The Effect of Self and In Vivo Desensitization on Counselor Trainee Anxiety and Performance.

Science.gov (United States)

Miller, Thomas V.

The rationale, planning and implementing of this research is discussed in terms of its three hypotheses: (1) that both self desensitization and in vivo desensitization would result in lower Fear Index and Anxiety Differential scores of counselor trainees just prior to communicating with a role playing client in a counseling room where they are…

The Relationship Between Goal Orientation, Social Comparison Responses, Self-Efficacy, and Performance

NARCIS (Netherlands)

Carmona, Carmen; Buunk, Abraham P.; Dijkstra, Arie; Peiro, Jose M.

2008-01-01

The present study examined whether social comparison responses (identification and contrast in social comparison) mediated the relationship between goal orientation (promotion and prevention) and self-efficacy, and whether self-efficacy was subsequently related with a better performance. As

Self-Compassion Online: A Pilot Study of an Internet-Based Self-Compassion Cultivation Program for Psychology Trainees.

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Finlay-Jones, Amy; Kane, Robert; Rees, Clare

2017-07-01

The current study sought to conduct a preliminary investigation of the effectiveness and feasibility of a novel, self-guided online self-compassion training for reducing psychological distress and increasing self-compassion and happiness among psychology trainees. A 6-week online self-compassion cultivation program was developed and delivered to Australian psychology trainees (n = 37), and a pre-experimental repeated-measures design was used to collect change data on self-compassion, happiness, perceived stress, emotion regulation difficulties as well as symptoms of depression, anxiety, and stress. Participants reported significant increases in self-compassion and happiness and significant decreases in depression, stress, and emotion regulation difficulties between pretest and posttest, with the majority of changes maintained at 3-month follow up.  This study provides preliminary evidence supporting the effectiveness and acceptability of online self-compassion training as a positive, integrated, and meaningful way of reducing distress and promoting self-compassion and happiness among trainee psychologists. © 2016 Wiley Periodicals, Inc.

HOW DO KNOWLEDGE AND SELF-EFFICACY OF INTERNSHIP NURSING STUDENTS IN PERFORMING CARDIOPULMONARY RESUSCITATION?

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Selly Desiani

2017-10-01

Full Text Available Background: Cardiopulmonary Resuscitation (CPR is the emergency first aid in cardiac arrest. CPR delivery is influenced by knowledge and self-efficacy. Internship students can be the first responder of cardiac arrest in hospital and expected on having knowledge and high self-efficacy of CPR early. But there is no data on self-efficacy of internship students in performing CPR. Objective: The purpose of this research was to identify knowledge and self-efficacy of internship students in performing CPR. Methods: The method in this research was descriptive quantitative with cross-sectional approach on 76 internship students selected by simple random sampling. Knowledge questionnaire and Resuscitation Self-Efficacy Scale instrument were used in this research, with validity score 0.56-0.84 (α=0.91. Data were analysed by distribution frequency. Results: The results showed that 49 respondents (64.5% had moderate knowledge and 73 respondents (96.1% had high self-efficacy. The lowest domain in knowledge was conceptual knowledge, while in self-efficacy were reporting, debriefing and recording. Conclusions: Therefore, it becomes important to increase information on the conceptual knowledge and enhances training on the self-efficacy domain: reporting; debriefing and recording.

Parents' self-efficacy, outcome expectations, and self-reported task performance when managing atopic dermatitis in children: instrument reliability and validity.

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Mitchell, Amy E; Fraser, Jennifer A

2011-02-01

Support and education for parents faced with managing a child with atopic dermatitis is crucial to the success of current treatments. Interventions aiming to improve parent management of this condition are promising. Unfortunately, evaluation is hampered by lack of precise research tools to measure change. To develop a suite of valid and reliable research instruments to appraise parents' self-efficacy for performing atopic dermatitis management tasks; outcome expectations of performing management tasks; and self-reported task performance in a community sample of parents of children with atopic dermatitis. The Parents' Eczema Management Scale (PEMS) and the Parents' Outcome Expectations of Eczema Management Scale (POEEMS) were developed from an existing self-efficacy scale, the Parental Self-Efficacy with Eczema Care Index (PASECI). Each scale was presented in a single self-administered questionnaire, to measure self-efficacy, outcome expectations, and self-reported task performance related to managing child atopic dermatitis. Each was tested with a community sample of parents of children with atopic dermatitis, and psychometric evaluation of the scales' reliability and validity was conducted. A community-based convenience sample of 120 parents of children with atopic dermatitis completed the self-administered questionnaire. Participants were recruited through schools across Australia. Satisfactory internal consistency and test-retest reliability was demonstrated for all three scales. Construct validity was satisfactory, with positive relationships between self-efficacy for managing atopic dermatitis and general perceived self-efficacy; self-efficacy for managing atopic dermatitis and self-reported task performance; and self-efficacy for managing atopic dermatitis and outcome expectations. Factor analyses revealed two-factor structures for PEMS and PASECI alike, with both scales containing factors related to performing routine management tasks, and managing the

Effects of Online College Student's Internet Self-Efficacy on Learning Motivation and Performance

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Chang, Chiung-Sui; Liu, Eric Zhi-Feng; Sung, Hung-Yen; Lin, Chun-Hung; Chen, Nian-Shing; Cheng, Shan-Shan

2014-01-01

This study investigates how Internet self-efficacy helps students to transform motivation into learning action, and its influence on learning performance. In this study, the effects of Internet self-efficacy on motivation and the learning performance of online college students were examined using social cognitive theory. The subjects of this study…

Videogame-Based Training Success: The Impact of Trainee Characteristics - Year 2

National Research Council Canada - National Science Library

Orvis, Karin A; Horn, Daniel B; Belanich, James

2006-01-01

.... Specifically, this follow-up research examines prior videogame experience, videogame self-efficacy, and goal orientation as antecedents that maximize trainee motivation, as well as other learner...

Path Analysis Examining Self-Efficacy and Decision-Making Performance on a Simulated Baseball Task

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Hepler, Teri J.; Feltz, Deborah L.

2012-01-01

The purpose of this study was to examine the relationship between decision-making self-efficacy and decision-making performance in sport. Undergraduate students (N = 78) performed 10 trials of a decision-making task in baseball. Self-efficacy was measured before performing each trial. Decision-making performance was assessed by decision speed and…

What Differentiates Employees' Job Performance Under Stressful Situations: The Role of General Self-Efficacy.

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Lu, Chang-Qin; Du, Dan-Yang; Xu, Xiao-Min

2016-10-02

The aim of this research is to verify the two-dimensional challenge-hindrance stressor framework in the Chinese context, and investigate the moderating effect of general self-efficacy in the stress process. Data were collected from 164 Chinese employee-supervisor dyads. The results demonstrated that challenge stressors were positively related to job performance while hindrance stressors were negatively related to job performance. Furthermore, general self-efficacy strengthened the positive relationship between challenge stressors and job performance, whereas the attenuating effect of general self-efficacy on the negative relationship between hindrance stressors and job performance was nonsignificant. These findings qualify the two-dimensional challenge-hindrance stressor framework, and support the notion that employees with high self-efficacy benefit more from the positive effect of challenge stressors in the workplace. By investigating the role of an individual difference variable in the challenge-hindrance stressor framework, this research provides a more accurate picture of the nature of job stress, and enhances our understanding of the job stressor-job performance relationship.

Green Transformational Leadership and Green Performance: The Mediation Effects of Green Mindfulness and Green Self-Efficacy

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Yu-Shan Chen

2014-09-01

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.

A computational model of self-efficacy's various effects on performance: Moving the debate forward.

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Vancouver, Jeffrey B; Purl, Justin D

2017-04-01

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).

Vicarious and Persuasive Influences on Efficacy Expectations and Intentions To Perform Breast Self-Examination.

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Anderson, Ronald B.

2000-01-01

Tests the impact of symbolic modeling and persuasive efficacy information on self-efficacy beliefs and intentions to perform breast self-examinations among 147 undergraduate students. Assesses the effects of these modes of efficacy induction on fear arousal and response-outcome expectations. Finds symbolic modeling engendered greater efficacy…

Does Self-Efficacy Affect Cognitive Performance in Persons with Clinically Isolated Syndrome and Early Relapsing Remitting Multiple Sclerosis?

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Peter Joseph Jongen

2015-01-01

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.

Self-regulated learning, self-efficacy beliefs and performance during the late childhood

Directory of Open Access Journals (Sweden)

Salmerón-Pérez, Honorio

2010-10-01

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.

Self-regulation and recall: growth curve modeling of intervention outcomes for older adults.

