose was to determine the confidence levels of their self-efficacy in mathematics and mathematics teaching. Also, the study was aimed at finding whether their mathematics self-efficacy and teaching…
Full Text Available The aim of the present study was to explore the relationship between self-efficacy beliefs, writing strategies, and writing abilities of Iranian EFL learners. The study first investigated the relationship between self-efficacy and writing strategies, then examined the relationship between self-efficacy and writing ability. The participants were 120 students learning English in Iran Language Institute in Gorgan, Iran. Data were gathered by means of a writing strategies questionnaire, a self-efficacy belief questionnaire, and an IELTS writing task. The results of Pearson correlation tests showed that there were significant relationship between self-efficacy and writing strategies on the one hand, and self-efficacy and writing ability on the other hand. The results have some implications for teaching writing in the EFL context.
Daganzo, Mary Angeline A.; Peña Alampay, Liane; Lansford, Jennifer E.
The authors tested a model in which Filipino mothers’ self-efficacy in managing anger/irritation influenced child delinquency via two parenting variables: parental self-efficacy and parental rejection. Structured interviews were conducted with 99 mothers twice with an interval of one year with efficacy beliefs and rejection measured in the first year and child delinquency data collected in the following year. Path analyses showed that self-efficacy in managing anger/irritation negatively predicted child delinquency indirectly through the sequential mediation of parental self-efficacy and parental rejection. Results provided further evidence for the importance of efficacy beliefs, particularly self-efficacy in managing anger/irritation and parental self-efficacy, in the domain of child development. PMID:26635423
Neergaard, Helle; Mauer, René; Kirketerp Linstad, Anne
Research that has sought to identify the underlying determinants of self-efficacy is sparse. This chapter seeks to identify antecedents of entrepreneurial self-efficacy and the processes that produce and reinforce self-efficacy. It seeks to broaden our understanding of the self-efficacy concept t...... through an exploration of its origins and via a journey to its impact in the field of entrepreneurship. Finally, it suggests pedagogical initiatives needed to promote entrepreneurial self-efficacy in the different social arenas of life....
Lee, Ling-Ling; Arthur, Antony; Avis, Mark
Only a fifth of older people undertake a level of physical activity sufficient to lead to health benefit. Misconceptions about the ageing process and beliefs about the costs and benefits of exercise in late life may result in unnecessary self-imposed activity restriction. Thus, adhering to a physical activity can be difficult particularly when the benefits of exercise are often not immediate. Many of the barriers to engaging in physical activity among older people are attitudinal. It is therefore important to take account of the non-physical aspects of physical activity intervention programmes, such as increasing confidence. Self-efficacy is a widely applied theory used to understand health behaviour and facilitate behavioural modification, such as the increase of physical activity. This paper aims to examine the ways in which self-efficacy theory might be used in intervention programmes designed to overcome psychological barriers for increasing physical activity among older people. A number of studies have demonstrated that exercise self-efficacy is strongly associated with the amount of physical activity undertaken. Evidence from some trials supports the view that incorporating the theory of self-efficacy into the design of a physical activity intervention is beneficial. Physical activity interventions aimed at improving the self perception of exercise self-efficacy can have positive effects on confidence and the ability to initiate and maintain physical activity behaviour. There are a number of ways for nurses to facilitate older people to draw on the four information sources of self-efficacy: performance accomplishments, vicarious learning, verbal encouragement, and physiological and affective states. Research challenges that future studies need to address include the generalisability of exercise setting, the role of age as an effect modifier, and the need for more explicit reporting of how self-efficacy is operationalised in interventions.
Kıran, Dekant; Sungur, Semra
The main purpose of the present study is to investigate middle school students' science self-efficacy as well as its sources and outcomes as a function of gender. Bandura's hypothesized sources of self-efficacy (i.e., mastery experience, vicarious experience, verbal persuasion, and emotional arousal) in addition to being inviting with self and inviting with others were examined as sources of self-efficacy, while cognitive and metacognitive strategy use was examined as an outcome of self-efficacy. A total of 1,932 students participated in the study and were administered self-report instruments. Results showed that the relationship between science self-efficacy and its proposed sources does not change as a function of gender. All proposed sources, except for vicarious experience, were found to be significantly related to students' scientific self-efficacy. Moreover, girls were found to experience significantly more emotional arousal and to send positive messages to others more than boys. On the other hand, no gender difference was found concerning science self-efficacy and strategy use. The findings also revealed a positive association between science self-efficacy and strategy use. Overall, findings supported Bandura's conception of self-efficacy and suggested invitations as additional sources of self-efficacy.
Behrooz Ghoorchaei; Ali Arabmofrad
The aim of the present study was to explore the relationship between self-efficacy beliefs, writing strategies, and writing abilities of Iranian EFL learners. The study first investigated the relationship between self-efficacy and writing strategies, then examined the relationship between self-efficacy and writing ability. The participants were 120 students learning English in Iran Language Institute in Gorgan, Iran. Data were gathered by means of a writing strategies questionn...
Rudy, Brittany M; Davis, Thompson E; Matthews, Russell A
Evidence suggests that general self-efficacy, an individual's beliefs about his global abilities, and social self-efficacy, an individual's beliefs in his ability to navigate social situations, are strongly connected to levels of social anxiety. Negative self-statements, also known as negative self-referent cognitions, have also been linked with levels of social anxiety. Although self-efficacy and negative self-statements have been shown to be important variables in the phenomenology and maintenance of social anxiety in children, they have yet to be examined in conjunction with one another. The purpose of this study was to examine the relationship between negative self-referent cognitions and self-efficacy and to examine both general self-efficacy and social self-efficacy as mediator variables in the relationship between negative self-statements and social anxiety. Results were based on a sample of 126 children ages 11 to 14 years. A significant association between negative self-statements and both general self-efficacy and social self-efficacy was established. Results also indicated that general self-efficacy fully mediated the relationship between negative self-statements and social anxiety; however, contrary to hypotheses, social self-efficacy did not mediate the relationship between negative self-statements and social anxiety. Implications and future recommendations are discussed. Copyright © 2011. Published by Elsevier Ltd.
Crooks, Claire V.; Jaffe, Peter G.; Rodriguez, Arely
Teachers play an important role in promoting a positive school climate, which in turns supports academic achievement and positive mental health among students. This study evaluated the impact of a pre-service teacher education course addressing a range of contributors to school climate. Participants included a cohort of 212 pre-service teachers…
Full Text Available Symptomatic knee osteoarthritis, a prevalent progressively disabling disease affecting one or both knee joints requires extensive self-management. Self-efficacy, a psychological attribute generally denoting one’s perceived belief about their ability to successfully perform a particular behavior, including health behaviors, is a significant predictor of psychological well-being, adherence to prescribed treatments, and pain coping mechanisms in persons with various forms of chronic disease, including arthritis. This paper examines the available peer-reviewed research published over the last 35 years detailing: i the concept of self-efficacy, ii the relationship between self-efficacy and adjustment to arthritis, iii the research concerning self-efficacy in the context of knee osteoarthritis disability, and iv some promising approaches for promoting the wellbeing of adults with knee osteoarthritis through the application of self-efficacy theory and other approaches. Based on this data, directions for future research and practice are offered.
Lufiana Harnany Utami
Full Text Available This research study about the correlation between personality trait and psychological climate with teacher’s self-efficacy. Instruments used are NEO-big five scale from Costa and McCrae, teacher’s self-efficacy scales and psychological climate questionnaire. Data analyzed with statistics regression. The result shows that there is a positive and significant correlation between personality trait and self-efficacy. Traits of extraversion, conscientiousness and openness significantly contribute to self-efficacy while neuroticism and agreeableness have no significant contribution. Besides, there is also positive and significant correlation between psychological climate and self-efficacy. At last, personality traits and psychological climate at school together give contribution to self-efficacy significantly.
Brands, Ingrid; Custers, Maud; van Heugten, Caroline
Being highly self-efficacious is a key factor in successful chronic disease self-management. It is unknown whether neuropsychological rehabilitation improves self-efficacy in managing the consequences of brain injury. To investigate whether levels of general and brain injury specific self-efficacy and quality of life (QoL) increased after neuropsychological rehabilitation and whether cognitive performance was associated with self-efficacy. We conducted a retrospective clinical cohort study of 62 patients with acquired brain injury and cognitive complaints with measurements before start and after completion of treatment. QoL was measured with the visual analogue scale (EQ VAS) of the EuroQol (EQ-5D); self-efficacy with the TBI Self-efficacy Questionnaire (SEsx) and the General Self-efficacy Scale (GSES). Cognitive performance was measured as a compound score of tests for memory, attention and information processing speed. Self-efficacy for managing brain injury-specific symptoms and QoL increased significantly after neuropsychological rehabilitation. Both general and brain injury-specific self-efficacy were positively associated with QoL after completion of the programme. Cognitive performance was not associated with self-efficacy for managing brain injury-specific symptoms nor with general self-efficacy. Self-efficacy and QoL improve after treatment. Further research is needed to identify the specific ingredients responsible for improvement of self-efficacy in patients with cognitive complaints.
Zahodne, Laura B; Nowinski, Cindy J; Gershon, Richard C; Manly, Jennifer J
Previous studies showed that control beliefs are more strongly related to global cognition and mortality among adults with low education, providing preliminary evidence that self-efficacy buffers against the negative impact of educational disadvantage on physical and cognitive health. The current study extends these findings to a nationally representative sample of men and women aged 30 to 85 and explores which cognitive domains are most strongly associated with self-efficacy, educational attainment, and their interaction. Data were obtained from 1032 adult (30-85) participants in the United States norming study for the NIH Toolbox. Self-efficacy, executive functioning, working memory, processing speed, episodic memory, and vocabulary were assessed with the NIH Toolbox. Multivariate analysis of covariance and follow-up regressions tested the hypothesis that self-efficacy would be more strongly related to cognitive performance among individuals with lower education, controlling for age, sex, race, ethnicity, education, reading level, testing language, and depressive symptoms. Higher education was associated with higher self-efficacy and better performance on all cognitive tests. Higher self-efficacy was associated with better set-switching and attention/inhibition. Significant self-efficacy by education interactions indicated that associations between self-efficacy and executive abilities were stronger for individuals with lower education. Specifically, individuals with low education but high self-efficacy performed similarly to individuals with high education. This study provides evidence that self-efficacy beliefs buffer against the negative effects of low educational attainment on executive functioning. These results have implications for future policy and/or intervention work aimed at reducing the deleterious effects of educational disadvantage on later cognitive health.
Zahodne, Laura B.; Nowinski, Cindy J.; Gershon, Richard C.; Manly, Jennifer J.
Objective Previous studies showed that control beliefs are more strongly related to global cognition and mortality among adults with low education, providing preliminary evidence that self-efficacy buffers against the negative impact of educational disadvantage on physical and cognitive health. The current study extends these findings to a nationally-representative sample of men and women aged 30 to 85 and explores which cognitive domains are most strongly associated with self-efficacy, educational attainment, and their interaction. Method Data were obtained from 1,032 adult (30-85) participants in the United States norming study for the NIH Toolbox. Self-efficacy, executive functioning, working memory, processing speed, episodic memory, and vocabulary were assessed with the NIH Toolbox. Multivariate analysis of covariance and follow-up regressions tested the hypothesis that self-efficacy would be more strongly related to cognitive performance among individuals with lower education, controlling for age, sex, race, ethnicity, education, reading level, testing language, and depressive symptoms. Results Higher education was associated with higher self-efficacy and better performance on all cognitive tests. Higher self-efficacy was associated with better set-switching and attention/inhibition. Significant self-efficacy by education interactions indicated that associations between self-efficacy and executive abilities were stronger for individuals with lower education. Specifically, individuals with low education but high self-efficacy performed similarly to individuals with high education. Conclusions This study provides evidence that self-efficacy beliefs buffer against the negative effects of low educational attainment on executive functioning. These results have implications for future policy and/or intervention work aimed at reducing the deleterious effects of educational disadvantage on later cognitive health. PMID:25877284
Sarı, İhsan; Bayazıt, Betül
Abstract The current study aimed to determine the relationship between perceived coaching behaviours, motivation, self-efficacy and general self-efficacy of wrestlers who competed in the Super National Wrestling League. The sample consisted of 289 wrestlers. The Self-Efficacy Scale was used to measure self-efficacy perception, the Sports Motivation Scale to measure the motivation of the athletes, the Leadership Scale for Sport to determine perceived leadership behaviours, and the General Self-Efficacy Scale to determine the general self-efficacy perceptions of the athletes. For data analyses, SPSS 17.0 software was used. According to the results of the regression analyses performed with the enter method, it was found that perceived training and instruction behaviour along with perceived social support behaviour significantly explained self-efficacy (adjusted R2_ = .03), intrinsic motivation (adjusted R2 = .04) and amotivation (adjusted R2 = .05). Also, perceived training and instruction behaviour (β = .51), autocratic behaviour (β = -.17) and social support behaviour (β = -.27) significantly contributed to athletes’ general self-efficacy (adjusted R2 = .10). In light of these findings, it may be argued that perceived training and instruction behaviour may be beneficial for self-efficacy, general self-efficacy, intrinsic motivation, and amotivation. On the other hand, it could be stated that perceived autocratic behaviour may be detrimental for general self-efficacy of the athletes. As for social support behaviour, it may be suggested that it is negatively related to self-efficacy, general self-efficacy and intrinsic motivation. Lastly, a positive relationship was observed between perceived social support behaviour and amotivation in wrestlers. The results reveal the specific characteristics of wrestlers and suggest some implications for wrestling coaches. PMID:28713476
Full Text Available The current study aimed to determine the relationship between perceived coaching behaviours, motivation, self-efficacy and general self-efficacy of wrestlers who competed in the Super National Wrestling League. The sample consisted of 289 wrestlers. The Self-Efficacy Scale was used to measure self-efficacy perception, the Sports Motivation Scale to measure the motivation of the athletes, the Leadership Scale for Sport to determine perceived leadership behaviours, and the General Self-Efficacy Scale to determine the general self-efficacy perceptions of the athletes. For data analyses, SPSS 17.0 software was used. According to the results of the regression analyses performed with the enter method, it was found that perceived training and instruction behaviour along with perceived social support behaviour significantly explained self-efficacy (adjusted R2_ = .03, intrinsic motivation (adjusted R2 = .04 and amotivation (adjusted R2 = .05. Also, perceived training and instruction behaviour (β = .51, autocratic behaviour (β = -.17 and social support behaviour (β = -.27 significantly contributed to athletes’ general self-efficacy (adjusted R2 = .10. In light of these findings, it may be argued that perceived training and instruction behaviour may be beneficial for self-efficacy, general self-efficacy, intrinsic motivation, and amotivation. On the other hand, it could be stated that perceived autocratic behaviour may be detrimental for general self-efficacy of the athletes. As for social support behaviour, it may be suggested that it is negatively related to self-efficacy, general self-efficacy and intrinsic motivation. Lastly, a positive relationship was observed between perceived social support behaviour and amotivation in wrestlers. The results reveal the specific characteristics of wrestlers and suggest some implications for wrestling coaches.
Sarı, İhsan; Bayazıt, Betül
The current study aimed to determine the relationship between perceived coaching behaviours, motivation, self-efficacy and general self-efficacy of wrestlers who competed in the Super National Wrestling League. The sample consisted of 289 wrestlers. The Self-Efficacy Scale was used to measure self-efficacy perception, the Sports Motivation Scale to measure the motivation of the athletes, the Leadership Scale for Sport to determine perceived leadership behaviours, and the General Self-Efficacy Scale to determine the general self-efficacy perceptions of the athletes. For data analyses, SPSS 17.0 software was used. According to the results of the regression analyses performed with the enter method, it was found that perceived training and instruction behaviour along with perceived social support behaviour significantly explained self-efficacy (adjusted R 2_ = .03), intrinsic motivation (adjusted R 2 = .04) and amotivation (adjusted R 2 = .05). Also, perceived training and instruction behaviour (β = .51), autocratic behaviour (β = -.17) and social support behaviour (β = -.27) significantly contributed to athletes' general self-efficacy (adjusted R 2 = .10). In light of these findings, it may be argued that perceived training and instruction behaviour may be beneficial for self-efficacy, general self-efficacy, intrinsic motivation, and amotivation. On the other hand, it could be stated that perceived autocratic behaviour may be detrimental for general self-efficacy of the athletes. As for social support behaviour, it may be suggested that it is negatively related to self-efficacy, general self-efficacy and intrinsic motivation. Lastly, a positive relationship was observed between perceived social support behaviour and amotivation in wrestlers. The results reveal the specific characteristics of wrestlers and suggest some implications for wrestling coaches.
Mathews, Tracy A.
This quantitative correlation survey study investigated the relationship between teachers' perceptions of the effectiveness of school principals as instructional leaders in professional learning communities (PLCs) and self-efficacy beliefs of teachers. Social Cognitive Theory, self-efficacy concept, and Adult Learning Theory were at the core of…
Brown, Patrick L.; Concannon, James P.; Marx, Donna; Donaldson, Christopher W.; Black, Alicia
The purpose of this teacher research study is to ascertain students' interest in STEM and beliefs about STEM before and after STEM specific instruction, explore possible differences in STEM self-efficacy by gender, and explore differences in STEM self-efficacy by group role. Our primary data sources include a modified attitudinal survey and…
Griggs, Marissa Swaim; Rimm-Kaufman, Sara E; Merritt, Eileen G; Patton, Christine L
Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the Responsive Classroom® (RC) approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more RC practices compared with those using fewer RC practices. RC practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that RC practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science. PsycINFO Database Record (c) 2013 APA, all rights reserved.
Sahara, Rifki; Mardiyana, S., Dewi Retno Sari
Payne, Brennan R; Jackson, Joshua J; Hill, Patrick L; Gao, Xuefei; Roberts, Brent W; Stine-Morrow, Elizabeth A L
In the current study, we assessed the relationship between memory self-efficacy at pretest and responsiveness to inductive reasoning training in a sample of older adults. Participants completed a measure of self-efficacy assessing beliefs about memory capacity. Participants were then randomly assigned to a waitlist control group or an inductive reasoning training intervention. Latent change score models were used to examine the moderators of change in inductive reasoning. Inductive reasoning showed clear improvements in the training group compared with the control. Within the training group, initial memory capacity beliefs significantly predicted change in inductive reasoning such that those with higher levels of capacity beliefs showed greater responsiveness to the intervention. Further analyses revealed that self-efficacy had effects on how trainees allocated time to the training materials over the course of the intervention. Results indicate that self-referential beliefs about cognitive potential may be an important factor contributing to plasticity in adulthood.
Danneris, Sophie; Dall, Tanja
Self-efficacy is a pivotal element when the long-term unemployed are to increase their chances of labour market participation, making the ways in which clients’ beliefs in their capabilities are reflected in the delivery of public employment services particularly relevant. While existing research......-efficacy is important is not enough; knowing how to support self-efficacy becomes crucial. Based on observational data material from a qualitative study following 14 Danish vulnerable welfare recipients, we find that employability self-efficacy can be expressed by clients in strong, weak or ambiguous ways...
Full Text Available Academic Flow is a condition where person feel comfortable, able to concentrate, has inner motivation, and also able to enjoy doing academic activity. Self efficacy is believe inside someone has the ability to decide correct behavior to achieve desired success. Purpose of this research is to know the correlation between self efficacy and academic flow on student acceleration. Self efficacy is acknowledged as the trigger which pushes someone learning activity until they had flow condition. This research is correlational quantitative with a subject 24 acceleration students. The result of the study showed correlation between self efficacy and academic flow on acceleration students positive linear, which is mean the higher self efficacy the higher academic flow. High self efficacy able to control the behavior to maintain the effort to do the assignment which make easy to reach the academic flow.
Rosenthal, Lisa; Levy, Sheri R; Earnshaw, Valerie A
Gendered-based power affects heterosexual relationships, with beliefs in the U.S. prescribing that men dominate women sexually. We draw on social dominance theory to examine whether women's and men's level of support for group-based hierarchy (i.e., social dominance orientation; SDO) helps explain gender-based power beliefs and dynamics in heterosexual relationships. We conducted a laboratory study at a Northeastern U.S. university among 357 women and 126 men undergraduates who reported being heterosexual and sexually active, testing three sets of hypotheses. First, as hypothesized, women endorsed SDO and the belief that men should dominate sexually less than men did. Second, as hypothesized, among women and men, SDO was positively correlated with the belief that men should dominate sexually, and negatively correlated with sexual self-efficacy (confidence in sexual situations) and number of female condoms (a woman-controlled source of protection) taken. Third, structural equation modeling, controlling for age, family income, number of sexual partners in the past month, and perceived HIV/AIDS risk, supported the hypothesis that among women and men, the belief that men should dominate sexually mediates SDO's association with sexual self-efficacy. The hypothesis that the belief that men should dominate sexually mediates SDO's association with number of female condoms taken was supported for women only. The hypothesis that sexual self-efficacy mediates SDO's association with number of female condoms taken was not supported. Results suggest SDO influences power beliefs and dynamics in heterosexual relationships. Although female condoms are an important woman-controlled source of protection, power-related beliefs may pose a challenge to their use.
Sidman, Cara L.; D'Abundo, Michelle Lee; Hritz, Nancy
University basic studies courses provide a valuable opportunity for facilitating the knowledge, skills, and beliefs that develop healthy behaviors to last a lifetime. Belief in one's ability to participate in physical activity, exercise self-efficacy, is a psychological construct that has had a documented impact on physical activity. Although…
Dos Santos, Hildemar; Bredehoft, Margaret Dinhluu; Gonzalez, Frecia M; Montgomery, Susanne
The aim of this article was to investigate the use of exergaming in promoting exercise behavior among children and to examine the impact of the intervention on participants' exercise self-efficacy, in addition to assessing physiological changes. A sample of 55 children enrolled in the Family Fit program, where participants were categorized into 2 groups: healthy weight and overweight. Measures were taken at baseline, after the 7-week program, at the 12-week follow-up, and at the 24-month follow-up. Positive changes in exercise self-efficacy were significant for the overweight group, while the healthy weight group maintained their exercise self-efficacy. At the 24-month follow-up, 97% children reported being interested in participating in a future fitness program, and 96% children who did not play sports before the intervention started practicing sports. Exercise self-efficacy is a predictor of physical activity, and incorporating exergaming in a structured program may lead to increased self-efficacy in participants.
Hildemar Dos Santos MD, DrPH
Full Text Available The aim of this article was to investigate the use of exergaming in promoting exercise behavior among children and to examine the impact of the intervention on participants’ exercise self-efficacy, in addition to assessing physiological changes. A sample of 55 children enrolled in the Family Fit program, where participants were categorized into 2 groups: healthy weight and overweight. Measures were taken at baseline, after the 7-week program, at the 12-week follow-up, and at the 24-month follow-up. Positive changes in exercise self-efficacy were significant for the overweight group, while the healthy weight group maintained their exercise self-efficacy. At the 24-month follow-up, 97% children reported being interested in participating in a future fitness program, and 96% children who did not play sports before the intervention started practicing sports. Exercise self-efficacy is a predictor of physical activity, and incorporating exergaming in a structured program may lead to increased self-efficacy in participants.