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West, Robin L; Hastings, Erin C

2011-12-01

Memory training has often been supported as a potential means to improve performance for older adults. Less often studied are the characteristics of trainees that benefit most from training. Using a self-regulatory perspective, the current project examined a latent growth curve model to predict training-related gains for middle-aged and older adult trainees from individual differences (e.g., education), information processing skills (strategy use) and self-regulatory factors such as self-efficacy, control, and active engagement in training. For name recall, a model including strategy usage and strategy change as predictors of memory gain, along with self-efficacy and self-efficacy change, showed comparable fit to a more parsimonious model including only self-efficacy variables as predictors. The best fit to the text recall data was a model focusing on self-efficacy change as the main predictor of memory change, and that model showed significantly better fit than a model also including strategy usage variables as predictors. In these models, overall performance was significantly predicted by age and memory self-efficacy, and subsequent training-related gains in performance were best predicted directly by change in self-efficacy (text recall), or indirectly through the impact of active engagement and self-efficacy on gains (name recall). These results underscore the benefits of targeting self-regulatory factors in intervention programs designed to improve memory skills.

Leading public service organizations: How to obtain high employee self-efficacy and organizational performance

DEFF Research Database (Denmark)

Jacobsen, Christian Bøtcher; Andersen, Lotte Bøgh

2017-01-01

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....

Enhancing Self-Efficacy and Performance: An Experimental Comparison of Psychological Techniques.

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Wright, Bradley James; O'Halloran, Paul Daniel; Stukas, Arthur Anthony

2016-01-01

We assessed how 6 psychological performance enhancement techniques (PETs) differentially improved self-efficacy (SE) and skill performance. We also assessed whether vicarious experiences and verbal persuasion as posited sources of SE (Bandura, 1982 ) were supported and, further, if the effects of the 6 PETs remained after controlling for achievement motivation traits and self-esteem. A within-subject design assessed each individual across 2 trials for 3 disparate PETs. A between-groups design assessed differences between PETs paired against each other for 3 similar novel tasks. Participants (N = 96) performed 2 trials of 10 attempts at each of the tasks (kick, throw, golf putt) in a counterbalanced sequence using their nondominant limb. Participants completed the Sport Orientation Questionnaire, Rosenberg Self-Esteem Scale, and General Self-Efficacy Scale and were randomly allocated to either the modeling or imagery, goal-setting or instructional self-statement, or knowledge-of-results or motivational feedback conditions aligned with each task. An instructional self-statement improved performance better than imagery, modeling, goal setting, and motivational and knowledge-of-results augmented feedback. Motivational auditory feedback most improved SE. Increased SE change scores were related to increased performance difference scores on all tasks after controlling for age, sex, achievement motivation, and self-esteem. Some sources of SE may be more influential than others on both SE and performance improvements. We provide partial support for the sources of SE proposed by Bandura's social-cognitive theory with verbal persuasion but not vicarious experiences improving SE.

Within-person relationship between self-efficacy and performance across trials. Effect of task objective and task type.

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Hepler, Teri J; Ritchie, Jason; Hill, Christopher R

2017-07-05

Self-efficacy has been shown to be a consistent, positive predictor of between-persons performance in sport. However, there have been equivocal results regarding the influence of self-efficacy on a person's performance over time. This study investigated the influence of self-efficacy on motor skill performance across trials with respect to two different task objectives and task types. Participants (N=84) performed 4 blocks of 10 trials of a dart throwing (closed skill) and a hitting (open skill) task under 2 different task objectives: competitive and goal-striving. For the goal-striving condition, success was defined as reaching a pre-determined performance level. The competitive condition involved competing against an opponent. Hierarchical linear modeling was used to examine the influence of past performance and self-efficacy on the within-person performance across multiple trials. Previous performance was negatively related with subsequent performance on all conditions. Self-efficacy was not a significant predictor of performance on any of the conditions. While task objective and task type did not moderate the efficacy-performance relationship in the current study, it is important to consider the role of other moderators in future research.

Counseling Psychology Doctoral Trainees' Satisfaction with Clinical Methods Training

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Menke, Kristen Ann

2015-01-01

Counseling psychology doctoral trainees' satisfaction with their clinical methods training is an important predictor of their self-efficacy as counselors, persistence in graduate programs, and probability of practicing psychotherapy in their careers (Fernando & Hulse-Killacky, 2005; Hadjipavlou & Ogrodniczuk, 2007; Morton & Worthley,…

Memory self-efficacy predicts responsiveness to inductive reasoning training in older adults.

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Payne, Brennan R; Jackson, Joshua J; Hill, Patrick L; Gao, Xuefei; Roberts, Brent W; Stine-Morrow, Elizabeth A L

2012-01-01

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.

Do Social Self-Efficacy and Self-Esteem Moderate the Relationship between Peer Victimization and Academic Performance?

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Raskauskas, Juliana; Rubiano, Sherry; Offen, Ilanit; Wayland, Ann Kathleen

2015-01-01

Victimization by peers has been associated with low academic performance and internalizing problems. Still, not all students who experience peer victimization report a reduction in performance. The current study examines the potential protective nature of self-esteem and social self-efficacy in the relationship between peer victimization and…

Preempting Performance Challenges: The Effects of Inoculation Messaging on Attacks to Task Self-Efficacy

Science.gov (United States)

Jackson, Ben; Compton, Josh; Whiddett, Ryan; Anthony, David R.; Dimmock, James A.

2015-01-01

Although inoculation messages have been shown to be effective for inducing resistance to counter-attitudinal attacks, researchers have devoted relatively little attention toward studying the way in which inoculation theory principles might support challenges to psychological phenomena other than attitudes (e.g., self-efficacy). Prior to completing a physical (i.e., balance) task, undergraduates (N = 127, Mage = 19.20, SD = 2.16) were randomly assigned to receive either a control or inoculation message, and reported their confidence in their ability regarding the upcoming task. During the task, a confederate provided standardized negative feedback to all participants regarding their performance, and following the completion of the task, participants again reported their self-efficacy along with measures assessing in-task processes. Findings supported the viability of efficacy inoculation; controlling for pre-task self-efficacy, task performance, and relevant psycho-social variables (e.g., resilience, self-confidence robustness), participants in the inoculation condition reported greater confidence in their ability (i.e., task self-efficacy) than those in the control condition at post-task. Relative to those in the inoculation condition, participants in the control condition also experienced greater concentration disruption and self-presentation concerns during the task. PMID:25898287

Assessment of Scientific Communication Self-Efficacy, Interest, and Outcome Expectations for Career Development in Academic Medicine

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Anderson, Cheryl B.; Lee, Hwa Young; Byars-Winston, Angela; Baldwin, Constance D.; Cameron, Carrie; Chang, Shine

2015-01-01

Competency in forms of scientific communication, both written and spoken, is essential for success in academic science. This study examined the psychometric properties of three new measures, based on social cognitive career theory, that are relevant to assessment of skill and perseverance in scientific communication. Pre- and postdoctoral trainees in biomedical science (N = 411) completed online questionnaires assessing self-efficacy in scientific communication, career outcome expectations, and interest in performing tasks in scientific writing, oral presentation, and impromptu scientific discourse. Structural equation modeling was used to evaluate factor structures and model relations. Confirmatory factor analysis supported a 22-item, 3-factor measure of self-efficacy, an 11-item, 2-factor measure of outcome expectations, and a 12-item, 3-factor measure of interest in scientific communication activities. Construct validity was further demonstrated by theory-consistent inter-factor relations and relations with typical communications performance behaviors (e.g., writing manuscripts, abstracts, presenting at national meetings). PMID:26924920

Self-Esteem and Emotional Intelligence among B.Ed Trainees of Tsunami Affected Coastal Belt

Science.gov (United States)

Babu M, Sameer

2008-01-01

Through this study the author investigates the relationship between self-esteem and emotional intelligence among B.Ed trainees of Tsunami affected coastal belt of Alappey district of Kerala, India. Stream of study, marital status and age based comparisons were made among the B.Ed trainees. 92 B.Ed trainees were the participants in the study. It…

Self-efficacy and enjoyment of middle school children performing the progressive aerobic cardiovascular endurance run (PACER).

Science.gov (United States)

Kane, Irene; Robertson, Robert J; Fertman, Carl I; Nagle, Elizabeth F; McConnaha, Wendell R; Rabin, Bruce S

2013-10-01

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.

Testing the Self-Efficacy-Performance Linkage of Social-Cognitive Theory.

Science.gov (United States)

Harrison, Allison W.; Rainer, R. Kelly, Jr.; Hochwarter, Wayne A.; Thompson, Kenneth R.

1997-01-01

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…

Engineering Self-Efficacy Contributing to the Academic Performance of AMAIUB Engineering Students: A Qualitative Investigation

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Aleta, Beda T.

2016-01-01

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…

Academic Self-Efficacy, Self-Regulated Learning and Academic Performance in First-Year University Students

Science.gov (United States)

Alegre, Alberto A.

2014-01-01

The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students) admitted to a private university of Lima for the 2013-2 term by using…

Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy

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Teresa Limpo

2017-10-01

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.