Rebecca McMahon Giles
Full Text Available Research has consistently shown that teacher efficacy is related to a variety of desirable student outcomes, thus, making teacher efficacy an important factor in high quality mathematics instruction. The purpose of this study was to determine elementary preservice teachers’ self-efficacy beliefs related to teaching mathematics. Forty-one participants from a single university responded to the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI after completing a constructivist-based elementary mathematics methods course prior to student teaching. The MTEBI is 21-item survey using a 5-point, forced choice Likert-like scale to provide an individual's perceptions of mathematics teaching efficacy beliefs on two subscales—Personal Mathematics Teaching Efficacy Belief (PMTE and Mathematics Teaching Outcome Expectancy (MTOE. Responses on the PMTE subscale (Mean = 51.08, SD=5.171 indicate that the respondents’ personal mathematics teach efficacy is positive. Participants’ responses (Mean = 29.32, SD = 3.29 on the MTOE subscale indicate positive expectations of students' mathematics learning. Attending to preservice teacher efficacy is worthy of examination. Teacher preparation programs must identify opportunities to positively impact mathematics teaching efficacy of preservice teachers.
Yoon, Seok; Buckworth, Janet; Focht, Brian; Ko, Bomna
This study used a path analysis approach to examine the relationship between feelings of energy, exercise-related self-efficacy beliefs, and exercise participation. A cross-sectional mailing survey design was used to measure feelings of physical and mental energy, task and scheduling self-efficacy beliefs, and voluntary moderate and vigorous exercise participation in 368 healthy, full-time undergraduate students (mean age = 21.43 ± 2.32 years). The path analysis revealed that the hypothesized path model had a strong fit to the study data. The path model showed that feelings of physical energy had significant direct effects on task and scheduling self-efficacy beliefs as well as exercise behaviors. In addition, scheduling self-efficacy had direct effects on moderate and vigorous exercise participation. However, there was no significant direct relationship between task self-efficacy and exercise participation. The path model also revealed that scheduling self-efficacy partially mediated the relationship between feelings of physical energy and exercise participation.
Quinn-Nilas, Christopher; Milhausen, Robin R; Breuer, Rebecca; Bailey, Julia; Pavlou, Menelaos; DiClemente, Ralph J; Wingood, Gina M
This study assessed a newly developed Sexual Communication Self-Efficacy Scale designed to measure the sexual communication self-efficacy of adolescent men and women. Three-hundred and seventy-four U.K. adolescents completed this new scale, along with several other validity measures. Factor analysis revealed that the Sexual Communication Self-Efficacy Scale consisted of five underlying factors: contraception communication, positive sexual messages, negative sexual messages, sexual history, and condom negotiation. These factors demonstrated high internal consistency and presents evidence to support construct validity. This scale may have utility in assessing the effectiveness of interventions designed to enhance sexual communication and sexual health behaviors among young people. © 2015 Society for Public Health Education.
Law, Fang Mei; Guo, Gwo Jen
The aim of this study was to explore the correlation of hope and self-efficacy with job satisfaction, job stress, and organizational commitment for correctional officers in the Taiwan prison system while controlling for the shared effects of the nature of the institution (i.e., for male or female inmates) and personal characteristics of the officers (i.e., gender, age, and years of work experience). Hope in the context of this study refers to a cognitive set and motivational state that involves reciprocal interaction between goal-directed energy (agency) and planned pathways to meet the goals (pathway). It is a personality trait of hopefulness, rather than having hope for the prisoners restructuring their future. Self-efficacy refers to the belief that individuals have regarding their ability to perform necessary tasks to achieve goals. Although they share similar constructs, hope theory places emphasis on cross-situational goal-directed thought, whereas the concept of self-efficacy focuses on situation-specific goals. The participants were 133 correctional personnel from two correctional institutions, one with male inmates and the other with female inmates, in central Taiwan. The results of ordinary least squares regression analysis indicated that hope had a significant positive association with job satisfaction and a significant negative association with job stress. Self-efficacy had a significant positive association with job satisfaction and organizational commitment. Finally, job satisfaction had a significant positive association with organizational commitment. © The Author(s) 2015.
Peter Joseph Jongen
Full Text Available In persons with multiple sclerosis (MS a lowered self-efficacy negatively affects physical activities. Against this background we studied the relationship between self-efficacy and cognitive performance in the early stages of MS. Thirty-three patients with Clinically Isolated Syndrome (CIS and early Relapsing Remitting MS (eRRMS were assessed for self-efficacy (MSSES-18, cognition (CDR System, fatigue (MFIS-5, depressive symptoms (BDI, disease impact (MSIS-29, and disability (EDSS. Correlative analyses were performed between self-efficacy and cognitive scores, and stepwise regression analyses identified predictors of cognition and self-efficacy. Good correlations existed between total self-efficacy and Power of Attention (r= 0.65; P< 0.001, Reaction Time Variability (r= 0.57; P< 0.001, and Speed of Memory (r= 0.53; P< 0.01, and between control self-efficacy and Reaction Time Variability (r= 0.55; P< 0.01. Total self-efficacy predicted 40% of Power of Attention, 34% of Reaction Time Variability, and 40% of Speed of Memory variabilities. Disease impact predicted 65% of total self-efficacy and 58% of control self-efficacy variabilities. The findings may suggest that in persons with CIS and eRRMS self-efficacy may positively affect cognitive performance and that prevention of disease activity may preserve self-efficacy.
Hogue, Barbara A.
Research into women's underrepresentation in science, technology, engineering, and mathematics (STEM) disciplines has become a topic of interest due to the increasing need for employees with technical expertise and a shortage of individuals to fill STEM jobs. The discrepancy in women's representation between STEM and other fields cannot adequately be explained by factors such as women's need to balance work and family (medicine and law are both extremely demanding careers), women's fear of competition (admissions into medical and law schools are highly competitive), or women's inability to excel in science (e.g., entry into medicine requires excellent achievement in the basic sciences). The purpose of this study is to gain a deeper understanding of the role and/or impact a sense of belonging has inside and outside of STEM classrooms. Research questions focused on the role and/or impact of belonging contributes to students' self-efficacy beliefs as a STEM major. Bandura's self-efficacy theory serves as the theoretical framework. Data sources include close-ended surveys of 200 sophomore- and junior-level college students majoring in a STEM discipline. A quantitative exploratory approach allowed participants' responses to be analyzed using both correlation and multiple regression analyses to understand whether a student's sense of belonging is associated with his or her self-efficacy beliefs. Findings suggested that positive support systems impact students' self-efficacy and play a role in fostering students' motivation and decision to major in STEM disciplines. This study contributes to positive social change by providing empirical evidence faculty and administrators may use to promote university-based STEM support programs reflecting the impact belonging has on students' self-efficacy and potentially increasing the number of students majoring in STEM disciplines.
Prat-Sala, Mercè; Redford, Paul
The strategies students adopt in their study are influenced by a number of social-cognitive factors and impact upon their academic performance. The present study examined the interrelationships between motivation orientation (intrinsic and extrinsic), self-efficacy (in reading academic texts and essay writing), and approaches to studying (deep, strategic, and surface). The study also examined changes in approaches to studying over time. A total of 163 first-year undergraduate students in psychology at a UK university took part in the study. Participants completed the Work Preference Inventory motivation questionnaire, self-efficacy in reading and writing questionnaires and the short version of the Revised Approaches to Study Inventory. The results showed that both intrinsic and extrinsic motivation orientations were correlated with approaches to studying. The results also showed that students classified as high in self-efficacy (reading and writing) were more likely to adopt a deep or strategic approach to studying, while students classified as low in self-efficacy (reading and writing) were more likely to adopt a surface approach. More importantly, changes in students' approaches to studying over time were related to their self-efficacy beliefs, where students with low levels of self-efficacy decreased in their deep approach and increased their surface approach across time. Students with high levels of self-efficacy (both reading and writing) demonstrated no such change in approaches to studying. Our results demonstrate the important role of self-efficacy in understanding both motivation and learning approaches in undergraduate students. Furthermore, given that reading academic text and writing essays are essential aspects of many undergraduate degrees, our results provide some indication that focusing on self-efficacy beliefs amongst students may be beneficial to improving their approaches to study.
Martin, Jeffrey J.
In the current study, variables grounded in social cognitive theory with athletes with disabilities were examined. Performance, training, resiliency, and thought control self-efficacy, and positive (PA) and negative (NA) affect were examined with wheelchair basketball athletes (N = 79). Consistent with social cognitive theory, weak to strong…
Fulmer, Gavin W.
Attitudes toward science are an important aspect of students' persistence in school science and interest in pursuing future science careers, but students' attitudes typically decline over the course of formal schooling. This study examines relationships of students' attitudes toward science with their perceptions of science as inclusive or non-religious, and their epistemological beliefs about epistemic authority and certainty. Data were collected using an online survey system among undergraduates at a large, public US university (n = 582). Data were prepared using a Rasch rating scale model and then analyzed using multiple-regression analysis. Gender and number of science and mathematics courses were included as control variables, followed by perceptions of science, then epistemological beliefs. Findings show that respondents have more positive attitudes when they perceive science to be inclusive of women and minorities, and when they perceive science to be incompatible with religion. Respondents also have more positive attitudes toward science when they believe scientific knowledge is uncertain, and when they believe knowledge derives from authority. Interpretations of these findings and implications for future research are discussed.
Federici, Roger A.; Skaalvik, Einar M.
One purpose of the present study was to develop and test the factor structure of a multidimensional and hierarchical Norwegian Principal Self-Efficacy Scale (NPSES). Another purpose of the study was to investigate the relationship between principal self-efficacy and work engagement. Principal self-efficacy was measured by the 22-item NPSES. Work…
Full Text Available Students with higher self-efficacy utilize higher tendency, endeavor, and strength in performing academic tasks and feel ensure of their ability, thus self-efficacy can influence their academic achievement. Current study was conducted aiming at investigating relationship between self-efficacy and academic achievement of students of Zahedan University of Medical Sciences. It is a descriptive – analytical research on 190 students of Zahedan University of Medical Sciences during 2015 – 2016. Subjects were selected randomly and two-part questionnaire was used as data collection tool. First part was related to demographic characteristics and second part was related to self-efficacy questionnaire. Finally data were analyzed by SPSS 19 Software using deceptive statistics, Pearson correlation and independent t. Average age of individuals was 21.46 ± 312 and 82 students were female.Relationship between gender and self-efficacy of students was significant and self-efficacy was higher in females. But relationship between gender and academic achievementis not significant. Relationship between age and academic achievement was not significant. Relationship between self-efficacy and academic achievement of students was measured through Pearson correlation test and significant relationship was observed. People with higher selfefficacy have more optimal academic status compared to people with low self-efficacy and there is direct positive relationship between GPA and self-efficacy.
Cziraki, Karen; Read, Emily; Spence Laschinger, Heather K; Wong, Carol
Purpose This paper aims to test a model examining precursors and outcomes of nurses' leadership self-efficacy, and their aspirations to management positions. Design/methodology/approach A cross-sectional survey of 727 registered nurses across Canada was conducted. Structural equation modelling using Mplus was used to analyse the data. Findings Results supported the hypothesized model: χ 2 (312) = 949.393; CFI = 0.927; TLI = 0.919; RMSEA = 0.053 (0.049-0.057); SRMR 0.044. Skill development opportunities ( ß = 0.20), temporary management roles ( ß = 0.12) and informal mentoring ( ß = 0.11) were significantly related to nurses' leadership self-efficacy, which significantly influenced motivation to lead ( ß = 0.77) and leadership career aspirations ( ß = 0.23). Motivation to lead was significantly related to leadership career aspirations ( ß = 0.50). Practical implications Nurses' leadership self-efficacy is an important determinant of their motivation and intention to pursue a leadership career. Results suggest that nurses' leadership self-efficacy can be influenced by providing opportunities for leadership mastery experiences and mentorship support. Leadership succession planning should include strategies to enhance nurses' leadership self-efficacy and increase front-line nurses' interest in leadership roles. Originality value With an aging nurse leader workforce, it is important to understand factors influencing nurses' leadership aspirations to develop and sustain nursing leadership capacity. This research study makes an important contribution to the nursing literature by showing that nurses' leadership self-efficacy appears to be an important determinant of their motivation to lead and desire to pursue a career as a nurse leader.
Lockwood, Adam B.; Mcclure, John; Sealander, Karen; Baker, Courtney N.
There is an ever-increasing need for school psychology training programs to demonstrate their ability to produce competent practitioners. One method of addressing this need is through the assessment of self-efficacy. However, little research on self-efficacy in school psychology exists likely due to the lack of a psychometrically sound measure of…
Lim, Vivien K. G.; Loo, Geok Leng
Structural equation modeling results from data on 178 undergraduates and their parents in Singapore indicated that paternal job insecurity was associated positively and maternal job insecurity negatively with authoritarian parenting. Mothers' authoritarian parenting was related to young adults' self-efficacy. Self-efficacy was positively…
Johnson, Donald M.; Ferguson, James A.; Lester, Melissa L.
Of 175 freshmen agriculture students, 74% had prior computer courses, 62% owned computers. The number of computer topics studied predicted both computer self-efficacy and computer knowledge. A substantial positive correlation was found between self-efficacy and computer knowledge. (SK)
Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung
Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in explaining the relationships among these factors. Accordingly, this study aimed to investigate cultural differences in science learning self-efficacy and examine the relationships within factors constituting science learning self-efficacy by adopting a survey instrument for administration to students in the U.S. and Taiwan. A total of 218 university students (62.40% females) were surveyed in the U.S.A, and 224 university students (49.10% females) in Taiwan were also invited to take part in the study. The results of the structural equation modelling revealed cultural differences in the relationships among the factors of science learning self-efficacy. It was found that U.S. students' confidence in their ability to employ higher-order cognitive skills tended to promote their confidence in their ability to accomplish practical work, strengthening their academic self-efficacy. However, the aforementioned mediation was not found for the Taiwanese participants.
Full Text Available Orientation: Self-efficacy beliefs, given their task-specific nature, are likely to influence managers’ perceived decision-making competence depending on fluctuations in their nature and strength as non-ability contributors. Research purpose: The present research describes the conceptualisation, design and measurement of managerial decision-making self-efficacy. Motivation for the study: The absence of a domain-specific measure of the decision-making self-efficacy of managers was the motivation for the development of the Managerial Decisionmaking Self-efficacy Questionnaire (MDMSEQ. Research approach, design and method: A cross-sectional study was conducted on a nonprobability convenience sample of managers from various organisations in South Africa. Statistical analysis focused on the construct validity and reliability of items through exploratory and confirmatory factor analysis to test the factorial validity of the measure. Main findings: The research offers confirmatory validation of the factorial structure of the MDMSEQ. The results of two studies involving 455 (Study 1, n = 193; Study 2, n = 292 experienced managers evidenced a multidimensional structure and demonstrated respectable subscale internal consistencies. Findings also demonstrated that the MDMSEQ shared little common variance with confidence and problem-solving self-efficacy beliefs. In addition, several model fit indices suggested a reasonable to good model fit for the measurement model. Practical/managerial implications: The findings have implications for practical applications in employment selection and development with regard to managerial decision-making. Absence of the assessment of self-efficacy beliefs may introduce systematic, non-performance related variance into managerial decision-making outcomes in spite of abilities that managers possess. Contribution/value-add: Research on the volition-undermining effect of self-efficacy beliefs has been remarkably prominent
Pennell, Claire; Whittingham, Koa; Boyd, Roslyn; Sanders, Matthew; Colditz, Paul
There is a lack of research investigating parental self-efficacy in parents of infants born preterm as well as a paucity of parental self-efficacy measures that are domain-specific and theoretically grounded. This study aimed to compare parental self-efficacy in parents of infants born term, preterm and very preterm as well as to test whether parental self-efficacy mediates the relationship between psychological symptoms and parental competence. In order to achieve this, a new measure of parental self-efficacy and parental competence relevant for the preterm population and consistent with Bandura's (1977, 1986, 1989) conceptualisation of self-efficacy was developed. Participants included 155 parents, 83 of whom were parents of very preterm (GAparents of preterm (GAparents of term born infants. Parents completed the Preterm Parenting & Self-Efficacy Checklist (the new measure), Family Demographic Questionnaire, Depression Anxiety Stress Scale and Self-Efficacy Questionnaire. This initial study indicates that the Preterm Parenting & Self-Efficacy Checklist has adequate content validity, construct validity, internal consistency and split half reliability. Contrary to expectations, parents of very preterm infants did not report significantly lower overall levels of parental self-efficacy or significantly higher levels of psychological symptoms compared to parents of preterm and term infants. Parental self-efficacy about parenting tasks mediated the relationship between psychological symptoms and self perceived parental competence as predicted. Clinical implications of the results and suggestions for future research are discussed. Crown Copyright © 2012. Published by Elsevier Inc. All rights reserved.
Full Text Available The article stems from an attempt to transfer the Bandura's social cognitive theory into organisational praxis. Beliefs of self-efficacy, which is defined as people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances, are constructed from 4 principal sources of information: enactive mastery experiences; vicarious experiences that alter efficacy beliefs through transmission of competencies and comparison with the attainment of others; verbal persuasion and allied types of social influences that one possesses certain capabilities; and physiological and affective states from which people partly judge their capableness, strength, and vulnerability to dysfunction. The study of self-efficacy in job-related context involved 295 employees from 3companies belonging to the same business group. Self-efficacy was assed using Schwarzer's scale, while rating scales were used for assessing the 4 principal sources of influence upon it. First, differences between companies regarding demographic characteristics of the employees, job characteristics and self-efficacy were analyzed. Dependence of employee's self-efficacy on his/her age, gender, education, work experience, employment status, job type and the four principal influence sources was tested using a regression model. Finally, we identified typical employee profiles with respect to the studied factors. We hope that our study will help human-resources specialists design appropriate interventions for developing a resilient sense of self-efficacy in the employees.
Hu, Liang; Cheng, Shoubin; Lu, Jiaying; Zhu, Lele; Chen, Ling
In this study, we examined the effect of the manipulation of exercise self-efficacy on the enjoyment of physical activity in a sample of 44 Chinese adolescents (age = 14.27 ± .87 y), including 22 boys and 22 girls. The participants were randomized into a low-efficacy or high-efficacy condition, and their self-efficacy beliefs for engaging in moderate-intensity physical activity were manipulated by providing false feedback after a submaximal exercise test. The participants' self-efficacy was measured and compared before and after the exercise test and the participants' enjoyment of physical activity was assessed after the exercise test. It was found that exercise self-efficacy was successfully manipulated in the expected direction in both conditions, which significantly influenced the participants' enjoyment of physical activity. After the exercise test, the participants in the low-efficacy condition reported lower enjoyment scores relative to the high-efficacy participants. These results suggest that self-efficacy may have an important influence on the enjoyment of physical activity among Chinese adolescents. We recommend that physical activity promotion programs should be tailored to enhance adolescents' self-efficacy beliefs and enjoyment of the experience of physical activity.
To recommend strategies for enhancing patients' sense of self-worth and self-efficacy in order to give them sufficient faith in themselves to make healthier choices about their weight. PubMed, PsycINFO, Google Scholar, and APA Journals Online were searched for original research articles on treatment models and outcome review articles from 1960 to the present. Key search terms were weight loss, weight-loss treatments, diets and weight loss, psychology and obesity, physiology and obesity, and exercise and weight loss. Most evidence was level I and level II. In spite of extensive research, there is widespread belief that the medical system has failed to stem the tide of weight gain in North America. The focus has been on physiologic, behavioural, and cultural explanations for what is seen as a relatively recent phenomenon, while the self-perception of overweight individuals has been largely overlooked. Professional treatments have consisted mainly of cognitive behavioural therapies and rest on the premise that overweight patients will effectively apply the cognitive behavioural therapy principles. In the long run, professional and commercial programs are often ineffective. We need treatments that include strategies to repair ego damage, enhance the sense of self-worth, and develop self-efficacy so that overweight patients can become the agents of change in their pursuit of well-being. Self-efficacy correlates positively with success in all realms of personal endeavour, and we can help our overweight patients become more self-reliant.
Su, Xiaoxia; Xiang, Ping; McBride, Ron E.; Liu, Jiling; Thornton, Michael A.
This study examined at-risk boys' social self-efficacy and physical activity self-efficacy within Bandura's self-efficacy framework. A total of 97 boys, aged between 10 and 13 years, attending a summer sports camp completed questionnaires assessing their social self-efficacy, physical activity self- efficacy, prosocial behaviors, and effort.…
Nash, W A
Outside of abstinence, correct and consistent condom use is the single most effective tool to prevent the transmission human immunodeficiency virus (HIV). This is particularly true in countries such as Belize where incidence rates remain high. Women are physiologically at higher risk for HIV, and many feel powerless to insist on condom use. Although nurses are in a position to promote condom use, variables that influence this decision are not clearly understood. In this study, we examined variables that influence a nurses' self-efficacy to promote and teach condom use to women specifically to reduce their HIV risk. Data related to self-efficacy, vicarious experience related to condom use promotion and a nurse's sexual relationship power were collected from nurses practising in Belize (n = 60). These data were cross-sectional and collected at the annual nurses' conference. Both years of nursing education and positive vicarious experience promoting and teaching condom use to women were positively correlated to their self-efficacy to do so. Vicarious experience was significantly correlated to self-efficacy in a subgroup of nurses with lower sexual relationship power but not in those with higher sexual relationship power. When designing HIV continuing education programmes for nurses in Belize, it is important to consider level of nursing education and access to vicarious experience such as mentoring and role modelling. An additional factor to consider is the influence that a nurse's power in her own primary sexual relationship may play in the formation of her self-efficacy. © 2011 The Author. International Nursing Review © 2011 International Council of Nurses.