RELATIONSHIP BETWEEN THE LEVEL OF SELF-EFFICACY, PERFORMANCE INDICATORS, AND PARTICIPATION IN YOUTH BASKETBALL

Directory of Open Access Journals (Sweden)

Enrique Ortega

2009-01-01

Full Text Available The present study analyzed the relationship between the level of self-efficacy of the player with the ball in basketball, various performance indicators, and individual participation of the youth player in competition, with the goal of being able to establish initial values that help to define game styles and systems that are adapted to the characteristics of the youth player. In order to evaluate the levels of self-efficacy, a questionnaire was administered to 187 players from the under-16 age category. From a total of 22 games, the following variables related to the individual performance of the player were analyzed: a points scored; b shot attempts and shots made of 1, 2, and 3 points; c efficacy percentage of 1, 2, and 3-point shots; d rebounds made; and e personal fouls received. With regard to participation, the following variables were analyzed: f minutes played; g total time of ball possession; h number of ball possessions; i number of passes received; and j number of offensive phases in which the player participates. The results indicate that the performance and participation variables correctly classify 74.2% when differentiating between players with high and low levels of selfefficacy. The players with high levels of self-efficacy presented higher values in the different performance and participation variables than the players with low levels of self-efficacy.

Retention of basic life support knowledge, self-efficacy and chest compression performance in Thai undergraduate nursing students.

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Partiprajak, Suphamas; Thongpo, Pichaya

2016-01-01

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.

Summer research training for medical students: impact on research self-efficacy.

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Black, Michelle L; Curran, Maureen C; Golshan, Shahrokh; Daly, Rebecca; Depp, Colin; Kelly, Carolyn; Jeste, Dilip V

2013-12-01

There is a well-documented shortage of physician researchers, and numerous training programs have been launched to facilitate development of new physician scientists. Short-term research training programs are the most practical form of research exposure for most medical students, and the summer between their first and second years of medical school is generally the longest period they can devote solely to research. The goal of short-term training programs is to whet the students' appetite for research and spark their interest in the field. Relatively little research has been done to test the effectiveness of short-term research training programs. In an effort to examine short-term effects of three different NIH-funded summer research training programs for medical students, we assessed the trainees' (N = 75) research self-efficacy prior to and after the programs using an 11-item scale. These hands-on training programs combined experiential, didactic, and mentoring elements. The students demonstrated a significant increase in their self-efficacy for research. Trainees' gender, ranking of their school, type of research, and specific content of research project did not predict improvement. Effect sizes for different types of items on the scale varied, with the largest gain seen in research methodology and communication of study findings. © 2013 Wiley Periodicals, Inc.

Computer Self-Efficacy, Computer Anxiety, Performance and Personal Outcomes of Turkish Physical Education Teachers

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Aktag, Isil

2015-01-01

The purpose of this study is to determine the computer self-efficacy, performance outcome, personal outcome, and affect and anxiety level of physical education teachers. Influence of teaching experience, computer usage and participation of seminars or in-service programs on computer self-efficacy level were determined. The subjects of this study…

Older adults with poor self-rated memory have less depressive symptoms and better memory performance when perceived self-efficacy is high.

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O'Shea, Deirdre M; Dotson, Vonetta M; Fieo, Robert A; Tsapanou, Angeliki; Zahodne, Laura; Stern, Yaakov

2016-07-01

To investigate whether self-efficacy moderates the association between self-rated memory and depressive symptoms in a large sample of older adults. The influence of self-efficacy and depressive symptoms on memory performance was also examined in a subsample of individuals who reported poor memory. Non-demented participants (n = 3766) were selected from the 2012 wave of the Health and Retirement Study. Depressive symptomatology was assessed with the 8-item Center for Epidemiologic Studies Depression Scale. A modified version of the Midlife Developmental Inventory Questionnaire was used as the measure of self-efficacy. Participants were asked to rate their memory presently on a five-point scale from Excellent (1) to Poor (5). Immediate memory and delayed memory (after a 5-min interval) were measured by the number of correct words recalled from a 10-item word list. Multiple regression analyses revealed that negative ratings of memory were significantly associated with greater levels of depressive symptoms, with this effect being greatest in those with low levels of self-efficacy. Additionally, greater self-efficacy was associated with optimal objective memory performances but only when depressive symptoms were low in individuals who reported poor memory function (n = 1196). Self-efficacy moderates the relationship between self-rated memory function and depressive symptoms. Higher self-efficacy may buffer against the impact of subjective memory difficulty on one's mood and thereby mitigating the effect of depressive symptoms on memory. Interventions should focus on increasing perceived self-efficacy in older adults reporting poor memory function to potentially minimize memory impairment. Copyright © 2015 John Wiley & Sons, Ltd.

Relationships among Individual Task Self-Efficacy, Self-Regulated Learning Strategy Use and Academic Performance in a Computer-Supported Collaborative Learning Environment

Science.gov (United States)

Wilson, Kimberly; Narayan, Anupama

2016-01-01

This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with…

The Self-Efficacy Scale: A Construct Validity Study.

Science.gov (United States)

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…

Effect of Engaging Trainees by Assessing Peer Performance

DEFF Research Database (Denmark)

Loumann Krogh, Charlotte; Ringsted, Charlotte; Kromann, Charles B

2014-01-01

during training. Outcome measures were in-training performance and performance, both of which were measured two weeks after the course. Trainees' performances were videotaped and assessed by two expert raters using a checklist that included a global rating. Trainees' satisfaction with the training...... was also evaluated. RESULTS: The intervention group obtained a significantly higher overall in-training performance score than the control group: mean checklist score 20.87 (SD 2.51) versus 19.14 (SD 2.65) P = 0.003 and mean global rating 3.25 SD (0.99) versus 2.95 (SD 1.09) P = 0.014. Postcourse...

Enhancing Self-Efficacy and Performance: An Experimental Comparison of Psychological Techniques

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Wright, Bradley James; O'Halloran, Paul Daniel; Stukas, Arthur Anthony

2016-01-01

Purpose: We assessed how 6 psychological performance enhancement techniques (PETs) differentially improved self-efficacy (SE) and skill performance. We also assessed whether vicarious experiences and verbal persuasion as posited sources of SE (Bandura, 1982) were supported and, further, if the effects of the 6 PETs remained after controlling for…

Persuasive performance feedback: the effect of framing on self-efficacy.

Science.gov (United States)

Choe, Eun Kyoung; Lee, Bongshin; Munson, Sean; Pratt, Wanda; Kientz, Julie A

2013-01-01

Self-monitoring technologies have proliferated in recent years as they offer excellent potential for promoting healthy behaviors. Although these technologies have varied ways of providing real-time feedback on a user's current progress, we have a dearth of knowledge of the framing effects on the performance feedback these tools provide. With an aim to create influential, persuasive performance feedback that will nudge people toward healthy behaviors, we conducted an online experiment to investigate the effect of framing on an individual's self-efficacy. We identified 3 different types of framing that can be applicable in presenting performance feedback: (1) the valence of performance (remaining vs. achieved framing), (2) presentation type (text-only vs. text with visual), and (3) data unit (raw vs. percentage). Results show that the achieved framing could lead to an increased perception of individual's performance capabilities. This work provides empirical guidance for creating persuasive performance feedback, thereby helping people designing self-monitoring technologies to promote healthy behaviors.

Persuasive Performance Feedback: The Effect of Framing on Self-Efficacy

Science.gov (United States)

Choe, Eun Kyoung; Lee, Bongshin; Munson, Sean; Pratt, Wanda; Kientz, Julie A.

2013-01-01

Self-monitoring technologies have proliferated in recent years as they offer excellent potential for promoting healthy behaviors. Although these technologies have varied ways of providing real-time feedback on a user’s current progress, we have a dearth of knowledge of the framing effects on the performance feedback these tools provide. With an aim to create influential, persuasive performance feedback that will nudge people toward healthy behaviors, we conducted an online experiment to investigate the effect of framing on an individual’s self-efficacy. We identified 3 different types of framing that can be applicable in presenting performance feedback: (1) the valence of performance (remaining vs. achieved framing), (2) presentation type (text-only vs. text with visual), and (3) data unit (raw vs. percentage). Results show that the achieved framing could lead to an increased perception of individual’s performance capabilities. This work provides empirical guidance for creating persuasive performance feedback, thereby helping people designing self-monitoring technologies to promote healthy behaviors. PMID:24551378

Making robust assessments of specialist trainees' workplace performance.