Zhaoyang, Ruixue; Martire, Lynn M; Sliwinski, Martin J
The purpose of this study was to examine the within-day and cross-day prospective effects of knee osteoarthritis (OA) patients' self-efficacy to engage in physical activity despite the pain on their subsequent physical activity assessed objectively in their natural environment. Over 22 days, 135 older adults with knee OA reported their morning self-efficacy for being physically active throughout the day using a handheld computer and wore an accelerometer to measure moderate activity and steps. Morning self-efficacy had a significant positive effect on steps and moderate-intensity activity throughout that day, above and beyond the effects of demographic background and other psychosocial factors as well as spouses' support and social control. The lagged effect of morning self-efficacy on the next day's physical activity and the reciprocal lagged effect of physical activity on the next day's self-efficacy were not significant. Positive between-person effects of self-efficacy on physical activity were found. Future research should aim to better understand the mechanisms underlying fluctuations in patients' daily self-efficacy, and target patients' daily self-efficacy as a modifiable psychological mechanism for promoting physical activity. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Magklara, Eleni; Morrison, Val
Patient well-being on referral to surgery likely affects their surgical experience yet few studies examine pre-surgical correlates of well-being. Guided by the Common Sense Model of Self-Regulation and Social Cognitive theory, this study examined whether illness and emotional representations, general and domain self-efficacy were associated with pre-surgical well-being. The pre-surgical assessment of a three-wave prospective study is reported. Fifty-four hip and knee replacements patients (mean age = 69.33; SD = 8.57) were recruited in the pre-surgery educational clinic at a UK general hospital. Patients completed a questionnaire-pack including the Revised Illness Perceptions Questionnaire, the General Self-Efficacy Scale, the Self-Efficacy for Rehabilitation Outcome Scale, the Falls-Efficacy Scale, and the Short Form of Psychological Well-Being Index. Multiple hierarchical regression analyses showed that above and beyond demographic and clinical characteristics, negative emotional representations were associated with lower psychological well-being while strong general self-efficacy beliefs were positively related to psychological well-being. Independent of demographic and clinical characteristics, joint replacement patients' psychological well-being was associated with their cognitions and emotional reactions to their condition before surgery. Early interventions could potentially target these modifiable factors to improve pre-surgical well-being in this group of patients, with potential for additional post-surgical benefit.
Persson, Roger; Cleal, Bryan; Jakobsen, Mette Øllgaard
Objective. To examine the relationship between self-efficacy and not wanting help to change health behaviors. Method. All employees in the Danish police department were invited to respond to an electronic questionnaire. All respondents expressing a desire to change health behaviors in relation...... to reporting that one did not want help. Conclusion. A high belief in one's own ability to change lifestyle behaviors in relation to smoking, alcohol, eating, and physical activity may lead to avoidance of help offers in a workplace setting. © 2013 Society for Public Health Education....
Thomas, Megan Elizabeth
Self-efficacy theory was first introduced in a seminal article by Albert Bandura in 1977 entitled "Self-efficacy: Toward a unifying theory of behavioral change". Since its original introduction, self-efficacy has been a major focus of academic performance, anxiety, career development, and teacher retention research. Self-efficacy can be defined as the belief an individual possesses about their ability to perform a given task. Bandura proposed that self-efficacy should be measured at the highest level of specificity due to the fact that different people are efficacious in different areas. Interested in students' efficacy toward biology, Ebert-May, Baldwin, & Allred (1997) created and validated a survey to measure students' biology self-efficacy. Their survey was modeled after the guidelines for science literacy, and loaded to three sub-factors; methods of biology, generalization to other science courses, and application of the concepts. As self-efficacy theory has been related to effort expenditure and persistence (Bandura, 1977; 1997), one might think it would have some effect on students' attitudes toward the topic at hand. The current research investigated what changes in biology self-efficacy occurred after an introductory biology course with an inquiry based laboratory learning environment. In addition, changes in students' attitudes towards science were explored and how self-efficacy might affect them.
Jeong, Eui Jun; Kim, Doo Hwan
This study examines whether social activities with parents, online and offline social self-efficacy, and attitudes toward gaming are associated with the degree of game addiction among adolescents. Using data from a survey of 600 middle- and high-school students in South Korea, we tested the relationships of personal characteristics (grade point average and time spent on gaming each day), social self-efficacy (both on- and offline), general social activities (with parents, friends, and teachers), gaming activities with parents, and attitudes toward gaming (those of self, parents, friends, and teachers) with the degree of game addiction. In addition, we conducted ANOVA tests to determine the differences among three groups: non-addicts (NA), possible (mild or moderate) addicts (PA), and Internet addicts (IA). The results show that social self-efficacy in the real world (offline) was negatively related with the degree of game addiction, whereas social self-efficacy in the virtual world (online) indicated a positive association. Social activities with parents are negatively associated with game addiction, although no relationship is found between gaming activities with parents and game addiction. Parental attitude toward gaming has a negative relationship with the addiction. Results and implications are discussed.
Yada, Hironori; Kobayashi, Mako; Odachi, Ryo; Yamane, Toshie
This study aimed to clarify the factors related to self-efficacy experienced by psychiatric nurses. Analysis of qualitative descriptive data from a free self-description questionnaire administered to 16 psychiatric nurses working in psychiatric hospitals revealed 24 codes across the following 8 categories as factors that increase self-efficacy: A1. possibility of practical use in nursing, A2. nursing judgment, A3. improvement of psychiatric symptoms, A4. the patients presenting a positive attitude, A5. building a relationship of trust with the patients, A6. building a relationship of trust with other nurses, A7. work progressing according to plan and A8. team medical practice. Twenty-five codes across the following 10 categories were identified as factors that decrease self-efficacy: B1. lack of communication, B2. uncertainty in caregiving, B3. recurrence of psychiatric symptoms, B4. feeling overpowered by a patient, B5. sense of being too busy to work adequately, B6. difficulty in bringing about self-improvement, B7. sense of loss regarding one's role as a nurse, B8. lack of physical strength, B9. mechanical performance of nursing and B10. fluctuating view of nursing due to mistakes. These factors require intervention for psychiatric nurses' self-efficacy.
Virtual bystanders in a language lesson : examining the effect of social evaluation, vicarious experience, cognitive consistency and praising on students' beliefs, self-efficacy and anxiety in a virtual reality environment
Qu, C.; Ling, Y.; Heynderickx, I.E.J.; Brinkman, W.P.
Bystanders in a real world's social setting have the ability to influence people’s beliefs and behavior. This study examines whether this effect can be recreated in a virtual environment, by exposing people to virtual bystanders in a classroom setting. Participants (n = 26) first witnessed virtual
Virtual bystanders in a language lesson : Examining the effect of social evaluation, vicarious experience, cognitive consistency and praising on students' beliefs, self-efficacy and anxiety in a virtual reality environment
Qu, C.; Ling, Y.; Heynderickx, I.; Brinkman, W.P.
Bystanders in a real world's social setting have the ability to influence people’s beliefs and behavior. This study examines whether this effect can be recreated in a virtual environment, by exposing people to virtual bystanders in a classroom setting. Participants (n = 26) first witnessed virtual
Cassani, Mary Kay Kuhr
The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the
Halim, Lilia; Rahman, Norshariani Abd; Ramli, Nor Aidillina Mohd; Mohtar, Lilia Ellany
Interest towards STEM and STEM careers is declining worldwide. Among the STEM related careers, the physics discipline has been the most affected in terms of numbers and imbalance of gender. This study investigates the role of self-efficacy in STEM towards STEM careers and Physics career based on gender and types of school. Findings showed that there is a positive and significant correlation between students' STEM self-efficacy and interest towards all disciplines in STEM and Physics career. Boys showed high level of self-efficacy in engineering discipline while the girls' associate more with science. Students from boarding schools showed higher self-efficacy and interest towards STEM careers compared to students from public schools. An implication of the study is that self-efficacy and interest in STEM careers are enhanced through engagement with STEM activities in and outside of school. Emphasis should be given to the role of counselors in making STEM careers relevant to students.
Tulloch, Heather; Heenan, Adam; Sweet, Shane; Goldfield, Gary S; Kenny, Glen P; Alberga, Angela S; Sigal, Ronald J
The objective of the present study was to test if outcome expectancy mediated the relationship between fitness and self-efficacy, perceived stress, and depressive symptoms.Adolescents with obesity ( n = 228) completed measures of perceived stress and depressive symptoms at baseline, self-efficacy and outcome expectancy at baseline and 3 months, and fitness at baseline and 6 months. Structural equation modeling was used to analyze the data. Results showed that self-efficacy was positively associated with fitness via outcome expectancies. For females, fewer depressive symptoms were linked to fitness via self-efficacy and outcome expectancies. Exercise interventions that enhance exercise self-efficacy, outcome expectancy, and reduce depressive symptoms may increase fitness.
Open Access DOWNLOAD FULL TEXT ... Data were gathered using a self report questionnaire consisting of scales measuring variables in the study. Self efficacy, job insecurity, sexual harassment and target selling significantly jointly ...
Nielsen, Tine; Makransky, Guido; Vang, Maria Louison
academic learning self-efficacy (SAL-SE) and specific academic exam self-efficacy (SAE-SE), each scale being measurement invariant relative to age, Gender, admission method and specific course targeted. Furthermore, significant and relevant differences between the SAL-SE and SAE-SE scores dependent......Self-efficacy is an important and much used construct in psychology and social science studies. The validity of the measurements used is not always sufficiently evaluated. The aim was to evaluate the psychometric properties of the Danish translation of the self-efficacy subscale of The Motivated...... Strategies for Learning Questionnaire (MSLQ-SE) within a higher education context. Rasch measurement models were employed focusing on measurement invariance and dimensionality. Results with one students sample showed the MSLQ-SE to be not one, but two separate unidimensional subscales, measuring specific...
Salanova, Marisa; Lorente, Laura; Martínez, Isabel M
The objective of this study is to analyze the different role that efficacy beliefs play in the prediction of learning, innovative and risky performances. We hypothesize that high levels of efficacy beliefs in learning and innovative performances have positive consequences (i.e., better academic and innovative performance, respectively), whereas in risky performances they have negative consequences (i.e., less safety performance). To achieve this objective, three studies were conducted, 1) a two-wave longitudinal field study among 527 undergraduate students (learning setting), 2) a three-wave longitudinal lab study among 165 participants performing innovative group tasks (innovative setting), and 3) a field study among 228 construction workers (risky setting). As expected, high levels of efficacy beliefs have positive or negative consequences on performance depending on the specific settings. Unexpectedly, however, we found no time x self-efficacy interaction effect over time in learning and innovative settings. Theoretical and practical implications within the social cognitive theory of A. Bandura framework are discussed.
Full Text Available BACKGROUND: Despite exercise is recommended as an adjunct to medication therapy in patients with heart failure (HF, non-adherence to exercise is a major problem. While improving self-efficacy is an effective way to increase physical activity, the evidence concerning the relationship between strategies to enhance self-efficacy and exercise among HF has not been systematically reviewed. The objective of this systematic review is to assess the effect of interventions to change the self-efficacy on exercise in patients with HF. METHODS: A systematic database search was conducted for articles reporting exercise self-efficacy interventions. Databases such as PubMed, ProQuest, CINAHL, Scopus, and PsycINFO, and the Cochrane Library were searched with restrictions to the years 2000-June 2014. A search of relevant databases identified 10 studies. Published randomized controlled intervention studies focusing strategies to change self-efﬁcacy to exercise adherence in HF were eligible for inclusion. In addition, studies that have applied self-efficacy-based interventions to improve exercise are discussed. RESULTS: Limited published data exist evaluating the self-efficacy strategies to improve exercise in HF. Dominant strategies to improve patients’ self-efficacy were performance accomplishments, vicarious experience, verbal persuasion, emotional arousal. CONCLUSION: Evidence from some trials supports the view that incorporating the theory of self-efficacy into the design of an exercise intervention is beneficial. Moreover, exercise interventions aimed at integrating the four strategies of exercise self-efficacy can have positive effects on confidence and the ability to initiate exercise and recover HF symptoms. Findings of this study suggest that a positive relationship exists between self-efficacy and initiating and maintaining exercise in HF, especially in the short-term period.
Rajati, Fatemeh; Sadeghi, Masoumeh; Feizi, Awat; Sharifirad, Gholamreza; Hasandokht, Tolu; Mostafavi, Firoozeh
BACKGROUND Despite exercise is recommended as an adjunct to medication therapy in patients with heart failure (HF), non-adherence to exercise is a major problem. While improving self-efficacy is an effective way to increase physical activity, the evidence concerning the relationship between strategies to enhance self-efficacy and exercise among HF has not been systematically reviewed. The objective of this systematic review is to assess the effect of interventions to change the self-efficacy on exercise in patients with HF. METHODS A systematic database search was conducted for articles reporting exercise self-efficacy interventions. Databases such as PubMed, ProQuest, CINAHL, Scopus, and PsycINFO, and the Cochrane Library were searched with restrictions to the years 2000-June 2014. A search of relevant databases identified 10 studies. Published randomized controlled intervention studies focusing strategies to change self-efﬁcacy to exercise adherence in HF were eligible for inclusion. In addition, studies that have applied self-efficacy-based interventions to improve exercise are discussed. RESULTS Limited published data exist evaluating the self-efficacy strategies to improve exercise in HF. Dominant strategies to improve patients’ self-efficacy were performance accomplishments, vicarious experience, verbal persuasion, emotional arousal. CONCLUSION Evidence from some trials supports the view that incorporating the theory of self-efficacy into the design of an exercise intervention is beneficial. Moreover, exercise interventions aimed at integrating the four strategies of exercise self-efficacy can have positive effects on confidence and the ability to initiate exercise and recover HF symptoms. Findings of this study suggest that a positive relationship exists between self-efficacy and initiating and maintaining exercise in HF, especially in the short-term period. PMID:25815022
Full Text Available Self-efficacy has been proposed as an important element of a successful cognitive behavioral treatment. Positive changes in perceived self-efficacy have been linked to an improved adaptive emotional and behavioral responding in the context of anxiety-provoking situations. Furthermore, a positive influence of self-efficacy on cognitive functions has been confirmed. The present study examined the effect of verbal persuasion on perceived self-efficacy and fear extinction. Healthy participants were subjected to a standardized differential fear conditioning paradigm. After fear acquisition, half of the participants received a verbal persuasion aimed at increasing perceived self-efficacy. The extinction of fear was assessed immediately thereafter on both the implicit and explicit level. Our results suggest that an increased perceived self-efficacy was associated with enhanced extinction, evidenced on the psychophysiological level and accompanied by more pronounced decrements in conditioned negative valence. Changes in extinction were not due to a decrease in overall emotional reactivity to conditioned stimuli. In addition, debriefing participants about the false positive feedback did not affect the processing of already extinguished conditioned responses during a subsequent continued extinction phase. Our results suggest that positive changes in perceived self-efficacy can be beneficial for emotional learning. Findings are discussed with respect to strategies aimed at increasing extinction learning in the course of exposure-based treatments.
Self-efficacy, denoting the degree of confidence an individual has in carrying out a specific activity, was initially discussed in the 1970s as a potential correlate of disease outcomes. Drawn from 35 years of related research, this review provides an updated understanding of the concept of self-efficacy and its relevance for arthritis management. There is a consistent link between self-efficacy, arthritis pain and disability, and adherence to recommended therapeutic strategies. A wide variety of intervention strategies improve arthritis self-efficacy, as well as outcomes. Steps to assess and intervene thoughtfully to maximize self-efficacy beliefs are likely to impact arthritis disability outcomes quite favorably and significantly, regardless of disease type, duration, or sociodemographic factors. PMID:28070346
Evans, Robert Harry
products, is the personal capacity belief of self- efficacy which has been shown to be important to personal behavioral change. The purpose of this research was to develop and test a model of teacher professional development (TPD) which adds specific elements for altering teacher self......-efficacies to existing FP7 IBST products. This model was tested for its usefulness in increasing participant self-efficacy as evidenced by short and long term quantitative measures as well as by evaluation of long terminquiry lessons. Workshops to promote IBST were conducted in five different countries. Each workshop...... months. The promotion of self-efficacy in TPD provides a consistent way of evaluating the impact of IBST workshops through the use of changes in self-efficacy....
Keshavarz, Somayeh; Mounts, Nina S
The authors examined the moderating role of adolescent's gender and father's education on the associations between perceived paternal parenting styles and self-efficacy in a socioeconomical diverse sample of Iranian ado-lescents (n = 382). Results revealed that paternal authoritative parenting was significantly and positively related to self-efficacy. Interestingly, a significant and positive relation was also found between paternal authoritarian parenting and self-efficacy. This finding might have been the result of the fact that this study was conducted as part of a collectivist culture. In addition, the results indicated that boys who perceived their fathers as highly authoritative indicated higher self-efficacy than girls did. Furthermore, the findings demonstrated that higher educational levels attenuate the negative impact of the permissive parenting style on self-efficacy. The present findings underscore the need to focus on the role of gender and father's education when assessing the link between parenting style and adolescents' self-efficacy.
Yildirim, Fatma; Ilhan, Inci Ozgür
Self-efficacy, which is a basic construct in social cognitive theory, has been defined as one's belief in his/her ability to start, continue, and complete an action in a manner that has an impact on his/her environment. This study aimed to investigate the psychometric properties of the General Self-Efficacy Scale-Turkish Form. The General Self-Efficacy Scale-Turkish Form was administered to 895 individuals ?18 years of age that had at least 5 years of education. Exploratory factor analysis, criterion validity testing (using the Beck Depression Scale, Spielberger Trait Anxiety Inventory, Locus of Control Scale, Learned Resourcefulness Scale, and Coopersmith Self Esteem Inventory), internal consistency analysis, and test-retest reliability analysis were performed. The 3-factor structure of the scale explained 41.5% of the observed variance. Correlations between the General Self-Efficacy Scale-Turkish Form and the other measures were statistically significant. The Cronbach's alpha coefficient for the entire scale was 0.80 and the test-retest reliability coefficient estimated from data for 236 individuals that were contacted for follow-up was 0.69. The General Self-Efficacy Scale-Turkish Form is a valid and reliable instrument for the assessment of general self-efficacy in individuals ?18 years of age with at least 5 years of education.
Norton, Melanie K; Smith, Megan V; Magriples, Urania; Kershaw, Trace S
This study examined the relationship between traditional masculine role norms (status, toughness, anti-femininity) and psychosocial mechanisms of sexual risk (sexual communication, sexual self-efficacy) among young, low-income, and minority parenting couples. Between 2007 and 2011, 296 pregnant adolescent females and their male partners were recruited from urban obstetrics clinics in Connecticut. Data regarding participants' beliefs in masculine role norms, frequency of general sex communication and sexual risk communication, and sexual self-efficacy were collected via computer-assisted self-interviews. Generalized estimating equation (GEE) models were used to test for actor effects (whether a person's masculine role norms at baseline influence the person's own psychosocial variables at 6-month follow-up) and partner effects (whether a partner's masculine role norms at baseline influence an actor's psychosocial variables at 6-month follow-up). Results revealed that higher actor status norms were significantly associated with more sexual self-efficacy, higher actor toughness norms were associated with less sexual self-efficacy, and higher actor anti-femininity norms were significantly associated with less general sex communication, sexual risk communication, and sexual self-efficacy. No partner effects were found. These results indicate a need for redefining masculine role norms through family centered approaches in pregnant or parenting adolescent couples to increase sexual communication and sexual self-efficacy. Further research is needed to understand partner effects in the context of a relationship and on subsequent sexual risk behavior. © Society for Community Research and Action 2016.
Pool, Lorraine Dacre; Qualter, Pamela
Emotional intelligence continues to receive a substantial amount of attention from researchers who argue that it is an important predictor of health, wellbeing and in particular, work-related outcomes. Emotional self-efficacy, which is concerned with beliefs in one's emotional functioning capabilities, has recently been shown to be important in…
Patrick, Lyn; Care, Esther; Ainley, Mary
The influence of vocational interest, self-efficacy beliefs, and academic achievement on choice of educational pathway is described for a cohort of Australian students. Participants were 189 students aged 14-15 years, who were considering either academic or applied learning pathways and subject choices for the final 3 years of secondary school.…
Yamauchi, Lois A.; Greene, William L.
Social cognitive theory suggests that individuals' beliefs about their efficacy in specific contexts, such as school, influence their motivation in those settings. The relationship between various sociocultural factors and the development of adolescents' perceived academic self-efficacy are investigated in this paper. Participants (N=202), drawn…
Sardegna, Veronica G.; Lee, Juhee; Kusey, Crystal
This article proposes a structural model of English language learners' self-efficacy beliefs, attitudes toward learning pronunciation skills, and choice of pronunciation learning strategies. Participants' responses (N = 704) to two self-reported questionnaires--Strategies for Pronunciation Improvement (SPI) inventory and Learner Attitudes for…
Giles, Rebecca McMahon; Byrd, Kelly O.; Bendolph, Angelia
Research has consistently shown that teacher efficacy is related to a variety of desirable student outcomes, thus, making teacher efficacy an important factor in high quality mathematics instruction. The purpose of this study was to determine elementary preservice teachers' self-efficacy beliefs related to teaching mathematics. Forty-one…
Huang, Ching-Ting; Yang, Shu Ching
This study examines the effects of two types of online remedial reading interventions on the reading strategy and comprehension, motivational beliefs, and self-efficacy of 36 low-achieving students (explicit teaching before reciprocal teaching [ET-RT] vs. direct instruction [DI]). We designed a 10-unit online remedial English reading program based…
Harrison, Allison W.; Rainer, R. Kelly, Jr.; Hochwarter, Wayne A.; Thompson, Kenneth R.
Briefly reviews Albert Bandura's Self-Efficacy Performance Model (ability to perform a task is influenced by an individual's belief in their capability). Tests this model with a sample of 776 university employees and computer-related knowledge and skills. Results supported Bandura's thesis. Includes statistical tables and a discussion of related…
McCullers, J. F.; Bozeman, William
This study examined how self-efficacy beliefs might be used to inform leadership regarding accountability. A survey of principals was used to investigate the degree to which they believed the goals of federal and state school measures were actually attainable, and to what degree they believed their leadership helped achieve these goals. The…
This study explores the disparity between college students' self-efficacy beliefs regarding their writing skills and their teachers' perceptions of the latter. It also examines ways to improve the academic writing instruction provided by the institution, and the impact of a first-year introductory academic-writing course. A total of 151 third-year…
Asakereh, Ahmad; Dehghannezhad, Maliheh
This study investigated the relationship between student satisfaction with speaking classes, speaking skills self-efficacy beliefs, and speaking skills achievement. To this end, one hundred Iranian EFL undergraduate students filled out two questionnaires; a research-made and pilot-tested questionnaire for student satisfaction with speaking…
Jensen, Robin E.
Enactive mastery experiences have been identified as the most influential source of self-efficacy beliefs. Yet little is known about enactive mastery experiences, including how such experiences manifest in naturally occurring situations (as opposed to simulated situations). This study draws from semistructured interviews (N = 50) with sex…
Hampton, Nan Zhang
Explores the relationship between self-efficacy beliefs and the quality of life in Chinese individuals with spinal cord injuries. Also examines whether health status and demographic variables correlated with the quality of life in this population. Results are discussed in line with the Chinese culture and its influences on the psychosocial…
Uzuntiryaki, Esen; Aydin, Yesim Capa
This study described the process of developing and validating the College Chemistry Self-Efficacy Scale (CCSS) that can be used to assess college students' beliefs in their ability to perform essential tasks in chemistry. In the first phase, data collected from 363 college students provided evidence for the validity and reliability of the new…
Cordero, Elizabeth D.; Porter, Sarah H.; Israel, Tania; Brown, Michael T.