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Weller, J M; Castanelli, D J; Chen, Y; Jolly, B

2017-02-01

Workplace-based assessments should provide a reliable measure of trainee performance, but have met with mixed success. We proposed that using an entrustability scale, where supervisors scored trainees on the level of supervision required for the case would improve the utility of compulsory mini-clinical evaluation exercise (CEX) assessments in a large anaesthesia training program. We analysed mini-CEX scores from all Australian and New Zealand College of Anaesthetists trainees submitted to an online database over a 12-month period. Supervisors' scores were adjusted for the expected supervision requirement for the case for trainees at different stages of training. We used generalisability theory to determine score reliability. 7808 assessments were available for analysis. Supervision requirements decreased significantly (P  0.7) with a feasible number of assessments. Adjusting scores against the expected supervision requirement considerably improved reliability, with G > 0.8 achieved with only nine assessments. Three per cent of trainees generated average mini-CEX scores below the expected standard. Using an entrustment scoring system, where supervisors score trainees on the level of supervision required, mini-CEX scores demonstrated moderate reliability within a feasible number of assessments, and evidence of validity. When scores were adjusted against an expected standard, underperforming trainees could be identified, and reliability much improved. Taken together with other evidence on trainee ability, the mini-CEX is of sufficient reliability for inclusion in high stakes decisions on trainee progression towards independent specialist practice. © The Author 2017. Published by Oxford University Press on behalf of the British Journal of Anaesthesia. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

The development and psychometric validation of the self-efficacy and performance in self-management support (SEPSS) Instrument

NARCIS (Netherlands)

V. Duprez (Veerle); S.M. van Hooft (Susanne); J. Dwarswaard (Jolanda); A.L. van Staa (AnneLoes); A. Van Hecke (Ann); M.M.H. Strating (Mathilde)

2016-01-01

markdownabstract__Aim:__ To develop and psychometrically test the self-efficacy and performance in self-management support (SEPSS) instrument. __Background:__ Facilitating persons with a chronic condition to take an active role in the management of their condition, implicates that nurses acquire

The "new normal": Adapting doctoral trainee career preparation for broad career paths in science.

Directory of Open Access Journals (Sweden)

Rebekah St Clair

Full Text Available Doctoral recipients in the biomedical sciences and STEM fields are showing increased interest in career opportunities beyond academic positions. While recent research has addressed the interests and preferences of doctoral trainees for non-academic careers, the strategies and resources that trainees use to prepare for a broad job market (non-academic are poorly understood. The recent adaptation of the Social Cognitive Career Theory to explicitly highlight the interplay of contextual support mechanisms, individual career search efficacy, and self-adaptation of job search processes underscores the value of attention to this explicit career phase. Our research addresses the factors that affect the career search confidence and job search strategies of doctoral trainees with non-academic career interests and is based on nearly 900 respondents from an NIH-funded survey of doctoral students and postdoctoral fellows in the biomedical sciences at two U.S. universities. Using structural equation modeling, we find that trainees pursuing non-academic careers, and/or with low perceived program support for career goals, have lower career development and search process efficacy (CDSE, and receive different levels of support from their advisors/supervisors. We also find evidence of trainee adaptation driven by their career search efficacy, and not by career interests.

Initial Teacher Education: Does Self-Efficacy Influence Candidate Teacher Academic Achievement and Future Career Performance?

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Shawer, Saad F.

2013-01-01

This quantitative investigation examined the influence of low and high self-efficacy on candidate teacher academic performance in a foreign language teaching methodology course through testing the speculation that high self-efficacy levels would improve pedagogical-content knowledge (PCK). Positivism guided the research design at the levels of…

Creative Self-Efficacy Development and Creative Performance over Time

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Tierney, Pamela; Farmer, Steven M.

2011-01-01

Building from an established framework of self-efficacy development, this study provides a longitudinal examination of the development of creative self-efficacy in an ongoing work context. Results show that increases in employee creative role identity and perceived creative expectation from supervisors over a 6-month time period were associated…

Does Digital Game Interactivity Always Promote Self-Efficacy?

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Lee, Yu-Hao

2015-11-01

Interactive digital games can promote self-efficacy by engaging players in enactive and observational learning. However, interactivity does not always lead to greater self-efficacy. Important constructs in social cognitive theory, such as performance outcome and perceived similarity, are often not accounted for in studies that have tested the effect of digital game interactivity on self-efficacy. This study assessed the effects of interactive digital games compared with passive digital games based on video comparison, a common experimental design used to test the effect of digital game interactivity on self-efficacy. In addition, this study also evaluated player performance and measured perceived similarity to the observed player. Findings suggested that in general, digital game interactivity predicted higher self-efficacy compared with noninteractive passive games. However, in the noninteractive conditions, the effects of performance on self-efficacy were moderated by perceived similarity between the observer and the observed player. When the observed player was perceived to be similar to the observer, the effects of performance on self-efficacy were comparable to the interactive game, but when the observed player was perceived as dissimilar to the observer, observing the dissimilar player failed to increase observer self-efficacy. Implications for interactivity manipulations and game developers are discussed.

Reported positive and negative outcomes associated with a self-practice/self-reflection cognitive-behavioural therapy exercise for CBT trainees.

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Spendelow, Jason S; Butler, Lisa J

2016-09-01

The aim of the current study was to identify outcomes of a self-practice/self-reflection (SP/SR) exercise for trainee clinical psychologists. Thirty-two trainees enrolled in their first year of a UK university doctoral clinical psychology training programme completed an online questionnaire following an eight-week exercise. Findings indicated an endorsement of many previously reported benefits of exercise participation, but also the identification of negative outcomes. Thematic analysis of qualitative data revealed that outcomes could be grouped into two main thematic domains (individual task outcomes and task organization issues) along with several subordinate themes. SP/SR is a useful tool in the development of trainee CBT therapist competences. There has been limited previous recognition of potential negative outcomes from this type of exercise. However, these can provide additional impetus for therapist skill development.

Situated Self-efficacy in Introductory Physics Students

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Henderson, Rachel; DeVore, Seth; Michaluk, Lynnette; Stewart, John

2017-01-01

Within the general university environment, students' perceived self-efficacy has been widely studied and findings suggest it plays a role in student success. The current research adapted a self-efficacy survey, from the ``Self-Efficacy for Learning Performance'' subscale of the Motivated Learning Strategies Questionnaire and administered it to the introductory, calculus-based physics classes (N=1005) over the fall 2015 and spring 2016 semesters. This assessment measured students' self-efficacy in domains including the physics class, other science and mathematics classes, and their intended future career. The effect of gender was explored with the only significant gender difference (p gender difference was not explained by a student's performance which was measured by test average. However, a mediation analysis showed that students' overall academic self-efficacy, measured by their math and science self-efficacy, acts as a mediator for the effect of test average on self-efficacy towards the physics class domain. This mediation effect was significant for both female (p < . 01) and male students (p < . 001) however, it was more pronounced for male students.

The Role of Scientific Communication Skills in Trainees' Intention to Pursue Biomedical Research Careers: A Social Cognitive Analysis.

Science.gov (United States)

Cameron, Carrie; Lee, Hwa Young; Anderson, Cheryl; Byars-Winston, Angela; Baldwin, Constance D; Chang, Shine

2015-01-01

Scientific communication (SciComm) skills are indispensable for success in biomedical research, but many trainees may not have fully considered the necessity of regular writing and speaking for research career progression. Our purpose was to investigate the relationship between SciComm skill acquisition and research trainees' intentions to remain in research careers. We used social cognitive career theory (SCCT) to test a model of the relationship of SciComm skills to SciComm-related cognitive variables in explaining career intentions. A sample of 510 graduate students and postdoctoral fellows at major academic health science centers in the Texas Medical Center, Houston, Texas, were surveyed online. Results suggested that interest in performing SciComm tasks, SciComm outcome expectations (SCOEs), and SciComm productivity predicted intention to remain in a research career, while SciComm self-efficacy did not directly predict career intention. SCOEs also predicted interest in performing SciComm tasks. As in other SCCT studies, SciComm self-efficacy predicted SCOEs. We conclude that social cognitive factors of SciComm skill acquisition and SciComm productivity significantly predict biomedical trainees' intentions to pursue research careers whether within or outside academia. While further studies are needed, these findings may lead to evidence-based interventions to help trainees remain in their chosen career paths. © 2015 C. Cameron 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).