This study compared two interventions to increase math self-efficacy among undergraduate students. Ninety-nine first-year undergraduate students participated in an intervention involving performance accomplishment or an intervention combining performance accomplishment and belief-perseverance techniques in which participants constructed a…
The objective of the present study is to examine the correlation between the five factor personality traits of pre-service teachers and their attitudes towards the teaching profession and to test the mediating role of the pre-service teachers' self-efficacy beliefs. The study population included pre-service teachers that attended the…
Teo, Timothy; Kam, Chester
The 10-item General Self-Efficacy Scale (GSES) was developed to assess an individual's beliefs to cope with a variety of situations in life. Despite the GSES being used in numerous research from researchers in different countries and presented in different languages, little is known about the use of its validity in an Asian culture. The aim of the…
Scherer, Ronny; Jansen, Malte; Nilsen, Trude; Areepattamannil, Shaljan; Marsh, Herbert W.
Teachers’ self-efficacy is an important motivational construct that is positively related to a variety of outcomes for both the teachers and their students. This study addresses challenges associated with the commonly used ‘Teachers’ Sense of Self-Efficacy (TSES)’ measure across countries and provides a synergism between substantive research on teachers’ self-efficacy and the novel methodological approach of exploratory structural equation modeling (ESEM). These challenges include adequately ...
Pena, G; Altree, M; Field, J; Thomas, M J W; Hewett, P; Babidge, W; Maddern, G J
An important factor that may influence an individual's performance is self-efficacy, a personal judgement of capability to perform a particular task successfully. This prospective study explored newly qualified surgeons' and surgical trainees' self-efficacy in non-technical skills compared with their non-technical skills performance in simulated scenarios. Participants undertook surgical scenarios challenging non-technical skills in two simulation sessions 6 weeks apart. Some participants attended a non-technical skills workshop between sessions. Participants completed pretraining and post-training surveys about their perceived self-efficacy in non-technical skills, which were analysed and compared with their performance in surgical scenarios in two simulation sessions. Change in performance between sessions was compared with any change in participants' perceived self-efficacy. There were 40 participants in all, 17 of whom attended the non-technical skills workshop. There was no significant difference in participants' self-efficacy regarding non-technical skills from the pretraining to the post-training survey. However, there was a tendency for participants with the highest reported self-efficacy to adjust their score downwards after training and for participants with the lowest self-efficacy to adjust their score upwards. Although there was significant improvement in non-technical skills performance from the first to second simulation sessions, a correlation between participants' self-efficacy and performance in scenarios in any of the comparisons was not found. The results suggest that new surgeons and surgical trainees have poor insight into their non-technical skills. Although it was not possible to correlate participants' self-belief in their abilities directly with their performance in a simulation, in general they became more critical in appraisal of their abilities as a result of the intervention. © 2015 BJS Society Ltd Published by John Wiley & Sons Ltd.
Uzuntiryaki, Esen; Çapa Aydın, Yeşim
This study described the process of developing and validating the College Chemistry Self-Efficacy Scale (CCSS) that can be used to assess college students’ beliefs in their ability to perform essential tasks in chemistry. In the first phase, data collected from 363 college students provided evidence for the validity and reliability of the new scale. Three dimensions emerged: self-efficacy for cognitive skills, self-efficacy for psychomotor skills, and self-efficacy for everyday applications. In the second phase, data collected from an independent sample of 353 college students confirmed the factorial structure of the 21-item CCSS. The Cronbach alpha coefficients ranged from 0.82 to 0.92. In addition, each dimension of the CCSS had moderate and significant correlations with student chemistry achievement and differentiated between major and non-major students. Followed by the additional validation studies, the CCSS will serve as a valuable tool for both instructors and researchers in science education to assess college students’ chemistry self-efficacy beliefs.
Larbi-Apau, Josephine; Oti-Boadi, Mabel; Tetteh, Albert
Both computer attitude and eLearning self-efficacy are critical complementary factors in determining confidence levels and behavioral belief systems, and can directly affect students' actions, performances and achievements. This study applied a multidimensional construct in validating computer attitude and eLearning self-efficacy of Psychology…
Elstad, Eyvind; Christophersen, Knut-Andreas
Adequate self-efficacy is useful for motivating individuals to engage in continued improvement. This study explores the potential antecedents of instructional self-efficacy beliefs among Norwegian student teachers attending a programme for secondary school teachers. The most important finding was the strong association between the student…
This article presents an interview with Frank Pajares, an internationally recognized scholar in the field of motivation and self-efficacy. During the interview, Pajares talked about William James, what he learned from reading "The Little Prince," his self-efficacy beliefs, and his famous speech wherein he spoke of God, the Devil, and solving the…
Jacobsen, Christian Bøtcher; Andersen, Lotte Bøgh
Concerns are sometimes raised that transactional leadership harms public organisations’ performance, because demands thwart employees’ self-efficacy. However, the opposite may be argued – conditional rewards strengthen feelings of competence because they provide positive feedback on performance. ......, the teachers’ self-efficacy can be linked positively to organisational performance. This suggests that rewards can be an important tool for managers in the public sector....
Imai, Hissei; Furukawa, Toshiaki A; Hayashi, Shin-U; Goto, Atsushi; Izumi, Kazuo; Hayashino, Yasuaki; Noda, Mitsuhiko
We evaluated the associations of risk perception, self-efficacy, and trust with two health promotion behaviors (food habits and exercise) and depressive mood. Diabetic patients aged between 40 and 64 ( n = 1195) were included in the analyses. Risk perception worsened behavioral changes in terms of food habits and depression, whereas self-efficacy and trust improved food habits, exercise, and depression; trust improved exercise and depression. In conclusion, self-efficacy and trust appear to be more beneficial than risk perception for positive behavioral changes and for improving depression in diabetic patients. However, their influence on behavioral changes may be different according to the types of behaviors.
Yildirim, Tuba Pinar
A focus of engineering education is to prepare future engineers with problem solving, design and modeling skills. In engineering education, the former two skill areas have received copious attention making their way into the ABET criteria. Modeling, a representation containing the essential structure of an event in the real world, is a fundamental function of engineering, and an important academic skill that students develop during their undergraduate education. Yet the modeling process remains under-investigated, particularly in engineering, even though there is an increasing emphasis on modeling in engineering schools (Frey 2003). Research on modeling requires a deep understanding of multiple perspectives, that of cognition, affect, and knowledge expansion. In this dissertation, the relationship between engineering modeling skills and students' cognitive backgrounds including self-efficacy, epistemic beliefs and metacognition is investigated using model-eliciting activities (MEAs). Data were collected from sophomore students at two time periods, as well as senior engineering students. The impact of each cognitive construct on change in modeling skills was measured using a growth curve model at the sophomore level, and ordinary least squares regression at the senior level. Findings of this dissertation suggest that self-efficacy, through its direct and indirect (moderation or interaction term with time) impact, influences the growth of modeling abilities of an engineering student. When sophomore and senior modeling abilities are compared, the difference can be explained by varying self-efficacy levels. Epistemology influences modeling skill development such that the more sophisticated the student beliefs are, the higher the level of modeling ability students can attain, after controlling for the effects of conceptual learning, gender and GPA. This suggests that development of modeling ability may be constrained by the naivete of one's personal epistemology
Full Text Available Introduction: A number of studies have argued that students' academic self-efficacy is affected by various factors. This study investigates the role of the dark triad personality and wisdom on the Iranian students' academic self-efficacy. Methods: In this correlational study, 177 (84 female and 93 male students of the University of Isfahan aged 18-54 years old (M = 23.1, SD = 4.9 were selected. Total academic mean range of the participants was 10 to 20 (M = 16.4, SD = 1.6. Participants completed the College Academic Self-Efficacy Scale, The Dark Triad Dirty Dozen, and Three-dimensional wisdom scales. Results: Results showed that there was a negative relationship between the variables of Machiavellianism and psychopathy and academic self-efficacy; inversely, there was a positive relationship between variables of cognitive and reflective wisdom and academic self-efficacy. Reflective wisdom, narcissism, and Machiavellianism predicted 0.17% of the self-efficacy. Conclusion: The results of the present study supported the importance of the dark triad personality and wisdom, as the variables, which were able to predict the academic self-efficacy of the students.
Parker, Jack; Mawson, Susan
This research explores the impact of receiving feedback through a Personalised Self-Managed Rehabilitation System (PSMrS) for home-based post-stroke rehabilitation on the users' self-efficacy; more specifically, mastery experiences and the interpretation of biomechanical data. Embedded within a realistic evaluation methodological approach, exploring the promotion of self-efficacy from the utilisation of computer-based technology to facilitate post-stroke upper-limb rehabilitation in the home included; semi-structured interviews, quantitative user data (activity and usage), observations and field notes. Data revealed that self-efficacy was linked with obtaining positive knowledge of results feedback. Encouragingly, this also transferred to functional activities such as, confidence to carry out kitchen tasks and bathroom personal activities. Findings suggest the PSMrS was able to provide key sources of self-efficacy by providing feedback which translated key biomechanical data to the users. Users could interpret and understand their performance, gain a sense of mastery and build their confidence which in some instances led to increased confidence to carry out functional activities. However, outcome expectations and socio-structural factors impacted on the self-efficacy associated with the use of the system. Increasing the understanding of how these factors promote or inhibit self-management and self-efficacy is therefore crucial to the successful adoption of technology solutions and promotion of self-efficacy.
Bailey, Janelle M.; Lombardi, Doug; Cordova, Jacqueline R.; Sinatra, Gale M.
Two motivational factors—self-efficacy and interest—may be especially relevant to deepening students' understanding of astronomy. We examined the relationship between students' self-efficacy for, interest in learning about, and changes in their knowledge of stars, as measured by the Star Properties Concept Inventory (SPCI). Approximately 700 undergraduate students taking introductory astronomy responded to surveys at the start and end of their semester-long course. A sequential multiple regression analysis showed that self-efficacy post explains an appreciable percentage of variance in SPCI posttest scores, more than twice the percentage explained by all the pretest variables (SPCI, self-efficacy, and interest) combined. Knowledge and self-efficacy improved significantly over instruction; interest did not. Follow-up analyses revealed that instructors whose classes increased in self-efficacy also had the greatest increases in knowledge scores. Interviews with these instructors suggest they provide their students with more opportunities for mastery experiences with elaborated, performance-related feedback, as well as strong positive verbal persuasion and vicarious experiences through peer instruction. Through increased understanding of the relationship between motivational constructs (e.g., self-efficacy, interest) and knowledge, we can both improve our models and better inform instruction.
Janelle M. Bailey
Full Text Available Two motivational factors—self-efficacy and interest—may be especially relevant to deepening students’ understanding of astronomy. We examined the relationship between students’ self-efficacy for, interest in learning about, and changes in their knowledge of stars, as measured by the Star Properties Concept Inventory (SPCI. Approximately 700 undergraduate students taking introductory astronomy responded to surveys at the start and end of their semester-long course. A sequential multiple regression analysis showed that self-efficacy post explains an appreciable percentage of variance in SPCI posttest scores, more than twice the percentage explained by all the pretest variables (SPCI, self-efficacy, and interest combined. Knowledge and self-efficacy improved significantly over instruction; interest did not. Follow-up analyses revealed that instructors whose classes increased in self-efficacy also had the greatest increases in knowledge scores. Interviews with these instructors suggest they provide their students with more opportunities for mastery experiences with elaborated, performance-related feedback, as well as strong positive verbal persuasion and vicarious experiences through peer instruction. Through increased understanding of the relationship between motivational constructs (e.g., self-efficacy, interest and knowledge, we can both improve our models and better inform instruction.
Full Text Available Background: Self-efficacy is known as a factor which influences health behaviors, chronic diseases management and quality of life in patients with cancer. Objective: The aim of this study was to investigate the association of self-efficacy and quality of life in women with breast cancer undergoing chemotherapy. Methods: This cross sectional study was conducted in 100 women with breast cancer referred to Seyed Al-Shohada Hospital, Isfahan in 2015. The study subjects were selected by simple random sampling method. The measurement tools were the Sherer self-efficacy scale and the World Health Organization WHOQOL-BREF quality of life assessment. Data were analyzed using one-way ANOVA and Pearson’s correlation coefficient. Findings: Mean age was 48.25±11.93 years. The mean self-efficacy score and quality of life score were 55.78± 11 and 75.91±15.28, respectively and both of them were average. There was positive significant correlation between self-efficacy and quality of life. There was also significant association between self-efficacy and quality of life domains including physical health, mental health, social relationships and environment. Conclusion: With regards to the results, it seems that activities such as workshops for patients, presence of a psychologist in department of chemotherapy, and providing health facilities can be effective for increasing self-efficacy and quality of life in patients with cancer.
Full Text Available Introduction Self-efficacy in clinical performance had an important role in applying competencies; also competencies and self-efficacy in clinical performance influenced to quality care of nursing and midwifery students. So the present study aimed to define the relationship between clinical competencies and clinical self-efficacy among nursing and midwifery students. Materials and Methods This is a cross-sectional study conducted on 150 of nursing and midwifery students in Isfahan University of Medical Science, selected through two stage sampling in 2014. The participant completed questionnaires about personal/ educational characteristics and nursing competencies questionnaire (18 items and clinical self-efficacy scale (37 items. The data were analyzed by, Pearson statistical test, t-test, variance analysis through SPSS version16. Results The results showed that 50% (n=75 and 37.4% (n=56 of nursing and midwifery students had good clinical competence and clinical Self-Efficacy, respectively. Also the mean competencies and self-efficacy in clinical performance scores were 35.05± 1.2 and 76.03± 0.4 respectively. Pearson correlation coefficient showed that there was a positive linear correlation between the score of clinical competence and clinical self-efficacy (P
Yang, Hui-Ling; Kao, Yu-Hsiu; Huang, Yi-Ching
This paper explored the present status of self-efficacy and job involvement of clinical nursing teachers and investigated the predictive power of teachers' personal background variables on such, as well as the relationship between self-efficacy and job involvement. A total of 419 participants in the survey sample were chosen among clinical nursing teachers at 19 public and private institutes of technology and junior colleges in Taiwan in 2004. The self-developed structural questionnaire was categorized into three sections, including personal background data, job self-efficacy related to the clinical teaching inventory and job involvement related to clinical teaching inventory. Of the total 419 questionnaires distributed for this cross-sectional survey, 266 valid copies were registered, at a recovery rate of 63%. Findings indicated that both the job self-efficacy and job involvement of clinical nursing teachers are at a medium to high level and that significant differences exist in job self-efficacy and job involvement based on differences in age, marital status, teaching seniority, teacher qualifications, and job satisfaction. Second, samples have significantly different performance in self-efficacy due to differences in education level attained and the medical institution to which nursing teachers had been assigned. Self-efficacy and job involvement are significantly positively correlated. These results can serve as a reference for the cultivation of nursing teachers and reform of clinical nursing education in the future.
Tan, K L; Suhaida, S; Leong, Y P
The objective of this study is to investigate empirically the extent to which self-efficacy contributes to the development of green entrepreneurial intention. The measurement constructs of self-efficacy were classified into market opportunities, innovative environment, initiating relationships, defining purpose, coping with challenges, and developing human resources. The study comprises 252 usable convenient samples through structured questionnaires. The coefficient of determination R 2 shows that the variance of intention to entrepreneurship is explained by the variance of the independent variables. It was also found that the model is fit for prediction.
Tan, K. L.; Suhaida, S.; Leong, Y. P.
The objective of this study is to investigate empirically the extent to which self-efficacy contributes to the development of green entrepreneurial intention. The measurement constructs of self-efficacy were classified into market opportunities, innovative environment, initiating relationships, defining purpose, coping with challenges, and developing human resources. The study comprises 252 usable convenient samples through structured questionnaires. The coefficient of determination R2 shows that the variance of intention to entrepreneurship is explained by the variance of the independent variables. It was also found that the model is fit for prediction.
Wang, Lin; Tao, Hong; Bowers, Barbara J; Brown, Roger; Zhang, Yaqing
The aim of this study was to examine the relationships among social support, self-efficacy, and resilience in early career registered nurses. A cross-sectional study was conducted with a convenience sample of 747 early career registered nurses. Data collection was performed between August and November 2015. Data were analyzed using structural equation modeling. Among the three factors of social support, only the impact of coworker support on nurse resilience is fully mediated by self-efficacy; friend support had a significant positive direct effect on self-efficacy and an indirect effect on nurse resilience. This would suggest the importance of administrators/managers understanding how to promote coworker support, increase self-efficacy, foster a positive work climate, and develop effective mentorship programs to improve early career registered nurses resilience and mitigate factors leading to turnover.
Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge
Yerdelen-Damar, Sevda; Boz, Yezdan; Aydın-Günbatar, Sevgi
This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 females, 198 males) from 7 colleges in Turkey. The proposed model based on educational technology literature was tested using structural equation modeling. The model testing results revealed that preservice teachers' technology competencies and experiences mediated the relation of technology ownership to their TPACK self efficacy beliefs. The direct relation of their possession of technology to their TPACK self efficacy beliefs was insignificant while the indirect relation through their technology competencies and experiences was significant. The results also indicated there were significant direct effects of preservice teachers' attitudes towards technology use, technology competencies, and experiences on their TPACK self efficacy beliefs.
Full Text Available No prior literature explores the influence of green transformational leadership on green performance, thus, this study develops a novel research framework to fill the research gap. This study investigates the influence of green transformational leadership on green performance and discusses the mediation effects of green mindfulness and green self-efficacy by means of structural equation modeling (SEM. The results indicate that green transformational leadership positively influences green mindfulness, green self-efficacy, and green performance. Moreover, this study demonstrates that the positive relationship between green transformational leadership and green performance is partially mediated by the two mediators: green mindfulness and green self-efficacy. It means that green transformational leadership can not only directly affect green performance positively but also indirectly affect it positively through green mindfulness and green self-efficacy. Therefore, firms need to raise their green transformational leadership, green mindfulness, and green self-efficacy to increase their green performance.
Buch, Robert; Säfvenbom, Reidar; Boe, Ole
© 2015 Buch et al. This is an open access article. This study investigated the moderating role of intrinsic motivation for military studies on the relationship between academic self-efficacy and change in perceived military competence. We present two concurrent hypotheses based on theoretical interaction effects of intrinsic motivation. Data from 245 cadets from three military academies revealed a positive relationship between self-efficacy and an increase in perceived military competence ...
Scholz, Urte; Sniehotta, Falco F.; Schüz, Benjamin; Oeberst, Andries
This study investigated whether an individual's plan execution self-efficacy precedes mastery of the respective action plan or vice versa. Study participants were 122 cardiac rehabilitation patients. Plan execution self-efficacy and mastery of a personal action plan on physical activity were assessed each week for 6 weeks after discharge from rehabilitation. Physical exercise was assessed 2 months after discharge. Multilevel cross-lagged panel analyses resulted in a positive effect of mastery...
Whittaker, Karen A; Cowley, Sarah
To examine parental self-efficacy experiences for users of a parenting support programme and consider the pertinence of self-efficacy theory to health visiting (public health nursing) practice. Commonly, successful parenting training programmes are underpinned by social learning principles and aim to strengthen parental self-efficacy. However, research examining programme effectiveness rarely discusses how self-efficacy outcomes are achieved. A descriptive survey was completed as the first part of a realistic evaluation study examining how a UK parenting support programme worked. The first part of the realistic evaluation involved validating outcome measures (the Parenting Self-Agency Measure and Self-Efficacy for Parenting Tasks Index subscales) and administering a questionnaire survey. The questionnaire was completed by adults accessing a parenting support programme during a 10-month period (n = 168). Data were analysed using descriptive and inferential statistics. Women were the main users of the programme, which included informal drop-in groups as well as more formalised health visiting services and parenting training courses. The Parenting Self-Agency Measure results indicated good general parental self-efficacy; however, the task-specific Self-Efficacy for Parenting Tasks Indexes scales suggested that parents were less self-efficacious in disciplining children. Lower self-efficacy scores correlated with high ratings for 'feeling tired', 'receiving negative comments' and 'giving-in to a child's demands'. Study results indicate that the domain general and task-specific measures provide different, but helpful, insights into parental self-efficacy experiences. By identifying factors associated with the levels of general and task-specific parental self-efficacy, health visitors can gain a fuller appreciation of support needs. To maximise potential through parenting support, attention should be given to addressing factors associated with poorer self-efficacy
This study examined the relationships between teacher leadership, science teacher self-efficacy, and fifth-grade science student achievement in diverse schools in a San Antonio, Texas, metropolitan school district. Teachers completed a modified version of the "Leadership Behavior Description Question" (LBDQ) Form XII by Stogdill (1969),…
Career self efficacy, achievement motivation and organizational commitments are considered as predictors of lecturers‟ conflict preventive behaviours in tertiary institutions in Oyo town. 300 lecturers (149 male and 151 female) of the four tertiary institutions were randomly sampled. What is the relative contributions of each ...
Bartley, Sarah R.; Ingram, Naomi
This study explored the relationship between parents' mathematics self-efficacy and emotional arousal to mathematics and their 12- and 13-year-old children's mathematics self-efficacy and emotional arousal to mathematics. Parental modelling of affective relationships during homework was a focus. Eighty-four parent and child pairings from seven schools in New Zealand were examined using embedded design methodology. No significant correlations were found when the parents' mathematics self-efficacy and emotional arousal to mathematics were compared with the children's mathematics self-efficacy and emotional arousal to mathematics. However, the parents' level of emotional arousal to mathematics was found to have affected their willingness to assist with mathematics homework. For those parents who assisted, a significant positive correlation was found between their mathematics self-efficacy and their children's emotional arousal to mathematics. Parents who did assist were generally reported as being calm, and used techniques associated with positive engagement. Fathers were calmer and more likely to express readiness to assist with mathematics homework than mothers. A further significant positive correlation was found between fathers' emotional arousal to mathematics and children's mathematics self-efficacy. Implications from the study suggest directions for future research.
Chan, Joanne Chung-Yan; Sy, Po Yi
The demand for nurses to provide transcultural nursing care is rising. However, little is known about the relationships among the dimensions of nurse personality, intercultural communication, and cultural self-efficacy in the provision of this care. The aims of this study were to examine the associations among personality, intercultural communication, and cultural self-efficacy in nursing students and to compare intercultural communication and cultural self-efficacy between first-year and third-year nursing students. One hundred twenty-six Chinese students completed a questionnaire that consisted of three scales that were designed to measure intercultural communication, cultural self-efficacy (cultural concepts, transcultural nursing functions, and cultural knowledge related to South Asians), and personality, respectively. Intercultural communication correlated positively with the three subscales of personality, agreeableness (r = .22, p nursing functions correlated positively with intercultural communication (r = .36, p Asians correlated positively with agreeableness (r = .20, p nursing functions, or self-efficacy in the cultural knowledge related to South Asians. Personality assessments should be included in the nursing student recruitment process. Furthermore, nurse educators should focus greater attention on enhancing the cultural self-efficacy and intercultural communication skills of their students.
Ely Rizky Amaliyah
Full Text Available This study aims to explain the relationship between environmental variables out g a, school culture, self-efficacy and student learning outcomes Administrative Program Program at SMK. This research includes quantitative research type with the explanatory descriptive method. The sampling technique was proportionate stratified random sampling, the study sample consisted of 114 students. Data analysis in this research using path analysis. Results research shows that there is a positive and significant influence of family environment on self-efficacy, there is the positive and significant influence of school culture on self-efficacy, there is a direct positive and significant influence between the environment to the family on the results of learning. While the school culture The air does not directly influence the learning outcomes, but the air of self-efficacy ng driving direct effect on learning outcomes, and the family environment is not aired directly influence the outcome through self-efficacy jar arts students, and school culture has an indirect effect on learning outcomes through students' self-efficacy.
Socio-economic variations in tobacco consumption, intention to quit and self-efficacy to quit among male smokers in Thailand and Malaysia: results from the International Tobacco Control-South-East Asia (ITC-SEA) survey.
Siahpush, Mohammad; Borland, Ron; Yong, Hua-Hie; Kin, Foong; Sirirassamee, Buppha
Aim To examine the association of socio-economic position (education, income and employment status) with cigarette consumption, intention to quit and self-efficacy to quit among male smokers in Thailand and Malaysia. Design and setting The data were based on a survey of adult smokers conducted in early 2005 in Thailand and Malaysia as part of the International Tobacco Control-South-East Asia (ITC-SEA) project. Participants A total of 1846 men in Thailand and 1906 men in Malaysia. Measurement Participants were asked questions on daily cigarette consumption, intention to quit and self-efficacy to quit in face-to-face interviews. Findings Analyses were based on multivariate regression models that adjusted for all three socio-economic indicators. In Thailand, higher level of education was associated strongly with not having self-efficacy, associated weakly with having an intention to quit and was not associated with cigarette consumption. Higher income was associated strongly with having self-efficacy, associated weakly with high cigarette consumption and was not associated with having an intention to quit. Being employed was associated strongly with having an intention to quit and was not associated with cigarette consumption or self-efficacy. In Malaysia, higher level of education was not associated with any of the outcomes. Higher income was associated strongly with having self-efficacy, and was not associated with the other outcomes. Being employed was associated moderately with higher cigarette consumption and was not associated with the other outcomes. Conclusion Socio-economic and cultural conditions, as well as tobacco control policies and tobacco industry activities, shape the determinants of smoking behaviour and beliefs. Existing knowledge from high-income countries about disparities in smoking should not be generalized readily to other countries.
Lam, Yuen Yi; Chan, Joanne Chung Yan
This study compared the effects of social persuasion from parents and teachers on students' self-efficacy in reading comprehension in English as a foreign language. Ninety-nine Grade 8 Chinese students in a secondary school in Hong Kong completed a questionnaire with six scenarios which tapped their self-efficacy after receiving positive and…
Baanu, Titilayo Funmisho; Oyelekan, Oloyede Solomon; Olorundare, Adekunle Solomon
Self-efficacy reflects the extent to which students believe that they can successfully perform in school. It usually positively correlated with outcome expectations but it is possible that a student's has high self-efficacy does not transform into a high academic achievement. This study sought to find out the relationship between chemistry…
Garneau, Chelsea L; Higginbotham, Brian; Adler-Baeder, Francesca
Using an Actor-Partner Interdependence Model, we examined remarriage beliefs as predictors of marital quality and positive interaction in a sample of 179 stepcouples. Three beliefs were measured using subscales from the Remarriage Belief Inventory (RMBI) including success is slim, children are the priority, and finances should be pooled. Several significant actor and partner effects were found for both wives' and husbands' beliefs. Wives' marital quality was positively associated with their own beliefs that finances should be pooled and negatively associated with their own beliefs that success is slim. Wives' reports of their own and spouses' positive interaction were both positively associated with their beliefs that finances should be pooled. Their reports of spouses' positive interaction were also negatively associated with husbands' beliefs that success is slim. Husbands' marital quality was positively associated with wives' beliefs that children are the priority, positively associated with their own beliefs that finances should be pooled, and negatively with success is slim. Positive interaction for husbands was positively associated with wives' beliefs that finances should be pooled and negatively associated with their own beliefs that success is slim. Finally, husbands' reports of positive interaction for their spouses were positively associated with wives' beliefs that finances should be pooled. Implications for future research utilizing dyadic data analysis with stepcouples are addressed. © 2015 Family Process Institute.
Demirören, Meral; Turan, Sevgi; Öztuna, Derya
Problem-based learning (PBL) is most commonly used in medical education to enhance self-regulated learning (SRL) skills. Self-efficacy beliefs affect students' motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students' self-reported SRL skills and their self-efficacy in PBL. A cross-sectional study was conducted with second (286; 83.1%) and third (275; 80.2%) year students at the Ankara University School of Medicine. The SRL perception (SRLP) scale and self-efficacy for problem-based learning (SPBL) scale were used in the study. The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale) and the subscales of SPBL and the students' views on benefiting from PBL. The female students' mean score was higher for the 'planning and goal setting' subscale of SRLP (p=0.017), and the second-year students' mean score was higher than that of the third-year students for the 'lack of self-directedness' subscale of SRLP (p=0.001) with small effect sizes (Cohen's d is 0.17 and 0.27). There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the 'responsibility' subscale of SPBL (p=0.003; Cohen's d=0.26). The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students' development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum, learning environment, individual differences, and how these can affect the
Demirören, Meral; Turan, Sevgi; Öztuna, Derya
Background Problem-based learning (PBL) is most commonly used in medical education to enhance self-regulated learning (SRL) skills. Self-efficacy beliefs affect students’ motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students’ self-reported SRL skills and their self-efficacy in PBL. Methods A cross-sectional study was conducted with second (286; 83.1%) and third (275; 80.2%) year students at the Ankara University School of Medicine. The SRL perception (SRLP) scale and self-efficacy for problem-based learning (SPBL) scale were used in the study. Results The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale) and the subscales of SPBL and the students’ views on benefiting from PBL. The female students’ mean score was higher for the ‘planning and goal setting’ subscale of SRLP (p=0.017), and the second-year students’ mean score was higher than that of the third-year students for the ‘lack of self-directedness’ subscale of SRLP (p=0.001) with small effect sizes (Cohen's d is 0.17 and 0.27). There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the ‘responsibility’ subscale of SPBL (p=0.003; Cohen's d=0.26). Conclusions The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students’ development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum, learning
Full Text Available Background: Problem-based learning (PBL is most commonly used in medical education to enhance self-regulated learning (SRL skills. Self-efficacy beliefs affect students’ motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students’ self-reported SRL skills and their self-efficacy in PBL. Methods: A cross-sectional study was conducted with second (286; 83.1% and third (275; 80.2% year students at the Ankara University School of Medicine. The SRL perception (SRLP scale and self-efficacy for problem-based learning (SPBL scale were used in the study. Results: The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale and the subscales of SPBL and the students’ views on benefiting from PBL. The female students’ mean score was higher for the ‘planning and goal setting’ subscale of SRLP (p=0.017, and the second-year students’ mean score was higher than that of the third-year students for the ‘lack of self-directedness’ subscale of SRLP (p=0.001 with small effect sizes (Cohen's d is 0.17 and 0.27. There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the ‘responsibility’ subscale of SPBL (p=0.003; Cohen's d=0.26. Conclusions: The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students’ development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum
Skaalvik, Einar M; Skaalvik, Sidsel
When studied separately, research shows that both teacher self-efficacy and teacher autonomy are associated with adaptive motivational and emotional outcomes. This study tested whether teacher self-efficacy and teacher autonomy are independently associated with engagement, job satisfaction, and emotional exhaustion. 2,569 Norwegian teachers in elementary school and middle school (719 men, 1,850 women; M age = 45.0 yr., SD = 11.5) were administered the Norwegian Teacher Self-Efficacy Scale, the Teacher Autonomy Scale, the Utrecht Work Engagement Scale, the Teacher Job Satisfaction Scale, and the Maslach Burnout Inventory. The analysis revealed that both teacher autonomy and self-efficacy were independent predictors of engagement, job satisfaction, and emotional exhaustion. This study suggests that autonomy or decision latitude works positively but through different processes for teachers with high and low mastery expectations.
Full Text Available The study of self-efficacy and its impact on human performance has intrigued many scholars during the last two decades, for example, Clayson and Sheffet, 2006; Nauta, 2004; Muijsand Rejnolds 2001; Bandura, 1997 and Soodak and Podell, 1993. This study was conducted with the objective to find out the impact ofteacher self-efficacy on the secondary school students’ academic achievement. For this purpose, sixty (60 secondary school teachers and a hundred (100 secondary school students in Chiltan Town of Quetta city were randomly selected. To collect the data, teacher self-efficacy questionnaire for teachers was used and to measure students’ academic achievement a test was developed. Data were analyzed through Pearson Correlation and Multiple Regressions. The findings of the study revealed that teacher self-efficacy has a positive impact on the students’ academic achievement. The results of the study and their pedagogical implications have been discussed, and recommendations have been provided for further researches.
Lisa Ratriana Chairiyati
Full Text Available This study discusses the relationship between academic self-efficacy and academic self-concept with academic achievement. The design of the study was descriptive - correlational, with a study sample of 192 children. Statistical Analysis with SPSS computer method (Statistical Package for Social Science version 17.0 for windows is used to find out characteristics of the respondents, and the regression analysis between the two independent variables (self-efficacy and academic self-concept academic and the dependent variable (academic achievement produce models regression . The results showed only variable Self-Efficacy (SE contributes positively to academic achievement. It is supported by the value of t-statistic greater than 1, 645 for the value . Hence it can be said that the dependent variable (academic achievement can be predicted with self-efficacy academic.
DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry
Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. PMID:26250562
DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry
Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor's belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K-12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. © 2015 S. E. DeChenne et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Alavi, Azam; Zargham-Boroujeni, Ali; Yousefy, Alireza; Bahrami, Masoud
Self-efficacy is the most influential among factors affecting nurses' performance. Yet, understanding of the constituent elements of the caring self-efficacy concept was not considered. This study was to introduce altruism as one of the main aspects of caring self-efficacy in pediatric nurses. This is part of a larger study on the concept of caring self-efficacy conducted with qualitative content analysis approach in Iran. Participants included 27 clinical pediatric nurses and instructors, selected purposively. Data were collected using semi-structured interviews and analyzed using conventional content analysis method. Theme "altruism" as one of the main themes extracted from the analysis of the interviews in this study. This theme includes two main categories of "humanistic care" and "caring attitude." This paper introduces altruism as one of the values aspects of caring self-efficacy in pediatric nurses. Efficient nurse with features Humanistic care, through the provision of maternal care and family-centered care and caring attitudes resulting from religious beliefs and loving children to care for the children.
Research purpose: The purpose of this study is to explore the relationship between three constructs, namely emotional intelligence, self-efficacy and leadership effectiveness in a policing context. Motivation for this study: In the police sector, there are difficulties in linking leadership to organisational outcomes since common police-leadership measures are affected by multiple contributory factors. This study explores the psychological constructs of emotional intelligence and self-efficacy on the leadership effectiveness of the police. Research design, approach and method: This research adopted a quantitative approach to assess the relationship between emotional intelligence and self-efficacy as attributes of leadership effectiveness. A total of 107 police personnel in commanding positions made up the sample. The measuring instruments used were the Assessing Emotions Scale, the Self-efficacy Scale and the Multifactor Leadership Questionnaire (MLQ Form 5X. Main findings: The results confirmed a positive relationship between emotional intelligence and self-efficacy and leadership effectiveness. The correlations were significant at the 0.01 level (2-tailed. Practical/managerial implications: Emotional intelligence and self-efficacy should be considered as attributes during the selection of leaders in police organisations or used for developmental purposes to enhance these attributes in police leaders. Contribution/value-add: The insights gained from the findings may be used to guide the selection of future leaders in the policing environment, and they could also be used to establish future developmental programmes and research initiatives.
Carter, Alice; Breen, Lauren; Yaruss, J Scott; Beilby, Janet
Self-efficacy has emerged as a potential predictor of quality of life for adults who stutter. Research has focused primarily on the positive relationship self-efficacy has to treatment outcomes, but little is known about the relationship between self-efficacy and quality of life for adults who stutter. The purpose of this mixed- methods study is to determine the predictive value of self-efficacy and its relationship to quality of life for adults who stutter. The Self-Efficacy Scale for Adult Stutterers and the Overall Assessment of the Speaker's Experience with Stuttering were administered to 39 adults who stutter, aged 18- 77. Percentage of syllables stuttered was calculated from a conversational speech sample as a measure of stuttered speech frequency. Qualitative interviews with semi-structured probes were conducted with 10 adults and analyzed using thematic analysis to explore the lived experience of adults who stutter. Self-efficacy emerged as a strong positive predictor of quality of life for adults living with a stuttered speech disorder. Stuttered speech frequency was a moderate negative predictor of self-efficacy. Major qualitative themes identified from the interviews with the participants were: encumbrance, self-concept, confidence, acceptance, life-long journey, treatment, and support. Results provide clarity on the predictive value of self-efficacy and its relationship to quality of life and stuttered speech frequency. Findings highlight that the unique life experiences of adults who stutter require a multidimensional approach to the assessment and treatment of stuttered speech disorders. Crown Copyright © 2017. Published by Elsevier Inc. All rights reserved.
Purtiana Septi Alfurofika
Full Text Available Tujuan penelitian ini untuk menghasilkan perangkat pembelajaran matematika model Jigsaw strategi Metakognitif untuk meningkatkan self-efficacy terhadap kemampuan pemecahan masalah dengan materi segi empat kelas VII valid, praktis dan efektif. Penelitian ini merupakan penelitian pengembangan modifikasi Plomp. Jenis perangkat pembelajaran yang dikembangkan adalah silabus, RPP, bahan ajar, LKS, media pembelajaran, Tes Kemampuan Pemecahan Masalah. Teknik pengambilan data menggunakan lembar validasi, lembar pengamatan self-efficacy dan aktifitas, Lembar angket, dan Tes Kemampuan Pemecahan Masalah. Hasil penelitian menunjukkan: (1 perangkat yang dikembangkan valid; (2 pembelajaran praktis ditandai dengan respon positif siswa dan kemampuan guru baik; (3 Efektifitas ditandai dengan (a kemampuan pemecahan masalah mencapai KKM yaitu 83,4 dan ketuntasan klasikal sebesar 90,3%; (b self-efficacy dan aktifitas siswa secara bersama – sama berpengaruh positif terhadap kemampuan pemecahan masalah sebesar 71,9%; dan (c self-efficacy dan aktivitas siswa mengalami peningkatan. Berdasarkan hasil penelitian dapat disimpulkan tujuan pengembangan perangkat tercapai. The aim of this research to produce mathematics’ learning device the Jigsaw model with Metacognitive strategies for increasing self-efficacy towards problem solving ability to quadrilateral of class VII valid, practical and effective. This research is development of modifications Plomp. Kinds of learning devices are developed syllabi, lesson plans, teaching materials, worksheets, instructional media, and problem solving ability test. Technique of data collection by using validation sheet, observation sheet student’s self-efficacy and activity, questionnaire, and problem solving ability test. The results showed: (1 device developed valid; (2 practical learning is characterized by the positive response of students and good teachers ability; (3 effectiveness characterized by (a the ability of problem
Chirico, Andrea; Lucidi, Fabio; Merluzzi, Thomas; Alivernini, Fabio; Laurentiis, Michelino De; Botti, Gerardo; Giordano, Antonio
Self-efficacy for coping with cancer is a specific construct that refers to behaviors that occur in the course of dealing with a cancer diagnosis, cancer treatments, and transitioning to survivorship. One of the more widely used measures of self-efficacy for coping strategies with cancer is the Cancer Behavior Inventory. The following general questions provide a framework for this research: 1. Is self-efficacy for coping with cancer related to distress and quality of life of a cancer patient?. 2. Do self-efficacy for coping with cancer and the target psychological outcomes (i.e., distress and quality of life) change in longitudinal studies, with or without intervention? One-hundred eighty studies cited the different versions of the Cancer Behavior Inventory and 47 used the scale. Result showed an inverse relationship between self-efficacy for coping with cancer and distress, and a positive relationship between self-efficacy for coping with cancer and Quality of Life, both with a large effect size. The strong relationship of self-efficacy and outcomes, resulted of the specificity of the instrument, which targets specific coping strategies that are closely aligned with positive outcomes in adjusting to cancer. However, the results are consistent with the theory, which states that compared to those with low efficacy, highly efficacious people demonstrate less anxiety and better adjustment in stressful situations and consistent with prior results in which self-efficacy is positively related to quality of life.
Dechenne, Sue Ellen
Graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) are important in the teaching of undergraduate students (Golde & Dore, 2001). However, they are often poorly prepared for teaching (Luft, Kurdziel, Roehrig, & Turner, 2004). This dissertation addresses teaching effectiveness in three related manuscripts: (1) A position paper that summarizes the current research on and develops a model of GTA teaching effectiveness. (2) An adaptation and validation of two instruments; GTA perception of teaching training and STEM GTA teaching self-efficacy. (3) A model test of factors that predict STEM GTA teaching self-efficacy. Together these three papers address key questions in the understanding of teaching effectiveness in STEM GTAs including: (a) What is our current knowledge of factors that affect the teaching effectiveness of GTAs? (b) Given that teaching self-efficacy is strongly linked to teaching performance, how can we measure STEM GTAs teaching self-efficacy? (c) Is there a better way to measure GTA teaching training than currently exists? (d) What factors predict STEM GTA teaching self-efficacy? An original model for GTA teaching effectiveness was developed from a thorough search of the GTA teaching literature. The two instruments---perception of training and teaching self-efficacy---were tested through self-report surveys using STEM GTAs from six different universities including Oregon State University (OSU). The data was analyzed using exploratory and confirmatory factor analysis. Using GTAs from the OSU colleges of science and engineering, the model of sources of STEM GTA teaching self-efficacy was tested by administering self-report surveys and analyzed by using OLS regression analysis. Language and cultural proficiency, departmental teaching climate, teaching self-efficacy, GTA training, and teaching experience affect GTA teaching effectiveness. GTA teaching self-efficacy is a second-order factor combined from self-efficacy
Tudoran, Ana Alina; Scholderer, Joachim; Brunsø, Karen
In this paper we apply the principle of Regulatory Focus Theory to investigate the interaction between self-efficacy and outcome expectations on individuals' intentions to adopt health behaviors. The participants, 959 individuals (Survey 1) and 2400 individuals (Survey 2), reported self-efficacy beliefs and outcome expectations with regard to the consumption of omega-3 supplements and omega-3-enriched food products. We found that the relationship prevention outcome expectations-intention was significantly attenuated at low levels of self-efficacy and strengthened at high levels of self-efficacy, respectively; whereas, the relationship promotion outcome expectations-intention was unaffected by the perceived levels of self-efficacy. The implications suggest that consumers' motivation to adopt healthy food products, such as omega-3 supplements and omega-3 enriched products, should be encouraged by stimulating promotion outcome expectations. However, when a prevention frame is used, the individuals' motivation should be significantly enhanced by self-efficacy beliefs. Copyright © 2012 Elsevier Ltd. All rights reserved.
Elliott, Diane Cardenas
The purpose of this study was to examine the relationships between self beliefs, institutional characteristics, and college student persistence. More specifically, this study sought to understand whether self-efficacy beliefs, both academic self-efficacy and social self-efficacy, play a role in college persistence. Further, the possible moderating…
Senler, Burcu; Sungur-Vural, Semra
The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.
Arnoud Oude Groote Beverborg
Full Text Available Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening school-level capacity for sustained improvement. Building on previous research, this longitudinal study therefore examines how transformational leadership, task interdependence, self-efficacy, and teachers’ engagement in self-reflection mutually affect each other over time. Questionnaire data gathered on three measurement occasions from 655 Dutch Vocational Education and Training teachers was analyzed using a multivariate Latent Difference Score model. Results indicate that self-reflection and task interdependence reciprocally influence each other’s change. A considerate and stimulating transformational leader was found to contribute to this process. Change in self-efficacy was influenced by self-reflection, indicating that learning leads to competency beliefs. Together, the findings point to the important role transformational leadership practices play in facilitating teamwork, and sustaining teachers’ levels of learning in schools.
Self-efficacy and parental motivation as correlates ofstudends' academic ... and academic performance of secondary school students in attaining academic ... and improve their self-efficacy and to motivate parents to provide more support, care ...
Eller, L S; Rivero-Mendez, M; Voss, J; Chen, W-T; Chaiphibalsarisdi, P; Iipinge, S; Johnson, M O; Portillo, C J; Corless, I B; Sullivan, K; Tyer-Viola, L; Kemppainen, J; Rose, C Dawson; Sefcik, E; Nokes, K; Phillips, J C; Kirksey, K; Nicholas, P K; Wantland, D; Holzemer, W L; Webel, A R; Brion, J M
The aims of this study were to examine differences in self-schemas between persons living with HIV/AIDS with and without depressive symptoms, and the degree to which these self-schemas predict depressive symptoms in this population. Self-schemas are beliefs about oneself and include self-esteem, HIV symptom management self-efficacy, and self-compassion. Beck's cognitive theory of depression guided the analysis of data from a sample of 1766 PLHIV from the USA and Puerto Rico. Sixty-five percent of the sample reported depressive symptoms. These symptoms were significantly (p ≤ 0.05), negatively correlated with age (r = -0.154), education (r = -0.106), work status (r = -0.132), income adequacy (r = -0.204, self-esteem (r = -0.617), HIV symptom self-efficacy (r = - 0.408), and self-kindness (r = - 0.284); they were significantly, positively correlated with gender (female/transgender) (r = 0.061), white or Hispanic race/ethnicity (r = 0.047) and self-judgment (r = 0.600). Fifty-one percent of the variance (F = 177.530 (df = 1524); p education, work status, income adequacy, self-esteem, HIV symptom self-efficacy, and self-judgment. The strongest predictor of depressive symptoms was self-judgment. Results lend support to Beck's theory that those with negative self-schemas are more vulnerable to depression and suggest that clinicians should evaluate PLHIV for negative self-schemas. Tailored interventions for the treatment of depressive symptoms in PLHIV should be tested and future studies should evaluate whether alterations in negative self-schemas are the mechanism of action of these interventions and establish causality in the treatment of depressive symptoms in PLHIV.