Effects of Gait Self-Efficacy and Lower-Extremity Physical Function on Dual-Task Performance in Older Adults

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Banducci, Sarah E.; Daugherty, Ana M.; Fanning, Jason; Awick, Elizabeth A.; Porter, Gwenndolyn C.; Burzynska, Agnieszka; Shen, Sa; Kramer, Arthur F.; McAuley, Edward

2017-01-01

Objectives. Despite evidence of self-efficacy and physical function's influences on functional limitations in older adults, few studies have examined relationships in the context of complex, real-world tasks. The present study tested the roles of self-efficacy and physical function in predicting older adults' street-crossing performance in single- and dual-task simulations. Methods. Lower-extremity physical function, gait self-efficacy, and street-crossing success ratio were assessed in 195 older adults (60–79 years old) at baseline of a randomized exercise trial. During the street-crossing task, participants walked on a self-propelled treadmill in a virtual reality environment. Participants crossed the street without distraction (single-task trials) and conversed on a cell phone (dual-task trials). Structural equation modeling was used to test hypothesized associations independent of demographic and clinical covariates. Results. Street-crossing performance was better on single-task trials when compared with dual-task trials. Direct effects of self-efficacy and physical function on success ratio were observed in dual-task trials only. The total effect of self-efficacy was significant in both conditions. The indirect path through physical function was evident in the dual-task condition only. Conclusion. Physical function can predict older adults' performance on high fidelity simulations of complex, real-world tasks. Perceptions of function (i.e., self-efficacy) may play an even greater role. The trial is registered with United States National Institutes of Health ClinicalTrials.gov (ID: NCT01472744; Fit & Active Seniors Trial). PMID:28255557

The attenuating effect of role overload on relationships linking self-efficacy and goal level to work performance.

Science.gov (United States)

Brown, Steven P; Jones, Eli; Leigh, Thomas W

2005-09-01

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.

Academic underachievement, self-esteem and self-efficacy in decision making

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Pina Filippello

2014-01-01

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.

Prematurity and parental self-efficacy: the Preterm Parenting & Self-Efficacy Checklist.

Science.gov (United States)

Pennell, Claire; Whittingham, Koa; Boyd, Roslyn; Sanders, Matthew; Colditz, Paul

2012-12-01

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.

Using Video Feedback to Measure Self-Efficacy

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Bobo, Linda; Andrews, Amanda

2010-01-01

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…

An Analysis on the Effect of Computer Self-Efficacy over Scientific Research Self-Efficacy and Information Literacy Self-Efficacy

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Tuncer, Murat

2013-01-01

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…

Video Game Self-efficacy and its Effect on Training Performance

Directory of Open Access Journals (Sweden)

Skilan A. Ortiz

2015-09-01

Full Text Available This study examined the effects of using serious games for training on task performance and declarative knowledge outcomes. The purpose was to determine if serious games are more effective training tools than traditional methods. Self-efficacy, expectations for training, and engagement were considered as moderators of the relationship between type of training and task performance as well as type of training and declarative knowledge. Results of the study offered support for the potential of serious games to be more effective than traditional methods of training when it comes to task performance.

Pre-Service Teachers' Mathematics Self-Efficacy and Mathematics Teaching Self-Efficacy

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Zuya, Habila Elisha; Kwalat, Simon Kevin; Attah, Bala Galle

2016-01-01

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…

Linking transformational leadership to nurses' extra-role performance: the mediating role of self-efficacy and work engagement.

Science.gov (United States)

Salanova, Marisa; Lorente, Laura; Chambel, Maria J; Martínez, Isabel M

2011-10-01

This paper is a report of a social cognitive theory-guided study about the link between supervisors' transformational leadership and staff nurses' extra-role performance as mediated by nurse self-efficacy and work engagement. Past research has acknowledged the positive influence that transformational leaders have on employee (extra-role) performance. However, less is known about the psychological mechanisms that may explain the links between transformational leaders and extra-role performance, which encompasses behaviours that are not considered formal job requirements, but which facilitate the smooth functioning of the organization as a social system. Seventeen supervisors evaluated nurses' extra-role performance, the data generating a sample consisting of 280 dyads. The nurses worked in different health services in a large Portuguese hospital and the participation rate was 76·9% for nurses and 100% for supervisors. Data were collected during 2009. A theory-driven model of the relationships between transformation leadership, self-efficacy, work engagement and nurses' extra-role performance was tested using Structural Equation Modelling. Data analysis revealed a full mediation model in which transformational leadership explained extra-role performance through self-efficacy and work engagement. A direct relationship between transformational leadership and work engagement was also found. Nurses' supervisors with a transformational leadership style enhance different 'extra-role' performance in nurses and this increases hospital efficacy. They do so by establishing a sense of self-efficacy but also by amplifying their levels of engagement in the workplace. © 2011 Blackwell Publishing Ltd.

Validation of a Self-Efficacy Instrument and Its Relationship to Performance of Crisis Resource Management Skills

Science.gov (United States)

Plant, Jennifer L.; van Schaik, Sandrijn M.; Sliwka, Diane C.; Boscardin, Christy K.; O'Sullivan, Patricia S.

2011-01-01

Self-efficacy is thought to be important for resuscitation proficiency in that it influences the development of and access to the associated medical knowledge, procedural skills and crisis resource management (CRM) skills. Since performance assessment of CRM skills is challenging, self-efficacy is often used as a measure of competence in this…

Contributions of Self-Efficacy and Problem Solving Skills on Secretaries' Job Performance in Ogun State Public Service, Nigeria

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Abosede, Subuola Catherine; Adesanya, Adebimpe Olusola

2017-01-01

This study is aimed at determining the contributions of self-efficacy and problem solving skills to the job performance of secretaries. The study also ascertained the relationship among self-efficacy, problem solving skills and job performance of the secretaries. The study employed the descriptive research design. Ten (10) secretaries were…

The Relationship between Health Literacy, Perceived Self-efficacy and Self-care Performance of Female Senior High School Students in Health Promoting Schools of Miyaneh, 2016-2017

Directory of Open Access Journals (Sweden)

Mahnaz Khodabandeh

2017-12-01

Full Text Available Background and objective: Self-care in adolescents is considered as an effective measure in line with the promotion of health in each community. In this regard, the role of health promoting schools is of great importance. Furthermore, health literacy, as one of the basic tools for promoting community health, has been given much attention by policymakers. The present study aimed to investigate the relationship between the health literacy, perceived self-efficacy and self-care performance of female senior high school students in the health promoting schools of Miyaneh in 2016-2017. Methods: In this descriptive-correlational study, 320 female senior high school students were selected randomly using the multi –stage cluster sampling method. Data were collected by using the questionnaires of Health Literacy Measure for Adolescents (HELMA, General Self-efficacy Scale, and the Adolescent Health Promotion (AHP scale. Data were analyzed by SPSS software (version 21 using the statistical tests of Pearson correlation coefficient and Multiple Regression (ENTER method. Results: The results showed that there is a positive and significant relationship between the health literacy and perceived self-efficacy and the self-care performance of female students in the health promoting schools, as well as between the components of health literacy and self-care components. No significant relationship was found between the component of health literacy calculation and the self-care components of nutrition, responsibility for health, spiritual growth, and physical activity. The results of regression analysis indicated that the dimensions of self-efficacy, use and correlation of health literacy are good predictors of self-care performance (R2 = 0.605. Moreover, the health literacy and the perceived self-efficacy can predict the self-care performance of students by 51 percent. Conclusion: The results of the present study indicated that a student with high levels of

Self-Efficacy and Academic Performance in First-Semester Organic Chemistry: Testing a Model of Reciprocal Causation

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Villafañe, Sachel M.; Xu, Xiaoying; Raker, Jeffrey R.

2016-01-01

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…

EFFECT OF MUSIC THERAPY ON INTRINSIC MOTIVATION, PHYSICAL SELF EFFICACY AND PERFORMANCE OF FEMALE FOOTBALL PLAYERS

OpenAIRE

Mamta Sharma; Gagandeep Kaur

2015-01-01

Music therapy is increasingly used in sports for enhancing sport performance. It provides a mean of improving mental strength among sportspersons. The purpose of this study is to enhance intrinsic motivation, physical self-efficacy and performance of female football players through music therapy. For this purpose, twenty two female football players, in the age group of 21-26 were screened on the basis of their scores on Sport Motivation Scale and Physical Self-Efficacy Scale. Then, they were ...

The effect analysis of mediation variable of task productivity on the self-efficacy and employees’ performance

Directory of Open Access Journals (Sweden)

Annissa Chairum Soebandono

2016-11-01

Full Text Available This research was conducted for analyzing the effect of mediating variable that is individual task proactivity as one of the proactivities of behavior towards the relationship between self-efficacy and the employees’ performance in the logistics companies of shipping the goods. It uses convenience sampling, which is a non-probability sampling method for getting the sample of 52 employees. They were divided into two divisions, namely infrastructure and quality assurance. The questionnaire consists of two parts, in which some were assessed by themselves and others that were assessed by the supervisor. They were analyzed using path analysis using analytical tools developed by Hayes, Preacher-Hayes with the simple mediation models. It was found that employees have self-efficacy, individual task proactivity, and relatively high performance, in which individual task proactivity can be a mediating variable on the effect self-efficacy on performance.

Self-efficacy: a predictor but not a cause of behavior.