Full Text Available Nonparametric belief propagation (NBP is one of the best-known methods for cooperative localization in sensor networks. It is capable of providing information about location estimation with appropriate uncertainty and to accommodate non-Gaussian distance measurement errors. However, the accuracy of NBP is questionable in loopy networks. Therefore, in this paper, we propose a novel approach, NBP based on spanning trees (NBP-ST created by breadth first search (BFS method. In addition, we propose a reliable indoor model based on obtained measurements in our lab. According to our simulation results, NBP-ST performs better than NBP in terms of accuracy and communication cost in the networks with high connectivity (i.e., highly loopy networks. Furthermore, the computational and communication costs are nearly constant with respect to the transmission radius. However, the drawbacks of proposed method are a little bit higher computational cost and poor performance in low-connected networks.
Rachel C. F. Sun
Full Text Available Beliefs in the future are an internalization of hope and optimism about future outcomes. This paper reviews and compares several theories of hope and optimism and highlights the features constituting beliefs in the future. This paper points out that beliefs in the future include a series of goal-directed thoughts and motivation, such as setting up valued and attainable goals, planning pathways, and maintaining self-confidence and mastery, so as to keep adolescents engaged in the pursuit of goals. This kind of personal mastery, together with sociocultural values, family, school, and peers are the antecedents leading to beliefs in the future, which is related to adolescents’ well-being and positive development. In order to cultivate adolescents’ beliefs in the future, enabling their ability to manipulate goal-directed thoughts and motivation and providing a supportive environment including their family, school, peers, and the society are recommended.
Srinathasya Br Sitepu
Full Text Available A business start up is identical to a new business run by an entrepeneur to gain profit. The research is to analyze the function of the entrepreneurship training given by Universitas Ciputra Surabaya to the villagers in Desa Mojowarno. The objectives of the research are: 1 to learn the proper innovation technique to increase the self efficacy of the entrepreneur/participant, 2 to understand the impact of the increased self-efficacy towards the business continuity managed by the entrepreneur/participant. The research method used is qualitative descriptive analysis with the subject of the research are entrepreneurs (ten training participants who managed banana trunk chips in Mojowarno. The validation technique used in this research is triangulation data method with participative observation, in depth interview and documentation (photo and video of the participants’ capability. The result of the research: 1 Innovation realization (5+1 concept succeeded in increasing the self efficacy of the participants (ten training participants; 2 The self-efficacy increase provides a positive impact (business increase so that the entrepreneur has an additional income. It is suggested that the entrepreneur must keep on innovating innovated to increase their self-efficacy so that the business can improve the continuity.Keywords: descriptive qualitative, innovation, self-efficacy, business entrepreneur start up, trainingABSTRAKStart-up bisnis identik dengan usaha baru yang dijalankan oleh seorang entrepreneur untuk mendapatkan keuntungan. Penelitian ini menganalisis peran pelatihan kewirausahaan yang diberikan Universitas Ciputra Surabaya kepada masyarakat Desa Mojowarno. Tujuan penelitian ini terdiri dari: 1 mengetahui teknik yang tepat untuk berinovasi guna meningkatkan self-efficacy dari entrepreneur/peseta yang mengikuti pelatihan, 2 Mengetahui dampak dari peningkatan self-efficacy terhadap keberlangsungan bisnis yang dijalankan oleh entrepreneur
Yao, Chen; Cai, Yun; Liu, Jia; Shan, Dan; Zhou, Xia
The purpose of the paper is to examine the relationship among Career Decision-Making Self Efficacy, existential anxiety and anxiety in the sample of college students during the professional choice. Data on The Revised Career Decision-Making Self-Efficacy-Shot Form, Existential Anxiety Scale (EAS), SCL-90 and self-identity status were collected and analyzed on a sample of 500 college students. 201 rural students' career decision making self-efficacy scores were as follows: self-appraisal (12.58 ± 3.48), occupational information (12.07 ± 3.05), goal selection (12.48 ± 3.51), planning (12.17 ± 3.10), problem solving (9.75 ± 2.38), all scores were lower than urban students, the difference was statistically significant (P guilt anxiety (13.72 ± 2.38), alienation and loneliness anxiety (16.82 ± 2.51), all scores are higher than urban students, the difference was statistically significant (P decision making self-efficacy. There is a significant positive correlation between anxiety and existential anxiety. There exists a significant negative correlation among factors of student and career decision making self-efficacy and anxiety. Meaningless and emptiness anxiety on career decision making self-efficacy are significant predictors. There is negative correlation among existential anxiety, occupational information and anxiety during the professional choice.
Gao, Ling-Ling; Sun, Ke; Chan, Sally Wai-Chi
to examine the changes in and relationship between perceived social support and parenting self-efficacy in the perinatal period among pregnant women in mainland China. this was a secondary analysis with data from part of an experimental study of the effects of an interpersonal-psychotherapy-oriented childbirth psychoeducation programme on maternal adaptation. A longitudinal design was employed in the present study. The study was carried out from July 2008 to May 2009 in one general hospital in Guangzhou, China. a convenience sample of 68 first-time mothers in mainland China completed measurement of social support and parenting self-efficacy during pregnancy and at six weeks and three months post partum. perceived social support and parenting self-efficacy declined during early motherhood. Parenting self-efficacy increased from six weeks post partum to three months post partum. Perceived social support positively correlated with parenting self-efficacy. culturally competent health-care intervention should be developed during early motherhood to promote perceived social support and parenting self-efficacy for the new mothers. Copyright © 2013 Elsevier Ltd. All rights reserved.
Şerife Tutar Güven
Full Text Available Aim: In the past few years, the concept of self-efficacy in children with epilepsy has become increasingly important. This study aimed to analyze the psychometric aspects of the Turkish version of the Seizure Self-Efficacy Scale for Children. Materials and Methods: This is a cross-sectional survey. The study data were collected using the Seizure Self-Efficacy Scale for Children and Child Introduction Form. The study sample included 166 children who were between 9 and 17 years of age. The authors assessed the reliability and construct validity of the study data using exploratory and confirmatory factor analyses (CFA. Results: The original model was not confirmed by the CFA. The analysis tool included 15 items in two factors. Reliability analysis showed that the two factors were acceptable and valid. The tool was valid and reliable for measuring the self-efficacy of epileptic children. The factor structure was derived from and confirmed by the original tool. It was found that the Turkish version of the modified Seizure Self-Efficacy Scale for Children had excellent satisfactory psychometric aspects for a Turkish population. Conclusion: Health professionals can present a more effective drug process and nursing care by identifying and assessing seizure self-efficacy levels in children with epilepsy, and they can make a positive contribution to disease management and the way the child deals with the disease.
Pérez-Velasco, María; Peñacoba-Puente, Cecilia
Fibromyalgia is a disorder characterized by general chronic pain, together with other symptoms such as fatigue, sleep disorders, anxiety and depression. To analyze, in FM patients, the effects of a multi-component intervention program (nursing+cognitive-behavioural therapy, focused on improving resting habits, physical exercise, and family relationships, working simultaneously on empowerment and patient self-efficacy. A quasi-experimental design was used following-up 5 women diagnosed with fibromyalgia. An analysis was performed on their daily habits, self-efficacy for chronic pain, pain perception, functional limitation, and affect. The intervention was composed by 8 group sessions: Six of them aimed at health education and self-management of healthy habits (nursing), and two sessions dedicated to increasing self-efficacy (cognitive-behavioural therapy). Follow-up consisted of five individual sessions (nursing) so as to consolidate the newly acquired habits, maintain self-management and self-efficacy based on observing compliance. Statistically significant improvements were observed (pre-, pos-) in habit modification and in self-efficacy, as well as for positive and negative affect. Also, statistically significant differences were found pre-follow up for functional limitation. The role of nursing has to be considered within multi-component programs, in particular during follow-up, for changing habits and for self-efficacy, in response to some of the current limitations of interventions with these patients. Copyright © 2015 Elsevier España, S.L.U. All rights reserved.
Newnham, Elizabeth A; Balsari, Satchit; Lam, Rex Pui Kin; Kashyap, Shraddha; Pham, Phuong; Chan, Emily Y Y; Patrick, Kaylie; Leaning, Jennifer
To investigate specific challenges to Hong Kong's capacity for effective disaster response, we assessed perceived barriers to evacuation and citizens' self-efficacy. Global positioning system software was used to determine random sampling locations across Hong Kong, weighted by population density. The resulting sample of 1023 participants (46.5% female, mean age 40.74 years) were invited to complete questionnaires on emergency preparedness, barriers to evacuation and self-efficacy. Latent profile analysis and multinomial logistic regression were used to identify self-efficacy profiles and predictors of profile membership. Only 11% of the sample reported feeling prepared to respond to a disaster. If asked to evacuate in an emergency, 41.9% of the sample cited significant issues that would preclude them from doing so. Self-efficacy was negatively associated with barriers to disaster response so that participants reporting higher levels of self-efficacy cited fewer perceived barriers to evacuation. Hong Kong has established effective strategies for emergency response, but concerns regarding evacuation and mobilisation remain. The findings indicate that improving self-efficacy for disaster response has potential to increase evacuation readiness.
Ebele N. Anyaoku
Full Text Available Objectives – Various efforts are being made to disseminate lifestyle modification information. What is the role of health information in building patients self-efficacy in lifestyle modification? The research examined level of access to lifestyle modification information for patients with chronic diseases in two Federal Government Teaching Hospitals in South East Nigeria. It explored the relationship between self-efficacy and access to lifestyle modification information and also factors that are associated with self-efficacy when patients have access to lifestyle modification information. Methods – The research is a cross-sectional correlation study that used a questionnaire to collect data. (See Appendix A. Sample was 784 patients with chronic diseases. Questionnaires were distributed to the patients as they attended clinics in the medical and surgical outpatients’ clinics of the hospitals. Results – Findings showed access to lifestyle modification information was significantly and positively correlated with self-efficacy. Multiple Regression analysis suggest that age, type of illness, and length of treatment in the teaching hospitals were associated with self-efficacy when patients have access to lifestyle modification information. Conclusion – It will be pertinent that demographic and disease factors are considered when making lifestyle modification information available to patients for greater self-efficacy.
The aim of this study was to examine the correlation between shyness, perception of general self-efficacy, and life satisfaction in young adolescents. The study participants included 489 freshman students living in Turkey and studying under different faculty at public universities in Ankara (184 female; 37.6% and 305 male; 62.4%). The subjects ranged in age between 18 (n = 207; 42.3%) and 19 (n = 282; 57.7%) years. Study data collection included the Shyness Scale (Cheek and Buss 1981), the Perception of General Self-efficacy Scale (Schwarzer and Jerusalem 1995), and the General Life Satisfaction Scale (Diener, Emmons, Laresen and Griffin 1985). The data obtained were examined through Correlation analysis, simple linear regression analysis, multiple linear regression analysis and the sobel test. The results of the study showed that there was a moderately significant negative correlation between shyness and perception of general self-efficacy, moderately significant negative correlation between shyness and life satisfaction and moderately significant positive correlation between the perception of general self-efficacy and life satisfaction. Finally, the level of shyness and perceptions of general self-efficacy significantly predicted life satisfaction. The findings of the present study may contribute to a better understanding of the relationship between shyness, perception of self-efficacy and "life satisfaction. The results are discussed in the context of the current literature on these topics.
Tovel, Hava; Carmel, Sara
This article describes the development and validation of the Function Self-Efficacy Scale (FSES) for assessing the degree of confidence in self-functioning while facing decline in health and function (DHF). The FSES was evaluated in two studies of older Israelis, aged 75+ years. Data were collected by structured home interviews. Exploratory factor analyses conducted in both studies clearly revealed two underlying factors: emotion self-efficacy and action self-efficacy. Confirmatory factor analyses resulted in acceptable model fit criteria. The shortened final 13-item FSES had good internal consistency and satisfactory criterion and convergent validity. Multiple regression analyses, conducted to predict subjective well-being in each of the studies, showed that function self-efficacy had a positive and significant contribution to the explanation of well-being, while controlling for general self-efficacy, self-rated health, and sociodemographic variables. We propose that appropriate interventions can strengthen function self-efficacy, thus improving the well-being of elderly persons and their ability to cope with DHF. © The Author(s) 2015.
Cave, Paul N.; Evans, Norman W.; Dewey, Dan P.; Hartshorn, K. James
The present study investigated the relationship between student use of self-efficacy-building strategies through motivational partnerships and student levels of self-efficacy and motivation in an adult intensive English programme in the United States. The extent to which self-efficacy influenced motivation was also examined. After being organized…
Bruning, Roger; Dempsey, Michael; Kauffman, Douglas F.; McKim, Courtney; Zumbrunn, Sharon
A multifactor perspective on writing self-efficacy was examined in 2 studies. Three factors were proposed--self-efficacy for writing ideation, writing conventions, and writing self-regulation--and a scale constructed to reflect these factors. In Study 1, middle school students (N = 697) completed the Self-Efficacy for Writing Scale (SEWS), along…
Warner, Lisa Marie; Gutiérrez-Doña, Benicio; Villegas Angulo, Maricela; Schwarzer, Ralf
Social support and self-efficacy are regarded as coping resources that may facilitate readjustment after traumatic events. The 2009 Cinchona earthquake in Costa Rica serves as an example for such an event to study resources to prevent subsequent severity of posttraumatic stress symptoms. At Time 1 (1-6 months after the earthquake in 2009), N=200 survivors were interviewed, assessing resource loss, received family support, and posttraumatic stress response. At Time 2 in 2012, severity of posttraumatic stress symptoms and general self-efficacy beliefs were assessed. Regression analyses estimated the severity of posttraumatic stress symptoms accounted for by all variables. Moderator and mediator models were examined to understand the interplay of received family support and self-efficacy with posttraumatic stress symptoms. Baseline posttraumatic stress symptoms and resource loss (T1) accounted for significant but small amounts of the variance in the severity of posttraumatic stress symptoms (T2). The main effects of self-efficacy (T2) and social support (T1) were negligible, but social support buffered resource loss, indicating that only less supported survivors were affected by resource loss. Self-efficacy at T2 moderated the support-stress relationship, indicating that low levels of self-efficacy could be compensated by higher levels of family support. Receiving family support at T1 enabled survivors to feel self-efficacious, underlining the enabling hypothesis. Receiving social support from relatives shortly after an earthquake was found to be an important coping resource, as it alleviated the association between resource loss and the severity of posttraumatic stress response, compensated for deficits of self-efficacy, and enabled self-efficacy, which was in turn associated with more adaptive adjustment 3 years after the earthquake.
García Padilla, Arlington Antonio; Escorcia Bonivento, Carla Vanessa; Perez Suarez, Blinis Sat
The presence of the Burnout syndrome in professors may be regarded as a deterioration of their mental health with negative impacts on their job performance. It is known that teachers develop different activities in the areas of teaching, outreach and research. This study aims to analyze the relationship between the Burnout syndrome and…
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Full Text Available The objectives of this study is to find out the following: 1 does self-efficacy have a positive influence on work motivation, 2 does organizational culture have a positive influence on work motivation, 3 does self-efficacy have a positive influence on organizational commitments, 4 does organizational culture have a positive influence on organizational commitments, and, 5 does work motivation have a positive influence on organizational commitments in a TMAP Foundation. The data collection in this study is done using a questionare given to all employee of the foundation. The number of the respondents was 30 people. The method used in this research was quantitative research by using the path analysis method. This study is using the PLS-SEM approach with the help of SmartPLS tools to evaluate the outer model and inner model. The finding of this study is that self-efficacy has positive effects on work motivation, organizational culture has positive effects on work motivation, self-efficacy has positive effects on organizational commitments, organizational culture has positive effects on organizational commitments, and working motivation has positive effects on organizational commitments. This study can provide input for the foundation to develop and empower their employees so they can become better. In addition, the results of this study can also help other non-profit organization foundations located specifically in remote areas. BAHASA INDONESIA ABSTRAK: Penelitian ini bertujuan untuk mengetahui: 1 apakah self-efficacy memiliki pengaruh positif terhadap motivasi kerja, 2 apakah budaya organisasi memiliki pengaruh positif terhadap motivasi kerja, 3 apakah self –efficacy memiliki pengaruh positif terhadap komitmen organisasi, 4 budaya organisasi memiliki pengaruh positif terhadap komitmen organisasi, 5 motivasi kerja memiliki pengaruh positif terhadap komitmen organisasi bagi karyawan Yayasan TMAP. Pengumpulan data dilakukan dengan penyebaran
Kronborg, Hanne; Væth, Michael; Olsen, Jørn
BACKGROUND: Little is known about what influences health visitors' breastfeeding support. The objective was to describe health visitors' breastfeeding experiences, beliefs, knowledge and self-efficacy in breastfeeding guidance and determine the impact of a training course on these factors, and how...... to learn the mechanisms of breastfeeding. Data were collected through self-administered questionnaires before the intervention and after the follow-up period. One hundred and six (97%) health visitors and 1302 (82%) mothers responded. RESULTS: At baseline no substantial differences were seen between...... the two groups on years since education, own breastfeeding experiences, beliefs or self-efficacy in breastfeeding guidance except that health visitors in the intervention group, who had completed the course, demonstrated significantly higher scores on knowledge questions (P
Luciene Tognetta; José María Avilés; Pedro Rosário; Natividad Alonso
This article discusses the relationship between bullying and moral disengagements. In a research study conducted with 2,600 adolescents, between 14 and 16 years old, an attempt to verify their involvement in bullying, their self-efficacy beliefs regarding their academic performance and their possible moral disengagements was undertaken. A correlation between being bullying by others and the "dehumanization of the victim" was found. The participation in the bullying situation as authors, victi...
Klaas Enno Stephan
Full Text Available This paper outlines a hierarchical Bayesian framework for interoception, homeostatic/allostatic control, and meta-cognition that connects fatigue and depression to the experience of chronic dyshomeostasis. Specifically, viewing interoception as the inversion of a generative model of viscerosensory inputs allows for a formal definition of dyshomeostasis (as chronically enhanced surprise about bodily signals, or, equivalently, low evidence for the brain’s model of bodily states and allostasis (as a change in prior beliefs or predictions which define setpoints for homeostatic reflex arcs. Critically, we propose that the performance of interoceptive-allostatic circuitry is monitored by a metacognitive layer that updates beliefs about the brain’s capacity to successfully regulate bodily states (allostatic self-efficacy. In this framework, fatigue and depression can be understood as sequential responses to the interoceptive experience of dyshomeostasis and the ensuing metacognitive diagnosis of low allostatic self-efficacy. While fatigue might represent an early response with adaptive value (cf. sickness behaviour, the experience of chronic dyshomeostasis may trigger a generalised belief of low self-efficacy and lack of control (cf. learned helplessness, resulting in depression.This perspective implies alternative pathophysiological mechanisms that are reflected by differential abnormalities in the effective connectivity of circuits for interoception and allostasis. We discuss suitably extended models of effective connectivity that could distinguish these connectivity patterns in individual patients and may help inform differential diagnosis of fatigue in the future.
Webb, Donna Louise
Currently, STEM (science, technology, engineering, and mathematics) is a popular buzz word in P-12 education as it represents a means to advance American competitiveness in the global economy. Proponents of the engineering component of STEM advocate additional benefits in teaching engineering, such as its capacity to engage students in collaboration, and to apply critical thinking, systems thinking, negotiation, and communication skills to solve real-life contextual problems. Establishing a strong foundation of engineering knowledge at a young age will provide students with internal motivation as it taps into their curiosity toward how things work, and it also prepares them for secondary science courses. Successful STEM education is often constrained by elementary teachers' low perception of self-efficacy to teach science and engineering. Elementary teachers with low self-efficacy in science are more likely to spend less instructional time teaching science, which suggests that teachers with little to no training in engineering might avoid teaching this topic. Therefore, the purpose of this study was twofold: (a) to examine the effects of engineering professional development on elementary (K-6) teachers' content and pedagogical content knowledge (PCK) and perceptions of self-efficacy to teach engineering, and (b) to identify and explain sources influencing self-efficacy. Professional development was conducted in a metropolitan area in the Pacific Northwest. Results revealed that after the engineering professional development, teachers experienced statistically significant gains in content, PCK, and self-efficacy to teach engineering. Increases in self-efficacy were mainly attributed to mastery experiences and cultivation of a growth mindset by embracing the engineering design process.
Fentz, Hanne Nørr; Arendt, Mikkel; OToole, Mia Skytte
Cognitive models of panic disorder (PD) with and without agoraphobia have stressed the role of catastrophic beliefs of bodily symptoms as a central mediating variable of the efficacy of cognitive behavioral therapy (CBT). Perceived ability to cope with or control panic attacks, panic self......-efficacy, has also been proposed to play a key role in therapeutic change; however, this cognitive factor has received much less attention in research. The aim of the present review is to evaluate panic self-efficacy as a mediator of outcome in CBT for PD using descriptive and meta-analytic procedures. We...... an association between change in panic self-efficacy and change in outcome during therapy (criterion 2); three tested, and one established formal statistical mediation of panic self-efficacy (criterion 3); while four tested and three found change in panic self-efficacy occurring before the reduction of panic...
Jun, Won Hee; Lee, Gyungjoo
The aim of this study was to identify the significance of spirituality in enhancing self-efficacy related to professional values in senior nursing students. Self-efficacy can predict job satisfaction and performance as professional nurses in clinical settings. Senior nursing students should have the level of self-efficacy that enables them to perform professional roles based on professional values, because they will enter clinical settings immediately after graduation. Spirituality may help senior nursing students during the transition to professional life to reflect on their skills, knowledge and situations to enhance self-efficacy based on professional values. An exploratory, cross-sectional design was used in this study. A total of 194 senior nursing students in South Korea were recruited in 2014. They completed self-reported questionnaires consisting of demographic questions, Spiritual Assessment Scale, Self-Efficacy Scale and Nursing Professional Values inventory. A Sobel test was done to determine the mediating effect of spirituality on the relationship between nursing professional values and self-efficacy. The findings showed a positive correlation between professional values, spirituality and self-efficacy in nursing students. According to the Sobel test, spirituality had a mediating effect on the relationship between professional values and self-efficacy in senior nursing students. Spirituality can be a foundation that provides senior nursing students with higher self-efficacy so that they are able to perform their professional roles based on their professional values. The findings can guide nursing educators to include spiritual development of nursing students to enhance the self-efficacy of senior nursing students, the future of the nursing profession. © 2016 John Wiley & Sons Ltd.
Naomi A.N.Y. Boakye
Full Text Available Self-efficacy, which is the belief about one’s ability to perform a task successfully, has been widely acknowledged as important in learning. This affective factor, though not explicitly evident, has been said to play an important role in academic performance. However, its role in reading development has not been widely investigated. To determine the relationship between self-efficacy and reading proficiency, a study was conducted with first-year students in a South African tertiary institution. Students’ self-efficacy levels were elicited through a questionnaire and their reading proficiency was obtained through the Test of Academic Literacy levels (TALL, which essentially assesses reading proficiency. An analysis of variance showed a robust relationship between reading self-efficacy and reading proficiency for this cohort of students. Regression analysis conducted with other affective factors showed self-efficacy as the best predictor of students’ reading proficiency. Results are discussed as they relate to previous research and recommendations are made to include the development of self-efficacy in reading instruction.
Liu, Yi-hui; Lou, Shi-jer; Shih, Ru-chu
This study employed social cognitive theory and social cognitive career theory (SCCT) as foundations to explore the influence of high school students' beliefs about female gender roles and female engineer role models on science, technology, engineering, and mathematics (STEM) self-efficacy and professional commitment to engineering. A total of 88…
The purpose of the present study was to examine the association between students' self-efficacy beliefs, satisfaction with their academic performance, expected grade, willingness to delay gratification, use of volitional strategies, and final course grade among Korean college students. The results support the hypothesized relationship between…
Baldwin, Kathryn A.
This study examined prospective elementary education majors' science teaching self-efficacy while they were enrolled in an introductory geology lab course for elementary education majors. The Science Teaching Efficacy Belief Instrument Form B (STEBI-B) was administered during the first and last lab class sessions. Additionally, students were…
Trujillo, Gloriana; Tanner, Kimberly D.
Conceptual learning is a uniquely human behavior that engages all aspects of individuals: cognitive, metacognitive, and affective. The affective domain is key in learning. In this paper, that authors have explored three affective constructs that may be important for understanding biology student learning: self-efficacy--the set of beliefs that one…
Margalit, Daniella; Ben-Ari, Amichai
Background: Adolescents participate in decision-making processes involving risky behaviors. Management of these important decisions may be promoted by enhancing adolescents' self-efficacy beliefs and cognitive autonomy. Objective: In order to elucidate the value of wilderness therapy to the successful management of decision making processes among…
Braeckman, Lutgart; de Clercq, Bart; Janssens, Heidi; Gehanno, Jean-François; Bulat, Petar; Pauncu, Elena-Ana; Smits, Paul; van Dijk, Frank; Vanderlinde, Ruben; Valcke, Martin
Self-efficacy is defined as a person's beliefs in his or her abilities to successfully complete a task, and has been shown to influence student motivation and academic achievement. The purpose of this study was to evaluate the impact of a new European teaching module in occupational medicine on
Wang, Ya-Ling; Tsai, Chin-Chung
This study aimed to investigate the factors accounting for science learning self-efficacy (the specific beliefs that people have in their ability to complete tasks in science learning) from both the teacher and the student levels. We thus propose a multilevel model to delineate its relationships with teacher and student science hardiness (i.e.,…
Wu, Xiaoli; Lowyck, Joost; Sercu, Lies; Elen, Jan
The present study aimed for better understanding of the interactions between task complexity and students' self-efficacy beliefs and students' use of learning strategies, and finally their interacting effects on task performance. This investigation was carried out in the context of Chinese students learning English as a foreign language in a…
Gerde, Hope K.; Pierce, Steven J.; Lee, Kyungsook; Van Egeren, Laurie A.
Research Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers' beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and…
Hennessy, Kelly D.; Lent, Robert W.
The Self-Efficacy for Work-Family Conflict Management Scale (SE-WFC), developed in Israel, was designed to assess beliefs regarding one's ability to manage conflict between work and family roles. This study examined the factor structure, reliability, and validity of an English language version of the SE-WFC in a sample of 159 working mothers in…
Gao, Zan; Lee, Amelia M.; Harrison, Louis, Jr.
In this article, the roles of individuals' expectancy beliefs and incentives (i.e., task value, outcome expectancy) in sport and physical education are examined from expectancy-value model and self-efficacy theory perspectives. Overviews of the two theoretical frameworks and the conceptual and measurement issues are provided, followed by a review…
Gregus, Samantha J.; Hernandez Rodriguez, Juventino; Pastrana, Freddie A.; Craig, James T.; McQuillin, Samuel D.; Cavell, Timothy A.
Teachers are key players in efforts to address school bullying and peer victimization. Recent studies found that teachers' responses to peer victimization can vary based on their beliefs and attitudes. We examined relations among teacher self-efficacy, teachers' intentions to use recommended antibullying practices, and peer victimization as rated…
Cansoy, Ramazan; Türkoglu, Muhammet Emin
The aim of this study was to examine the relationships between the pre-service teachers' critical thinking disposition, problem-solving skills and self-efficacy beliefs. The participants of the study were 519 pre-service teachers from Afyon Kocatepe University, Education Faculty. Critical Thinking Disposition, Problem Solving Inventory, and…
Full Text Available This research is aimed at investigating the correlation between selfefficacy and authoritarian parenting style toward student s’ academic procrastination. The subject of this research is 150 students of faculty of of Psychology, Medicine, and Economy of Sultan Agung Islamic University who are working on the final project. The major hypothesis proposed in the research is that there is a correlation between self-efficacy and authoritarian parenting style with students’ academic procrastination. The minor hypotheses are as follows: (1 there is a negative correlation between self-efficacy with academic procrastination; and (2 there is a positive correlation between authoritarian parenting style with academic procrastination. This research used three of scale for the data collection namely academic procrastination scale, self-efficacy scale and authoritarian parenting stale scale. The statistic analysis used in the research is regression to test major hypothesis and the parsial analysis to test minor hypothesis. The research results show that (1 there is correlation between self-efficacy and authoritarian pareting style with students’ academic procrastination; (2 there is a significant negative correla tion between self-efficacy with academic procrastination toward college students; and (3 there is a significant positive correlation between authoritarian parenting style with academic procrastination toward college sudents.
Cramp, Anita G; Bray, Steven R
Studies have demonstrated that postnatal women are at high risk for physical inactivity and generally show lower levels of leisure-time physical activity (LTPA) compared to prepregnancy. The overall purpose of the current study was to investigate social cognitive correlates of LTPA among postnatal women during a 6-month period following childbirth. A total of 230 women (mean age = 30.9) provided descriptive data regarding barriers to LTPA and completed measures of LTPA and self-efficacy (exercise and barrier) for at least one of the study data collection periods. A total of 1,520 barriers were content analyzed. Both exercise and barrier self-efficacy were positively associated with subsequent LTPA. Exercise self-efficacy at postnatal week 12 predicted LTPA from postnatal weeks 12 to 18 (β = .40, R (2) = .18) and exercise self-efficacy at postnatal week 24 predicted LTPA during weeks 24-30 (β = .49, R (2) = .30). Barrier self-efficacy at week 18 predicted LTPA from weeks 18 to 24 (β = .33, R (2) = .13). The results of the study identify a number of barriers to LTPA at multiple time points closely following childbirth which may hinder initiation, resumption or maintenance of LTPA. The results also suggest that higher levels of exercise and barrier self-efficacy are prospectively associated with higher levels of LTPA in the early postnatal period. Future interventions should be designed to investigate causal effects of developing participants' exercise and barrier self-efficacy for promoting and maintaining LTPA during the postnatal period.
Li, Juan; He, Zhuang; Luo, Yong; Zhang, Rong
Background Conflicts arising from cultural diversity among patients and hospital staff in China have become intense. Hospitals have an urgent need to improve transcultural self-efficacy of nurses for providing effective transcultural nursing. Objective The purpose of the research was to (a) evaluate the current status of perceived transcultural self-efficacy of nurses in general hospitals in Guangzhou, China; (b) explore associations between demographic characteristics of nurses and their perceived transcultural self-efficacy; and (c) assess the reliability and validity of scores on the Chinese version of the Transcultural Self-Efficacy Tool (TSET). Methods A cross-sectional survey of registered nurses from three general hospitals was conducted. Quota and convenience sampling were used. Participants provided demographic information and answered questions on the TSET. Results A total of 1,156 registered nurses took part. Most nurses had a moderate level of self-efficacy on the Cognitive (87.9%), Practical (87%), and Affective (89.2%) TSET subscales. Nurses who were older; who had more years of work experience, higher professional titles, higher incomes, and a minority background; and who were officially employed (not temporary positions) had higher perceived transcultural self-efficacy. Reliability estimated using Cronbach’s alpha was .99 for the total TSET score; reliability for the three subscales ranged from .97 to .98. Confirmatory factor analysis of TSET scores showed good fit with a three-factor model. Conclusion The results of this study can provide insights and guidelines for hospital nursing management to facilitate design of in-service education systems to improve transcultural self-efficacy of nurses. PMID:27454552
Awick, Elizabeth A; Phillips, Siobhan M; Lloyd, Gillian R; McAuley, Edward
Physical activity (PA) has been consistently associated with improved self-esteem in breast cancer survivors. However, this relationship is poorly understood. The purpose of this study was to examine whether changes in PA and self-efficacy influenced changes in self-esteem in breast cancer survivors across 6 months. Increases in PA were hypothesized to result in increases in self-efficacy, which were hypothesized to influence increases in physical self-worth (PSW) and global self-esteem. Breast cancer survivors (n = 370; M age = 56.04) wore accelerometers to measure PA and completed measures of self-efficacy (e.g., exercise and barriers self-efficacy), PSW, and global self-esteem at baseline and 6 months. The hypothesized model provided a good fit to the data (χ 2 = 67.56, df = 26, p self-efficacy. In turn, more efficacious women reported significantly higher PSW (β = 0.26, 0.16). Finally, higher PSW was significantly associated with greater global self-esteem (β = 0.47). Relationships were similar among changes in model constructs over 6 months. After controlling for covariates, the hypothesized model provided an excellent fit to the data (χ 2 = 59.93, df = 33, p = 0.003; comparative fit index = 0.99; standardized root mean residual = 0.03). Our findings provide support for the role played by PA and self-efficacy in positive self-esteem, a key component of well-being. Highlighting successful PA mastery experiences is likely to enhance self-efficacy and improve self-esteem in this population. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.
Full Text Available The aim of the study was to investigate the relationship between decision making styles, self-esteem and self-beliefs about decision- making ability and the differences linked to academic performance. A sample of 100 students split into two groups aged 15-16 years and 17-18 years participated in the study. All subjects compiled the Multidimensional Self-esteem Test (T.M.A. – Bracken, 1993 for the evaluation of academic success and competence of environmental control and How I Make my Choices (H.M.C. – Filippello et al., 2011, a structured interview, specifically designed to measure decision-making styles in two different contexts (school context vs. social context and decision-making self-efficacy (Low vs. High Self-efficacy in making decisions.The exploratory factor analysis reflects the theorized construction. Age and gender differences were found. Furthermore, as expected, low academic performance was associated with lower self-esteem, lower decision-making self-efficacy and more dysfunctional decision-making styles. Students with a high academic performance, instead, showed higher self-esteem, higher decision-making self-efficacy and more functional decision-making styles.Data encourages the use of H.M.C., not only in the research of personality but also for educational and counseling purposes.
Ramdhani, M. R.; Usodo, B.; Subanti, S.
Materials in mathematics are provided not only as an ability to memorize, but also to train the ability of mathematical understanding. Students’ mathematical understanding ability is influenced by the students’ belief in solving the given problems. This research aim to determine the mathematical understanding ability of junior high school students. This research is descriptive qualitative research. Data collection was done through a test, questionnaire, and interview. The result showed that students with high self-efficacy category could master the three indicators of students’ mathematical understanding ability well, namely translation, interpretation, and exploration. Students with moderate self-efficacy category can master translation indicator and able to achieve interpretation indicator but they unable to reach exploration indicator. Students with low self-efficacy category only master the translation, but they cannot achieve the interpretation and exploration indicators. So, the students who have high, moderate or low self-efficacy master the indicator of mathematical understanding based on the level of understanding capabilities on each student.
Tharek, Zahirah; Ramli, Anis Safura; Whitford, David L; Ismail, Zaliha; Mohd Zulkifli, Maryam; Ahmad Sharoni, Siti Khuzaimah; Shafie, Asrul A; Jayaraman, Thevaraajan
BACKGROUND: Self-efficacy has been shown to be positively correlated with self-care behaviour and glycaemic control among patients with type 2 diabetes mellitus. However, such evidence is lacking in the Malaysian primary care setting. The objectives of this study were to i) determine the levels of self-efficacy, self-care behaviour and glycaemic control among patients with type 2 diabetes mellitus in the Malaysian primary care setting ii) determine the relationship between self-efficacy, self...
Hale, Willie J; Perrotte, Jessica K; Baumann, Michael R; Garza, Raymond T
Men exhibit higher rates of smoking relative to women (CDC, 2014). Given the associated health and socio-economic consequences, it would be valuable to explore the psychological factors underlying this variance. We contend that positive beliefs about smoking influence this difference, and that self-esteem moderates these beliefs. As part of a multi-institutional collaborative study funded by the American Legacy Foundation, 445 participants who reported being either steady or occasional smokers completed a series of questionnaires assessing their beliefs and behaviors involving smoking as well as several dispositional variables. Moderated mediation was used to test for conditional indirect effects. The total, indirect, and direct effects of gender were significant for individuals with lower, but not higher self-esteem. Males with lower self-esteem exhibited more positive beliefs and smoking behavior than females with lower self-esteem. No differences between males and females with higher self-esteem were observed. The gender gap in smoking behavior appears to occur primarily among individuals with lower self-esteem. It is a particularly detrimental risk factor for males, as it is related to higher positive views about smoking and increased tobacco consumption. These results highlight the importance of developing multifaceted gender specific belief-based preventative interventions to address smoking related behaviors. Copyright © 2015. Published by Elsevier Ltd.
Jungert, Tomas; Hesser, Hugo; Träff, Ulf
In social cognitive theory, self-efficacy is domain-specific. An alternative model, the cross-domain influence model, would predict that self-efficacy beliefs in one domain might influence performance in other domains. Research has also found that children who receive special instruction are not good at estimating their performance. The aim was to test two models of how self-efficacy beliefs influence achievement, and to contrast children receiving special instruction in mathematics with normally-achieving children. The participants were 73 fifth-grade children who receive special instruction and 70 children who do not receive any special instruction. In year four and five, the children's skills in mathematics and reading were assessed by national curriculum tests, and in their fifth year, self-efficacy in mathematics and reading were measured. Structural equation modeling showed that in domains where children do not receive special instruction in mathematics, self-efficacy is a mediating variable between earlier and later achievement in the same domain. Achievement in mathematics was not mediated by self-efficacy in mathematics for children who receive special instruction. For normal achieving children, earlier achievement in the language domain had an influence on later self-efficacy in the mathematics domain, and self-efficacy beliefs in different domains were correlated. Self-efficacy is mostly domain specific, but may play a different role in academic performance depending on whether children receive special instruction. The results of the present study provided some support of the Cross-Domain Influence Model for normal achieving children. © 2014 Scandinavian Psychological Associations and John Wiley & Sons Ltd.
Czyz, Ewa K; Horwitz, Adam G; Yeguez, Carlos E; Ewell Foster, Cynthia J; King, Cheryl A
This study of adolescents seeking emergency department (ED) services and their parents examined parents' self-efficacy beliefs to engage in suicide prevention activities, whether these beliefs varied based on teens' characteristics, and the extent to which they were associated with adolescents' suicide-related outcomes. Participants included 162 adolescents (57% female, 81.5% Caucasian), ages 13-17, and their parents. At index visit, parents rated their self-efficacy to engage in suicide prevention activities and their expectations regarding their teen's future suicide risk. Adolescents' ED visits for suicide-related concerns and suicide attempts were assessed 4 months later. Parents endorsed high self-efficacy to engage in most suicide prevention activities. At the same time, they endorsed considerable doubt in being able to keep their child safe if the teen has thoughts of suicide and in their child not attempting suicide in the future. Parents whose teens experienced follow-up suicide-related outcomes endorsed, at clinically meaningful effect sizes, lower self-efficacy for recognizing suicide warning signs, for obtaining the teen's commitment to refrain from suicide, and for encouraging their teen to cope, as well as lower confidence that their teen will not attempt suicide; self-efficacy to recognize warning signs was at trend level. Despite endorsing high self-efficacy for the majority of suicide prevention activities, parents of high-risk teens expressed less confidence in their capacity to influence their teen's suicidal behavior, which could undermine parents' effort to implement these strategies. The relationship between parental self-efficacy and youth suicide-related outcomes points to its potential value in guiding clinical decision making and interventions.
The purpose of the study is to show that the analysis of the activity is a factor of construction of the collective self-efficacy of the trainers of five training institutes in nursing care (IFSI). As a collective system of beliefs on the capacity of the group to attain its goals, self-efficacy finds its foundations in the sociocognitive theory which articulates, within a mutual triadic causality, the personal, behavioral and environmental factors of the human agentivity. The personal determiners (self-efficacy, cognitive organization of the activity) are put in connection with the behavioral (production of the performance) and environmental (attribution of skill, professional tasks and standards) factors. The intervention consisted in introducing one hundred and nine nurse trainers to work analysis in a context of hospital reforms. The collective self-efficacy of the trainers appears as a key variable of the success of these reforms. The collective self-efficacy was the object of a pre-test and a qualitative post-test on the basis of motivational indicators, of the effectiveness of the educational realizations to the students and the estimation of the performance of the group to conduct the reform. The level of collective self-efficacy increases and the first realizations maintain the belief of the trainers in their capacity to succeed collectively in the implementation of the training plan. This is the first research in France which shows that the analysis of the activity comes along with an increase of the collective self-efficacy in work. These results question the practices of the trainers beyond the paramedical sector alone.
Steca, Patrizia; Greco, Andrea; Cappelletti, Erika; D'Addario, Marco; Monzani, Dario; Pancani, Luca; Ferrari, Giovanni; Politi, Alessandro; Gestra, Roberta; Malfatto, Gabriella; Parati, Gianfranco
Self-efficacy beliefs have been shown to affect various effective health-promoting behaviors in patients. Unfortunately, availability of reliable and valid measures of self-efficacy in cardiovascular diseases (CVDs) is still very limited. The aims of this study were to present a new scale measuring self-efficacy beliefs in managing CVD and to examine its psychometric properties. The study involved 172 patients (mean age = 66.4 years; SD = 9.99 years; 76.2% men) undergoing cardiovascular rehabilitation. Various psychological factors and CVD severity indicators were collected. An Exploratory Structural Equation Model showed that the Cardiovascular Management Self-efficacy Scale has three factors: Cardiac Risk Factors, Adherence to Therapy, and Recognition of Symptoms. They all showed high internal consistency, and good convergent, discriminant, and predictive validity. Furthermore, these factors showed significant relations with CVD severity indicators. The Cardiovascular Management Self-efficacy Scale could be a helpful instrument to monitor differences during interventions to improve good disease management.
Raghuram, Sumita; Wiesenfeld, Batia; Garud, Raghu
Responses from 31.5% of 723 telecommuters revealed a positive association between self-efficacy and both adjustment to teleworking and behaviors for structuring work. The more extensive the telecommuting, the stronger these positive relationships. Women were more proactive in structuring work behavior. (Contains 43 references.) (SK)
Johnson, Laura R.; Kim, Eun Ha; Johnson-Pynn, Julie S.; Schulenberg, Stefan E.; Balagaye, Herieth; Lugumya, Douglas
Positive intercultural attitudes and civic action are increasingly important for youth around the world given the economic, social justice, and environmental challenges they face. Among U.S. youth and emerging adults, ethnic identity and self-efficacy are related to positive intercultural attitudes and may prompt civic engagement. Youth's efficacy…
This study investigates the effect of preschool teachers' collective self-efficacy. A study group consists of 172 preschool teachers who are working in public preschools affiliated with the Ministry of National Education in different cities of Turkey. In this study, teacher self-efficiency scale is employed to assess professional efficiency…
Min Hyun Suk, PhD, RN
Conclusions: Given the meaningful influence of positive multicultural attitude on cultural sensitivity and significant mediator effect of self efficacy as a school nurse between the two variables, the strategies to cultivate a positive multicultural attitude and enhance school nurses' self efficacy in their unique role should be considered in a training program. School nurses' health care services will benefit from the improvement of cultural sensitivity toward young children from multicultural families.
Collaborative teamwork is a common practice in both science and engineering schools and workplaces. This study, using a mixed-methods approach, was designed to identify which team discourse characteristics are correlated with changes in student self-efficacy and achievement. Bandura's self-efficacy theory constitutes the theoretical framework. Seven teams, consisting of first-year engineering students, took the pre- and post-surveys and were video- and audio-recorded during a semester-long Introduction to Engineering Design course. Three instruments were developed: a self-efficacy survey, a team interaction observation protocol, and a team interaction self-report survey. The reliability and validity of these instruments were established. An iterative process of code development and refinement led to the development of thirty-five discourse types, which were grouped under six discourse categories: task-oriented, response-oriented, learning-oriented, support-oriented, challenge-oriented, and disruptive. The results of the quantitative data analysis showed that achievement and gain in self-efficacy were significantly correlated ( r=.55, p<.01). There was also a positive correlation between support-orientated discourse and post self-efficacy scores ( r=.43, p<.05). Negative correlations were observed between disruptive discourse behaviors and post self-efficacy (r=-.48, p<.05). Neither being challenged by peers nor receiving negative feedback revealed significant correlations with student self-efficacy. In addition, no direct correlations between the team discourse characteristics and achievement were found. These findings suggest that collaborative teamwork can lead to achievement to the extent that it supports self-efficacy. They also suggest that interactions such as receiving positive or negative feedback have less impact on self-efficacy than does the overall constructive behavior of the group. The qualitative component of the study, which focused on three case
Phan, Huy P; Ngu, Bing H
The formation of self-efficacy, according to Bandura's (1997) social-cognitive theory, is an important area of inquiry. This theoretical tenet posits the importance of enactive learning experience, followed by lesser influences of vicarious experience, verbal persuasion, and emotional and physiological states. Quantitative research, predominantly, has produced clear and consistent evidence that supports this position. We argue that the elementary school years may indicate differently, whereby children's limited cognitive maturity and learning experiences could compel them to rely on other psychosocial informational sources. To date and to our knowledge, very few studies, if any, have explored the sustained influence of enactive learning experience across time. In this study, consequently, we tested a sequential predictive model that involved the differential influences of the 4 major informational sources on self-efficacy and then self-efficacy on academic achievement. Three time points of data (N = 328, Year 6) were collected across the calendar year, and Mplus 7.3 (Muthén & Muthén, 1998-2012) was used to assist us in our structural modeling testing. At Time 1, only enactive learning experience and vicarious experience positively influenced self-efficacy. At Time 2, after controlling for prior variance of Time 1 corresponding factors, only enactive learning experience remained significant. At Time 3, after controlling for autoregressive paths, enactive learning experience remained significant, and both verbal persuasion and emotional and physiological states positively influenced self-efficacy. The impact of self-efficacy on academic achievement was significant across the 3 occasions (βs = .20-.46). (PsycINFO Database Record (c) 2016 APA, all rights reserved).