Science.gov (United States)

Hawkins, R M

1992-12-01

The concept of self-efficacy, as expounded by Bandura as part of his Social Cognitive Theory, has made considerable impact in the psychological literature. It is argued that self-efficacy is a useful hypothetical construct for predicting behavior, but it has no valid claim to being a cause of behavior. Claims for self-efficacy as a causal agent have failed to acknowledge that self-efficacy itself is an epi-phenomenon of performance. Conventional learning theory explanations of observed performance levels are shown to be more parsimonious than accounts relying on the concept of self-efficacy.

Science Self-Efficacy in the Primary Classroom: Using Mixed Methods to Investigate Sources of Self-Efficacy

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Webb-Williams, Jane

2017-04-01

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.

Stress and Academic Performance in Dental Students: The Role of Coping Strategies and Examination-Related Self-Efficacy.

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Crego, Antonio; Carrillo-Diaz, María; Armfield, Jason M; Romero, Martín

2016-02-01

Academic stress negatively affects students' performance. However, little is known of the processes that may be involved in this association. This study aimed to analyze how other variables such as coping strategies and exam-related self-efficacy could be related to academic stress and performance for dental students. An online survey, including measures of coping strategies, perceived stress, exam-related self-efficacy, and academic performance, was completed by undergraduate dental students in Madrid, Spain. Of the 275 students invited to take the survey, 201 participated (response rate 73.6%). Rational coping strategies (problem-solving, positive reappraisal, seeking social support) were negatively associated with perceived stress (β=-0.25, pemotional coping strategies (venting negative emotions, negative auto-focus) were linked to increased academic stress (β=0.34, prational and emotional coping strategies were, respectively, positively (β=0.16, prational coping) may help to reduce stress for dental students and, through their effect on exam-related self-efficacy appraisals, contribute to improved academic performance.

Early breastfeeding experiences influence parental self-efficacy

NARCIS (Netherlands)

Kunseler, F.C.; Hankel, M.A.; Balm, K.E.; Oosterman, M.; Schuengel, C.

2012-01-01

Parental self-efficacy (PSE) is defined as "the expectation caregivers hold about their ability to parent successfully" (Jones & Prinz, 2005, p. 342). According to Bandura (1977), self-efficacy is based on four sources, including ‘performance accomplishments’: if successful experiences are repeated

Self-efficacy, pain, and quadriceps capacity at baseline predict changes in mobility performance over 2 years in women with knee osteoarthritis.

Science.gov (United States)

Brisson, Nicholas M; Gatti, Anthony A; Stratford, Paul W; Maly, Monica R

2018-02-01

This study examined the extent to which baseline measures of quadriceps strength, quadriceps power, knee pain and self-efficacy for functional tasks, and their interactions, predicted 2-year changes in mobility performance (walking, stair ascent, stair descent) in women with knee osteoarthritis. We hypothesized that lesser strength, power and self-efficacy, and higher pain at baseline would each be independently associated with reduced mobility over 2 years, and each of pain and self-efficacy would interact with strength and power in predicting 2-year change in stair-climbing performance. This was a longitudinal, observational study of women with clinical knee osteoarthritis. At baseline and follow-up, mobility was assessed with the Six-Minute Walk Test, and stair ascent and descent tasks. Quadriceps strength and power, knee pain, and self-efficacy for functional tasks were also collected at baseline. Multiple linear regression examined the extent to which 2-year changes in mobility performances were predicted by baseline strength, power, pain, and self-efficacy, after adjusting for covariates. Data were analyzed for 37 women with knee osteoarthritis over 2 years. Lower baseline self-efficacy predicted decreased walking (β = 1.783; p = 0.030) and stair ascent (β = -0.054; p baseline pain intensity/frequency predicted decreased walking performance (β = 1.526; p = 0.002). Lower quadriceps strength (β = 0.051; p = 0.015) and power (β = 0.022; p = 0.022) interacted with lesser self-efficacy to predict worsening stair ascent performance. Strategies to sustain or improve mobility in women with knee osteoarthritis must focus on controlling pain and boosting self-efficacy. In those with worse self-efficacy, developing knee muscle capacity is an important target.

The Evaluation of Relationship between Self-efficacy in Research and Research Performance of Dental Student, of Yazd Dental College in 2014

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AR Davari

2015-09-01

Full Text Available Introduction: Achieve to maximum progress and improvement, just depends on addressing targeted research investment and investment of researchers and students. So, the present study was accomplished by the aim of evaluation of the relationship between self-efficacy in research and research performance of dental student of Yazd Dental College in 2014.   Methods: In this cross-sectional study, all interns and assistants in Yazd Dental School were participated. The required data were collected by using the Self-efficacy in Research and Research Performance questionnaire plus demographic variables (age, sex and duration of using denture. The data were analyzed by SPSS ver.16 using ANOVA, T-test and Pearson's correlation coefficient.   Results: In the present study, 80 students with the mean age 27.30±4.67 years were participated. Twenty-two students (27.5% were males and 58 (72.5% were females. The overall mean of self-efficacy in research was 159.79 ± 27.69. And the mean of research performance was 11.02 ± 16.37. The results showed that there was a significant and positive relationship between the overall scale of self-efficacy and research (p-value=0.004,r= .03. Based on the age, there was no significant difference in the mean score of self-efficacy in research in all aspects but in the areas of skills and expertise   (p>0.05. There was a significant difference in the mean score of research performance in terms of the age(p-value=0.023. There was no statistical significant between the overall mean score and the score of seven parts of self-efficacy in research and research performance in the terms of sex (P>0.05.   Conclusions: Regarding the association of self-efficacy in research with research performance of dental students, it can be stated that awareness of the level of self efficacy in research can lead to better planning for improving the research performance.

Self-practice and self-reflection in cognitive behaviour therapy training: what factors influence trainees' engagement and experience of benefit?

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Bennett-Levy, James; Lee, Nicole K

2014-01-01

Previous studies of self-practice/self-reflection (SP/SR) CBT training have found that trainees report significant benefits from practising CBT techniques on themselves (self-practice) and reflecting on their experience (self-reflection) as a formal part of their CBT training. However, not all trainees experience the same level of benefit from SP/SR and not all types of training course produce benefits to the same extent. This paper examines the question: What factors influence trainees' reported benefit from SP/SR? The aim was to develop a model to maximize the value of SP/SR training. The authors used a grounded theory analysis of four SP/SR training courses, varying along several dimensions, to derive a model that could account for the data. A model was derived comprising of seven elements: Two outcomes - "Experience of Benefit" and "Engagement with the Process" - that mutually influence one another; and five other influencing factors - "Course Structure and Requirements", "Expectation of Benefit", "Feeling of Safety with the Process", "Group Process", and "Available Personal Resources" - that mediate the impact on Engagement with the Process and Experience of Benefit from SP/SR. A model that provides guidance about the best ways to set up and develop SP/SR programs has been developed. This model may now be subject to empirical testing by trainers and researchers. Implications and recommendations for the design and development of future SP/SR programs are discussed.

Decreasing radiation doses in digital subtraction angiographies consecutively performed by trainees

International Nuclear Information System (INIS)

Xu, G.; Zhao, W.; Zheng, L.; Fan, X.; Yin, Q.; Liu, X.

2012-01-01

Digital subtraction angiography (DSA) performed by trainees may be related to increased radiation exposure. This study was aimed to investigate and quantify this learning effect, with fluoroscopy time and dose-area product (DAP) as parameters. We collected procedure data of the first to the fortieth cerebral DSA consecutively performed by 13 trainees in a training centre. DAP, procedure time, fluoroscopy time, number of cine-frames of the first 20 DSA procedures performed by these trainees were compared with that of the second 20 procedures. There was no significant difference concerning the procedure time between the first and the second 20 procedures (56.3 ±29.5 vs 51.5±20.2 min, p = 0.113). Numbers of cine-frames were very similar between the first and the second 20 procedures (750.7 ±290.3 vs 744.5 ±188.7, p = 0.830). Fluoroscopy time of the first 20 procedures was significantly longer than that of the second 20 procedures (17.8 ±15.4 vs 12.6 ±9.0, p = 0.001). DAP of the first 20 procedures was significantly higher than that of the second 20 procedures (6.4 ±4.9 vs 3.8 ±1.8, p < 0.001). DAP was correlated significantly with the performer's experience (R = -0.288, p < 0.001). There exists a learning effect of radiation exposure during cerebral DSA procedures performed by trainees. The learning effect is significant during the first 20 procedures, and becomes insignificant after 20 procedures. Insufficient catheter skills in novice trainees may be one reason for this effect. (authors)

Taekwondo trainees' satisfaction towards using the virtual taekwondo training environment prototype

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Jelani, Nur Ain Mohd; Zulkifli, Abdul Nasir; Ismail, Salina; Yusoff, Mohd Fitri

2017-10-01

Taekwondo is among the most popular martial arts which have existed more than 3000 years ago and have millions of followers all around the world. The typical taekwondo training session takes place in a hall or large open spaces in the presence of a trainer. Even though this is the most widely used approach of Taekwondo training, this approach has some limitations in supporting self-directed training. Self-directed taekwondo training is required for the trainees to improve their skills and performance. There are varieties of supplementary taekwondo training materials available, however, most of them are still lacking in terms of three-dimensional visualization. This paper introduces the Virtual Taekwondo Training Environment (VT2E) prototype for self-directed training. The aim of this paper is to determine whether the intervention of the new taekwondo training approach using virtual reality contributes to the trainees' satisfaction in self-directed training. Pearson Correlation and Regression analyses were used to determine the effects of Engaging, Presence, Usefulness and Ease of Use on trainees' satisfaction in using the prototype. The results provide empirical support for the positive and statistically significant relationship between Usefulness and Ease of Use and trainees' satisfaction for taekwondo training. However, Engaging and Presence do not have a positive and significant relationship with trainees' satisfaction for self-directed training.

Role of Self-Directed Learning in Communication Competence and Self-Efficacy.

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Song, Youngshin; Yun, Soon Young; Kim, Sun-Ae; Ahn, Eun-Kyong; Jung, Mi Sook

2015-10-01

Although effective self-directed learning (SDL) has been shown to improve clinical performance, little is known about its role between communication competence and communication self-efficacy in nursing students. This study aimed to identify whether SDL mediates the relationship between communication competence and communication self-efficacy. A cross-sectional survey was conducted with a sample of 213 nursing students taking a basic fundamentals of nursing course. A path diagram, using structural equation modeling, was used to estimate the direct and indirect effects of communication competence on communication self-efficacy, controlling for SDL as a mediator. A structural equation model confirmed direct and indirect effects of communication competence on communication self-efficacy when SDL was controlled as a mediator. An appropriate fit to the data was identified in this mediation model of SDL. For enhancing self-efficacy regarding communication skill, the specified SDL program based on the level of communication competence will yield more effective results. Copyright 2015, SLACK Incorporated.

[Self-efficacy and self management of healthy habits in fibromyalgia].

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Pérez-Velasco, María; Peñacoba-Puente, Cecilia

2015-01-01

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.

Self-efficacy and parental motivation as correlates ofstudends ...

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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 ...

The dark and bright sides of self-efficacy in predicting learning, innovative and risky performances.

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Salanova, Marisa; Lorente, Laura; Martínez, Isabel M

2012-11-01

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.

Changes in Biology Self-Efficacy during a First-Year University Course

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Ainscough, Louise; Foulis, Eden; Colthorpe, Kay; Zimbardi, Kirsten; Robertson-Dean, Melanie; Chunduri, Prasad; Lluka, Lesley

2016-01-01

Academic self-efficacy encompasses judgments regarding one’s ability to perform academic tasks and is correlated with achievement and persistence. This study describes changes in biology self-efficacy during a first-year course. Students (n = 614) were given the Biology Self-Efficacy Scale at the beginning and end of the semester. The instrument consisted of 21 questions ranking confidence in performing biology-related tasks on a scale from 1 (not at all confident) to 5 (totally confident). The results demonstrated that students increased in self-efficacy during the semester. High school biology and chemistry contributed to self-efficacy at the beginning of the semester; however, this relationship was lost by the end of the semester, when experience within the course became a significant contributing factor. A proportion of high- and low- achieving (24 and 40%, respectively) students had inaccurate self-efficacy judgments of their ability to perform well in the course. In addition, female students were significantly less confident than males overall, and high-achieving female students were more likely than males to underestimate their academic ability. These results suggest that the Biology Self-Efficacy Scale may be a valuable resource for tracking changes in self-efficacy in first-year students and for identifying students with poorly calibrated self-efficacy perceptions. PMID:27193290

Postpartum Exercise among Nigerian Women: Issues Relating to Exercise Performance and Self-Efficacy

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Adeniyi, A. F.; Ogwumike, O. O.; Bamikefa, T. R.

2013-01-01

Physical exercise during postpartum period is beneficial to mothers, and the health gains are abundantly reported. This study characterises the postpartum exercise profile of a group of Nigerian women and reports how their exercise self-efficacies are influenced by sociodemographic characteristics. Participants were women attending the two largest postnatal clinics in Ibadan, south-western Nigeria. A self-developed questionnaire assessed the socio-demographic and exercise profile of participants, while the Exercise Self-Efficacy Scale assessed their exercise self-efficacy. About two-third (61.0%) of the participants were not aware that they could undertake physical exercise to enhance postpartum health, and 109 (47.8%) were not engaged in any exercise. Those who exercised did so for less than three days/week, and 89% of the women did not belong to any exercise support group. Exercise self-efficacy was significantly (P exercise programme, age, employment, work hours/week, monthly income, and number of pregnancies. Most of the women were not aware they could engage in postpartum exercise, and about half were not undertaking it. More women with high compared to moderate exercise self-efficacy undertook the exercise. Efforts at increasing awareness, improving exercise self-efficacy and adoption of postpartum exercise are desirable among the Nigerian women. PMID:23844290

Postpartum Exercise among Nigerian Women: Issues Relating to Exercise Performance and Self-Efficacy.

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Adeniyi, A F; Ogwumike, O O; Bamikefa, T R

2013-01-01

Physical exercise during postpartum period is beneficial to mothers, and the health gains are abundantly reported. This study characterises the postpartum exercise profile of a group of Nigerian women and reports how their exercise self-efficacies are influenced by sociodemographic characteristics. Participants were women attending the two largest postnatal clinics in Ibadan, south-western Nigeria. A self-developed questionnaire assessed the socio-demographic and exercise profile of participants, while the Exercise Self-Efficacy Scale assessed their exercise self-efficacy. About two-third (61.0%) of the participants were not aware that they could undertake physical exercise to enhance postpartum health, and 109 (47.8%) were not engaged in any exercise. Those who exercised did so for less than three days/week, and 89% of the women did not belong to any exercise support group. Exercise self-efficacy was significantly (P work hours/week, monthly income, and number of pregnancies. Most of the women were not aware they could engage in postpartum exercise, and about half were not undertaking it. More women with high compared to moderate exercise self-efficacy undertook the exercise. Efforts at increasing awareness, improving exercise self-efficacy and adoption of postpartum exercise are desirable among the Nigerian women.

Effects of the Badge Mechanism on Self-Efficacy and Learning Performance in a Game-Based English Learning Environment

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Yang, Jie Chi; Quadir, Benazir; Chen, Nian-Shing

2016-01-01

A growing number of studies have been conducted on digital game-based learning (DGBL). However, there has been a lack of attention paid to individuals' self-efficacy and learning performance in the implementation of DGBL. This study therefore investigated how the badge mechanism in DGBL enhanced users' self-efficacy in the subject domain of…

Depression, distress and self-efficacy: The impact on diabetes self-care practices.

Directory of Open Access Journals (Sweden)

Cassidy Devarajooh

Full Text Available The prevalence of type 2 diabetes is increasing in Malaysia, and people with diabetes have been reported to suffer from depression and diabetes distress which influences their self-efficacy in performing diabetes self-care practices. This interviewer administered, cross sectional study, conducted in the district of Hulu Selangor, Malaysia, involving 371 randomly selected patients with type 2 diabetes, recruited from 6 health clinics, aimed to examine a conceptual model regarding the association between depression, diabetes distress and self-efficacy with diabetes self-care practices using the partial least square approach of structural equation modeling. In this study, diabetes self-care practices were similar regardless of sex, age group, ethnicity, education level, diabetes complications or type of diabetes medication. This study found that self-efficacy had a direct effect on diabetes self-care practice (path coefficient = 0.438, p<0.001. Self-care was not directly affected by depression and diabetes distress, but indirectly by depression (path coefficient = -0.115, p<0.01 and diabetes distress (path coefficient = -0.122, p<0.001 via self-efficacy. In conclusion, to improve self-care practices, effort must be focused on enhancing self-efficacy levels, while not forgetting to deal with depression and diabetes distress, especially among those with poorer levels of self-efficacy.

Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning.

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Ballen, Cissy J; Wieman, Carl; Salehi, Shima; Searle, Jeremy B; Zamudio, Kelly R

2017-01-01

Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce. © 2017 C. J. Ballen et al. CBE—Life Sciences Education © 2017 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).

Impact of treatment strategy and physical performance on future knee-related self-efficacy in individuals with ACL injury

DEFF Research Database (Denmark)

Flosadottir, Vala; Frobell, Richard; Roos, Ewa M

2018-01-01

of the study were to 1) investigate knee-related self-efficacy 6 years after acute ACL injury in patients treated with exercise therapy alone or in combination with either early or the option of delayed ACL reconstruction (ACLR), and 2) to investigate associations between single-leg physical performance...... at various time points after ACL injury and knee self-efficacy at 6 years after injury. METHODS: Participants (n = 121) originated from the KANON-study (ISRCTN84752559), a treatment RCT including active adults with acute ACL injury treated with structured exercise therapy combined with early or the option...... of delayed ACLR. In this ancillary study, participants with knee self-efficacy data at 6 years (n = 89) were analyzed as treated; exercise therapy alone (n = 20), exercise therapy plus early ACLR (n = 46), and exercise therapy plus delayed ACLR (n = 23). The participants performed physical performance tests...