Glatz, Terese; Buchanan, Christy M
Parental self-efficacy (PSE) is defined as parents' beliefs about their abilities to influence their children in a way that fosters their children's positive development. Research has shown links among PSE, parenting, and children's behavior (Jones & Prinz, 2005), but there are still questions concerning the associations over time. Theory predicts 3 types of processes relevant to these associations: a PSE-driven process, a parent-behavior-driven process, and a child-driven process. In this study, we tested these processes during early to middle adolescence using reports from 401 parents (286 mothers, 115 fathers) from 305 families, and their adolescents (Mage = 11.5 years), at 3 time points. Cross-lagged panel models were used to examine the associations among PSE, promotive parenting practices, and adolescents' externalizing. Results supported a PSE-driven process for mothers within early adolescence. In addition, evidence for parent-behavior-driven and child-driven processes emerged at different times within this developmental period. (c) 2015 APA, all rights reserved).
Viseskul, Nongkran; Fongkaew, Warunee; Settheekul, Saowaluck; Grimes, Richard M
Studies of sexual behavior among HIV-infected Thai youth show conflicting results due to the different ages of the respondents. This study examined the relationships between sexual self-efficacy and risk behaviors among 92 HIV-positive Thai youth aged 14 to 21 years. A questionnaire previously validated in Thailand measured sexual self-efficacy. There were low levels of sexual activity with 13 respondents having sex in the last 6 months. The sexual self-efficacy scales were inversely related to the risk behaviors of having sex, having multiple partners, and drinking alcohol in the last 6 months. The scores of the sexual self-efficacy scale and its subscales were significantly lower in those aged 17 to 21 than in 14 to 16. Sexual risk behaviors were significantly higher in those aged 17 to 21 than in 14 to 16. These findings suggest that interventions to increase sexual self-efficacy should be emphasized as HIV-infected Thai youth reach late adolescence. © The Author(s) 2013.
Brown, Adam D; Dorfman, Michelle L; Marmar, Charles R; Bryant, Richard A
Current models of autobiographical memory suggest that self-identity guides autobiographical memory retrieval. Further, the capacity to recall the past and imagine one's self in the future (mental time travel) can influence social problem solving. We examined whether manipulating self-identity, through an induction task in which students were led to believe they possessed high or low self-efficacy, impacted episodic specificity and content of retrieved and imagined events, as well as social problem solving. Compared to individuals in the low self efficacy group, individuals in the high self efficacy group generated past and future events with greater (a) specificity, (b) positive words, and (c) self-efficacious statements, and also performed better on social problem solving indices. A lack of episodic detail for future events predicted poorer performance on social problem solving tasks. Strategies that increase perceived self-efficacy may help individuals to selectively construct a past and future that aids in negotiating social problems. Copyright © 2011 Elsevier Inc. All rights reserved.
Finley, Sabra Ledare; Veach, Pat McCarthy; MacFarlane, Ian M; LeRoy, Bonnie S; Callanan, Nancy
Supervision is a primary instructional vehicle for genetic counseling student clinical training. Approximately two-thirds of genetic counselors report teaching and education roles, which include supervisory roles. Recently, Eubanks Higgins and colleagues published the first comprehensive list of empirically-derived genetic counseling supervisor competencies. Studies have yet to evaluate whether supervisors possess these competencies and whether their competencies differ as a function of experience. This study investigated three research questions: (1) What are genetic counselor supervisors' perceptions of their capabilities (self-efficacy) for a select group of supervisor competencies?, (2) Are there differences in self-efficacy as a function of their supervision experience or their genetic counseling experience, and 3) What training methods do they use and prefer to develop supervision skills? One-hundred thirty-one genetic counselor supervisors completed an anonymous online survey assessing demographics, self-efficacy (self-perceived capability) for 12 goal setting and 16 feedback competencies (Scale: 0-100), competencies that are personally challenging, and supervision training experiences and preferences (open-ended). A MANOVA revealed significant positive effects of supervision experience but not genetic counseling experience on participants' self-efficacy. Although mean self-efficacy ratings were high (>83.7), participant comments revealed several challenging competencies (e.g., incorporating student's report of feedback from previous supervisors into goal setting, and providing feedback about student behavior rather than personal traits). Commonly preferred supervision training methods included consultation with colleagues, peer discussion, and workshops/seminars.
Pearson, Natalie; Ball, Kylie; Crawford, David
The aims of this study were to examine whether adolescent self-efficacy mediates the associations between parental control, perceptions of the importance of healthy nutrition for child health and barriers to buying fruits and vegetables and adolescent fruit consumption using a theoretically derived explanatory model. Data were drawn from a community-based sample of 1606 adolescents in Years 7 and 9 of secondary school and their parents, from Victoria, Australia. Adolescents completed a web-based survey assessing their fruit consumption and self-efficacy for increasing fruit consumption. Parents completed a survey delivered via mail assessing parental control, perceptions and barriers to buying fruit and vegetables. Adolescent self-efficacy for increasing fruit consumption mediated the positive associations between parental control and perceptions of the importance of healthy nutrition for child health and adolescent fruit consumption. Furthermore, adolescent self-efficacy mediated the negative association between parental barriers to buying fruits and vegetables and adolescent fruit consumption. The importance of explicating the mechanisms through which parental factors influence adolescent fruit consumption not only relates to the advancement of scientific knowledge but also offers potential avenues for intervention. Future research should assess the effectiveness of methods to increase adolescent fruit consumption by focussing on both improving adolescents' dietary self-efficacy and on targeting parental control, perceptions and barriers.
Javorski, Marly; Rodrigues, Andreyna Javorski; Dodt, Regina Cláudia Melo; Almeida, Paulo César de; Leal, Luciana Pedrosa; Ximenes, Lorena Barbosa
To evaluate the effects of using a flipchart (serial album) on maternal self-efficacy in breastfeeding and its effects on exclusive breastfeeding (EBF) in children's first two months of life. Clinical trial in Recife, Northeastern Brazil, with 112 women in the third trimester of gestation, randomly distributed in intervention group (IG) and control group (CG). The intervention was the use of the flipchart in IG. Data collection was performed through interviews in the prenatal period, and telephone contact at second, fourth and eighth weeks postpartum. The Breastfeeding Self-Efficacy Scale-Short-Form (BSES-SF) was used to measure self-efficacy scores. In the analysis, was used descriptive, bivariate statistics through tests of comparisons of proportions and means, and relative risk assessment. There was a statistically significant difference in mean values of self-efficacy scores between women in the IG and CG (peducational tool had positive effects on self-efficacy scores for breastfeeding and in maintenance of EBF in the IG. Brazilian Registry of Clinical Trials: RBR-5N7K99.
Madueño Caro, Antonio J; Mellado Fernández, Manuel Luis; Delgado Pacheco, Juana; Muñoz Ayllon, Marta; Pardos Lafarga, Manuel; Saez García, Laura
There is a clear evidence of the benefit of cardiac rehabilitation after a cardiovascular event on patients' mood and perceived self-efficacy in terms of their own health care. Our aim is to define the correlation between mood-related variables, biotype and self-efficacy in this population. Descriptive study. The entire population of patients discharged from thecardiac rehabilitation unit over 12 months. Universal anthropometric and psychometric (general self-efficacy scale, Salamanca personality traits questionnaire, Hamilton anxiety scale and Beck depression inventory) variables are determined. Descriptive statistics and association between variables (correlation) is determined. This study involved 88 patients, response rate 92%. The average age was 53 years old, 80.23% were males. Descriptive statistics and Pearson correlations for the main dependent variable and associated variables is performed. Significant evidence is shown, self-efficacy is negatively correlated with anxiety (r=-0.4009) and depression (r=-0.4152), as well as dependent(r=-03 175) and impulsive (r=-0.4243) personality traits. Higher levels of anxiety positively correlate with endomorph biotype (r=0.3304), and depression-associated symptoms (r=0.2563). Age and gender do not correlate with self-perceived efficacy. Self-efficacy in the study population is correlated with personality traits, mood and body biotype. Copyright © 2017 Elsevier España, S.L.U. All rights reserved.
Pedersen, Mette Merete; Zebis, Mette K; Jørgensen, Henning Langberg
the influence of exercise-specific self-efficacy on compliance to workplace physical exercise. PURPOSE: To determine the influence of exercise-specific self-efficacy on compliance to specific strength exercises during working hours for laboratory technicians. METHODS: We performed a cluster...... of compliance to exercises during 20 weeks, but found self-efficacy to be a predictor of compliance in a private sector setting. Workplace-specific differences might be present and should be taken into account....
Research has shown that self-efficacy is one of the most important personal resources in the work context. However, research on working life has mainly focused on a cognitive and task-oriented dimension of self-efficacy representing employees’ perceptions of their capacity to successfully complete work tasks. Thus, little is known about the influence that believing in one’s social and emotional competence could have. This thesis aims to expand previous theory regarding self-efficacy in the wo...
Dybowski, Christoph; Sehner, Susanne; Harendza, Sigrid
Being exposed to good teachers has been shown to enhance students' knowledge and their clinical performance, but little is known about the underlying psychological mechanisms that provide the basis for being an excellent medical teacher. Self-Determination Theory (SDT) postulates that more self-regulated types of motivation are associated with higher performance. Social Cognitive Theory (SCT) focuses on self-efficacy that has been shown to be positively associated with performance. To investigate the influences of different types of teaching motivation, teaching self-efficacy, and teachers' perceptions of students' skills, competencies and motivation on teaching quality. Before the winter semester 2014, physicians involved in bedside teaching in internal medicine at the University Medical Center Hamburg-Eppendorf completed a questionnaire with sociodemographic items and instruments measuring different dimensions of teaching motivation as well as teaching self-efficacy. During the semester, physicians rated their perceptions of the participating students who rated the teaching quality after each lesson. We performed a random intercept mixed-effects linear regression with students' ratings of teaching quality as the dependent variable and students' general interest in a subject as covariate. We explored potential associations between teachers' dispositions and their perceptions of students' competencies in a mixed-effects random intercept logistic regression. 94 lessons given by 55 teachers with 500 student ratings were analyzed. Neither teaching motivation nor teaching self-efficacy were directly associated with students' rating of teaching quality. Teachers' perceptions of students' competencies and students' general interest in the lesson's subject were positively associated with students' rating of teaching quality. Physicians' perceptions of their students' competencies were significantly positively predicted by their teaching self-efficacy. Teaching quality
Duggleby, Wendy; Cooper, Dan; Penz, Kelly
Hope, self-efficacy, spiritual well-being and job satisfaction. This paper is a report of a study of the relations of spiritual well-being, global job satisfaction, and general self-efficacy to hope in Continuing Care Assistants. Healthcare providers have described their hope as an important part of their work and a form of work motivation. Hope may be an important factor in preventing burnout and improving job satisfaction. A concurrent triangulation mixed method design was used. Sixty-four Continuing Care Assistants (personal care aides) who registered for a 'Living with Hope' Conference completed a demographic form, Herth Hope Index, Global Job Satisfaction Questionnaire, Spiritual Well-Being Scale, General Self-Efficacy Scale, and a hope questionnaire. Data were collected in 2007. The response rate was 58%. Using linear regression, 29.9% of the variance in Herth Hope Index score was accounted for by scores from the General Self-Efficacy Scale and Spiritual Well-Being Scale. General Self-efficacy scores (positive relationship) and Spiritual Well-Being scores (negative relationship) accounted for a significant part of the variance. Qualitative data supported all findings, with the exception of the negative relationship between hope and spiritual well-being; participants wrote that faith, relationships, helping others and positive thinking helped them to have hope. They also wrote that hope had a positive influence on their job satisfaction and performance. Hope is an important concept in the work life of Continuing Care Assistants. Supportive relationships, adequate resources, encouragement by others, and improving perceptions of self-efficacy (ability to achieve goals in their workplace) may foster their hope.
Vela, Javier C.; Lenz, A. Stephen; Sparrow, Gregory Scott; Gonzalez, Stacey Lee
Positive psychology is a useful framework to understand Mexican American adolescents' academic experiences. We used a quantitative, predictive design to explore how presence of meaning in life, search for meaning in life, subjective happiness, hope, and family importance influenced 131 Mexican American adolescents' college-going beliefs. We used…
Waynor, William R; Gill, Kenneth J; Gao, Ni
This study tested whether higher work-related self-efficacy would predict the achievement of competitive employment in supported employment (SE) programs. N = 105 individuals were recruited from 5 state-funded SE programs in a Northeastern state. Participants were required to be unemployed and seeking employment to be eligible to enter the study. Research staff met with the individuals at baseline and collected demographic information and data on self-efficacy and psychiatric symptoms. For the follow-up assessment at 6 months, data were collected on participants, self-efficacy, psychiatric symptoms, and employment activity. Thirty-eight percent of the participants achieved competitive employment at the 6-month follow-up. However, self-efficacy was not a positive predictor of competitive employment. Surprisingly, 1 of the subscales, work-related social skills self-efficacy, was negatively associated with employment. These findings suggest that self-efficacy is not a predictor of competitive employment for individuals living with serious mental illness and receiving supported employment services. It appears that SE can be helpful for participants with a range of self-efficacy. (c) 2016 APA, all rights reserved).
Nowakowska, Iwona; Rasińska, Renata; Głowacka, Maria Danuta
Conditions of a healthy, friendly and safe work environment and proper work organisation increase self-efficacy and decrease or eliminate the factors causing the occurrence of burnout symptoms, all of which have a decisive impact on increasing the quality of work. The aim of the study was to analyse and assess the influence of factors of work environment and burnout syndrome on the self-efficacy of medical staff. The study comprised randomly selected professionally-active nurses working on hospital wards (N=405) on the area of two provinces in Poland. The study used the Generalized Self-Efficacy Scale, Copenhagen Burnout Inventory and a questionnaire concerning the factors that influence the process of work organisation at nursing positions in hospitals. Lower scores for self-efficacy resulted in a worse assessment of development opportunities and promotion prospects (r=-0.11), participation in the decision-making process (r=-0.11) and teamwork (r=-0.10). Lower self-efficacy contributed to the occurrence of burnout symptoms r∈[-0.19 - -0.17]. Properly shaped and used organisational factors are stimulating for professional efficiency and effectiveness, and consequently, for the quality of nursing work. Negative assessment of the factors in the work environment contributes to the occurrence of burnout symptoms and decrease in self-efficacy. Nurses with lower self-efficacy more often experienced symptoms of burnout.
Partiprajak, Suphamas; Thongpo, Pichaya
This study explored the retention of basic life support knowledge, self-efficacy, and chest compression performance among Thai nursing students at a university in Thailand. A one-group, pre-test and post-test design time series was used. Participants were 30 nursing students undertaking basic life support training as a care provider. Repeated measure analysis of variance was used to test the retention of knowledge and self-efficacy between pre-test, immediate post-test, and re-test after 3 months. A Wilcoxon signed-rank test was used to compare the difference in chest compression performance two times. Basic life support knowledge was measured using the Basic Life Support Standard Test for Cognitive Knowledge. Self-efficacy was measured using the Basic Life Support Self-Efficacy Questionnaire. Chest compression performance was evaluated using a data printout from Resusci Anne and Laerdal skillmeter within two cycles. The training had an immediate significant effect on the knowledge, self-efficacy, and skill of chest compression; however, the knowledge and self-efficacy significantly declined after post-training for 3 months. Chest compression performance after training for 3 months was positively retaining compared to the first post-test but was not significant. Therefore, a retraining program to maintain knowledge and self-efficacy for a longer period of time should be established after post-training for 3 months. Copyright © 2015 Elsevier Ltd. All rights reserved.
Brown, Adam D; Kouri, Nicole A; Rahman, Nadia; Joscelyne, Amy; Bryant, Richard A; Marmar, Charles R
Posttraumatic Stress Disorder (PTSD) is associated with maladaptive changes in self-identity, including impoverished perceived self-efficacy. This study examined if enhancing perceptions of self-efficacy in combat veterans with and without symptoms of PTSD promotes cognitive strategies associated with positive mental health outcomes. Prior to completing a future thinking and social problem-solving task, sixty-two OEF/OIF veterans with and without symptoms of PTSD were randomized to either a high self-efficacy (HSE) induction in which they were asked to recall three autobiographical memories demonstrating self-efficacy or a control condition in which they recalled any three autobiographical events. An interaction between HSE and PTSD revealed that individuals with symptoms of PTSD in the HSE condition generated future events with more self-efficacious statements than those with PTSD in the control condition, whereas those without PTSD did not differ in self-efficacy content across the conditions. In addition, individuals in the HSE condition exhibited better social problem solving than those in the control condition. Increasing perceptions of self-efficacy may promote future thinking and problem solving in ways that are relevant to overcoming trauma and adversity. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.
Akella, Somi Devi M.
In 2012, the National Research Council introduced the Next Generation Science Standards (NGSS), which were created to improve the K-12 education in the U.S. and stress the importance of providing professional development (PD) to acquire the knowledge, skills, and self-efficacy to design lessons to meet high standards of teaching and learning. Bandura's (1977) theory of self-efficacy posits that people are motivated to perform an action if they are confident that they can perform the action successfully. The purpose of this survey research was to investigate the impact of professional development on the self-efficacy of science teachers with regard to the NGSS practice of Analyzing and Interpreting Data as well as to probe teachers' perceptions of barriers to their self-efficacy in applying this practice. The study found that focused and targeted PD helped improve participants' self-efficacy in incorporating the NGSS practices and addressed several barriers to teacher self-efficacy. In response to findings, Akella's Science Teaching Efficacy Professional Development (ASTEPD) model is proposed as a tool to guide PD practice and, thus, helps improve teacher self-efficacy.
Full Text Available This article aims to examine the efforts that need to be done in facing the readiness of the working world for vocational education by developing self-concept and self efficacy. The increasingly intense work competition in the current era makes vocational education graduates should prepare themselves to be better prepared in facing the world of work. This is done by developing self-concept that can be formed through the planting of strong religious values, self-confidence, self-acceptance. The more we have a positive self-concept then success will be as expected. Self-efficacy is a physiological and emotional condition, expected to increase the ability to work and adapt to the work environment more easily, because self efficacy shows the implementation of processes that have been done during the previous learning process.
Gilles, Donna M; Turk, Cynthia L; Fresco, David M
Burke and Stephens (1999) [Burke, R.S., Stephens, R.S. Social anxiety and drinking in college students: A social cognitive theory analysis. Clinical Psychology Review, 19, (1999) 513-530.] proposed a social cognitive theory of heavy drinking in college students. According to this theory, alcohol expectancies for social facilitation and self-efficacy for refusing heavy drinking in anxiety-producing social situations moderate the relationship between social anxiety and drinking. In the current study, a significant three-way interaction was observed among social anxiety, expectancies, and self-efficacy when amount and frequency of drinking was the dependent variable. As predicted by the model, socially anxious college students with low self-efficacy for avoiding heavy drinking in social situations and high positive expectancies for social facilitation reported more alcohol consumption than other socially anxious individuals.
Wang, Duanxu; Gan, Chenjing; Wu, Chaoyan; Wang, Danqi
Previous studies have used social learning theory to explain the influence of ethical leadership. This study continues the previous research by using social learning theory to explain the mediating effect of self-efficacy on the relationship between ethical leadership and employee voice. In addition, this study extends previous studies by introducing expectancy theory to explore whether self-impact also mediates the relationship between ethical leadership and employee voice. Ethical leadership, self-efficacy, self-impact, and employee voice were assessed using paired surveys among 59 supervisors and 295 subordinates employed at nine firms in the People's Republic of China. Using HLM and SEM analyses, the results revealed that ethical leadership was positively related to employee voice and that this relationship was partially mediated by both self-efficacy and self-impact.
Gutiérrez Sanmartín, Melchor; Escartí Carbonell, Amparo; Pascual Baños, Carminal
The aim of this study was, on the one hand, to present/display the Spanish version of diverse instruments that assess Empathy, Prosocial behavior, Aggressiveness, Self-efficacy and Personal and social responsibility, and, on the other hand, to analyze which of these variables could predict responsibility. Participants were 822 pupils, ages 8 to 15 years, who studied in 11 educational centres of the Valencian Community. Measures include Spanish versions of the Index of Empathy for Children and Adolescents, Prosocial Behaviour, and Physical and Verbal Aggression, the Multidimensional Scale of Perceived Self-Efficacy, and the Contextual Self-Responsibility Questionnaire. Through structural equation modelling (SEM), the results showed positive relationships between Prosocial behaviour, Empathy, Self-efficacy, and Responsibility; and negative relationships between Aggressiveness and Responsibility. The results and implications for education are discussed.
Gabler, Joanna; Kropp, Fredric; Silvera, David H; Lavack, Anne M
This study examines the condom purchasing and use habits of 256 college students in Norway and English-speaking Canada, and develops a structural equation model to explain condom purchase and use. In the model, intention to purchase condoms is influenced by self-efficacy in condom purchasing, as well as by intention to use condoms. Intention to use condoms is influenced by having a positive attitude toward condom usage and by self-efficacy in persuading a partner to use condoms. The implications for health promotion and social marketing campaigns are discussed.
Aizzat Mohd. Nasurdin
Full Text Available This study examines the impacts of organisational structure (formalisation and centralisation and organisational climate in predicting job stress in a non-Western environment. It also explores the moderating effects of self-efficacy in the proposed relationships. A total of 151 securities sales personnel in Malaysia were sampled for this study. The findings indicated a positive relationship between both structural variables and stress. The organisational climate dimensions were found to be unrelated to stress. The role of self-efficacy as a moderator in the hypothesised relationships had limited support. Implications of this work and directions for future research are discussed.
Doménech Betoret, Fernando; Gómez Artiga, Amparo
This study examines the relationships among stressors, coping strategies, self-efficacy and burnout in a sample of 724 Spanish primary and secondary teachers. We understood stressors as barriers perceived by teachers that interfere with their work meeting learning objectives and which cause them stress and burnout. An analysis of teacher responses using hierarchical regression revealed that pedagogical barriers had significant positive effects on the burnout dimensions. Furthermore, the results show not only the moderator role played by coping strategies in the pedagogical barriers-burnout dimensions relationship, but also the association between self-efficacy and the coping strategies used by teachers. Practical implications are discussed.
Brixval, Carina S; Axelsen, Solveig F; Thygesen, Lau C
Antenatal education in small classes may increase childbirth self-efficacy. In this randomised trial we assessed the effect of a structured antenatal programme versus auditorium-based lectures on childbirth self-efficacy measured by three single items. We found that women in the intervention group...... reported statistically significant higher levels of confidence in their ability to cope at home during labour compared to the control group. Likewise, the intervention had a positive effect on the women's confidence in own ability to handle the birth process....