Effects of Locus of Control, Academic Self-Efficacy, and Tutoring on Academic Performance

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Drago, Anthony; Rheinheimer, David C.; Detweiler, Thomas N.

2018-01-01

This study investigated the connection between locus of control (LOC), academic self-efficacy (ASE), and academic performance, and whether these variables are affected by tutoring. Additional variables of interest, including gender, students' Pell Grant status, ethnicity, and class size, were also considered for the research models. The population…

Global Self-Esteem and Self-Efficacy Correlates: Relation of Academic Achievement and Self-Esteem among Emirati Students

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Afari, Ernest; Ward, Graeme; Khine, Myint Swe

2012-01-01

We investigated the relationships between global self-esteem, academic self-efficacy and academic performance among a sample of 255 college students in the United Arab Emirates. The widely used Rosenberg's Self-Esteem Scale (RSES; Rosenberg, 1965) and an academic self-efficacy scale, modified from (Jinks and Morgan, 1999) were used to assess…

Impact of treatment strategy and physical performance on future knee-related self-efficacy in individuals with ACL injury

DEFF Research Database (Denmark)

Flosadottir, Vala; Frobell, Richard; Roos, Ewa M

2018-01-01

BACKGROUND: In people with anterior cruciate ligament (ACL) injury, high self-efficacy facilitates recovery, indicated by improved muscle function, reduced knee symptoms and increased physical activity. Impact of treatment on future self-efficacy is however not well investigated. The aims...... of the study were to 1) investigate knee-related self-efficacy 6 years after acute ACL injury in patients treated with exercise therapy alone or in combination with either early or the option of delayed ACL reconstruction (ACLR), and 2) to investigate associations between single-leg physical performance...... at various time points after ACL injury and knee self-efficacy at 6 years after injury. METHODS: Participants (n = 121) originated from the KANON-study (ISRCTN84752559), a treatment RCT including active adults with acute ACL injury treated with structured exercise therapy combined with early or the option...

Identifying events that impact self-efficacy in physics learning

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Vashti Sawtelle

2012-09-01

Full Text Available We present a method of analyzing the development of self-efficacy in real time using a framework of self-efficacy opportunities (SEOs. Considerable research has shown a connection between self-efficacy, or the confidence in one’s own ability to perform a task, and success in science fields. Traditional methods of investigating the development of self-efficacy have required participants to recollect past events. This reliance on participant memory makes it difficult to understand what impact particular events may have on developing self-efficacy in the moment. We use video recordings of three undergraduate Modeling Instruction students solving a physics problem to characterize SEOs in a moment-by-moment analysis. We then validate these characterizations of the development of self-efficacy by reviewing the problem-solving session with the participants and find evidence that the SEOs identified are taken up and impact self-efficacy. This characterization and validation of SEOs in the moment represents a first step towards establishing a methodology for analyzing the development of self-efficacy in real time.

Verbal Aggressiveness Among Physicians and Trainees.

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Lazarus, Jenny Lynn; Hosseini, Motahar; Kamangar, Farin; Levien, David H; Rowland, Pamela A; Kowdley, Gopal C; Cunningham, Steven C

2016-01-01

To better understand verbal aggressiveness among physicians and trainees, including specialty-specific differences. The Infante Verbal Aggressiveness Scale (IVAS) was administered as part of a survey to 48 medical students, 24 residents, and 257 attending physicians. The 72 trainees received the IVAS and demographic questions, whereas the attending physicians received additional questions regarding type of practice, career satisfaction, litigation, and personality type. The IVAS scores showed high reliability (Cronbach α = 0.83). Among all trainees, 56% were female with mean age 28 years, whereas among attending physicians, 63% were male with mean age 50 years. Average scores of trainees were higher than attending physicians with corresponding averages of 1.88 and 1.68, respectively. Among trainees, higher IVAS scores were significantly associated with male sex, non-US birthplace, choice of surgery, and a history of bullying. Among attending physicians, higher IVAS scores were significantly associated with male sex, younger age, self-reported low-quality of patient-physician relationships, and low enjoyment talking to patients. General surgery and general internal medicine physicians were significantly associated with higher IVAS scores than other specialties. General practitioners (surgeons and medical physicians) had higher IVAS scores than the specialists in their corresponding fields. No significant correlation was found between IVAS scores and threats of legal action against attending physicians, or most personality traits. Additional findings regarding bullying in medical school, physician-patient interactions, and having a method to deal with inappropriate behavior at work were observed. Individuals choosing general specialties display more aggressive verbal communication styles, general surgeons displaying the highest. The IVAS scoring system may identify subgroups of physicians with overly aggressive (problematic) communication skills and may provide a

[Self-stigma, self-esteem and self-efficacy of mentally ill].

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Pasmatzi, E; Koulierakis, G; Giaglis, G

2016-01-01

The way that the social stigma of mental illness is related with the self-stigma, which in turn affects self-esteem and self-efficacy of mental patients was investigated. A sample of 66 patients in the Adult Psychiatric Clinic of the Thessaloniki General Hospital "G. Papanikolaou" was participated in this descriptive association study, with cross-sectional comparisons. The sample comprised of patients who were hospitalized or visited the Clinic as out-patients during the period that the study was undertaken. A tool for measuring the basic demographic, social and clinical characteristics of the participants was designed and used. Additionally, the Self-Stigma of Mental Illness Scale, SSMIS, Rosenberg's Self-Esteem Scale, RSE and the General Self-Efficacy Sherer Scale, GSESH were used for measuring self-stigma, self-esteem and self-efficacy respectively. Results showed that self-esteem and self-efficacy were highly associated with each another. Self-esteem and self-efficacy co varied. Greater self-stigma was associated with lower self-esteem and selfefficacy confirming the power of this relationship which is connected with patients' psychological empowerment and acts as mediator between patients' self-categorization as "mentally ill" and their self-esteem and self-efficacy. Additionally, a mild negative association between self-esteem, self-efficacy and age was found while higher educational level was associated with greater selfefficacy. Greater self-stigma along with lower educational level were the most significant predictors of both self-esteem and self-efficacy of mental patients, as shown by regression analysis. Some of our results, such as the percentage of low self-esteem (30.3%), were different from previous relevant data (9.1-24%), probably due to differences in sample's cultural characteristics and composition, research tools used, and the degree of mentally ill patients' reaction to social stigma perception. Despite its methodological limitations, the

Self-Efficacy Buffers the Relationship between Educational Disadvantage and Executive Functioning.

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Zahodne, Laura B; Nowinski, Cindy J; Gershon, Richard C; Manly, Jennifer J

2015-04-01

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.

At-Risk Boys' Social Self-Efficacy and Physical Activity Self-Efficacy in a Summer Sports Camp

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Su, Xiaoxia; Xiang, Ping; McBride, Ron E.; Liu, Jiling; Thornton, Michael A.

2016-01-01

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.…

The Relative Importance of Specific Self-Efficacy Sources in Pretraining Self-Efficacy Beliefs

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Howardson, Garett N.; Behrend, Tara S.

2015-01-01

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,"…

Entrepreneurial Self-Efficacy of University Students: A Cross-Cultural Study

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Oguz Basol

2017-03-01

Full Text Available The present study investigated the entrepreneurial self-efficacy perceptions among university students across two countries, i.e., Poland and Turkey. Data were obtained through questionnaires designed to assess the perceptions of entrepreneurial self-efficacy. In all, 365 Polish and 278 Turkish students completed the questionnaires. Results indicated that Polish and Turkish students did not differ significantly in regard to the overall measure of entrepreneurial self-efficacy. Our study contributed to the entrepreneurship literature by performing a cross-cultural comparison of the perceptions of entrepreneurial self-efficacy. Thus, it provided recommendations for fostering entrepreneurial self efficacy among university students.

Overview of Research on Teacher Self-efficacy in Social Cognitive Perspective

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Ana Patrícia de Oliveira Fernandez

Full Text Available The objective of this study was to present an overview of existing researches on self-efficacy teaching. Therefore, researches on articles in the CAPES-Journals and in the SCIELO database were carried out from 2009 to 2013. The survey resulted in 26 articles which consider the inclusion criteria previously established. The results indicate that in relation to the analysis of the frequency words, the following expressions are highlighted: teaching self-efficacy, job satisfaction and students' performance. Self-efficacy is influenced by factors such as emotional exhaustion, depersonalization, job satisfaction, relationship with parents, use of violence, time pressure, academic performance, class management, collective efficacy, among others. These results contribute to signal the direction of the researches which are conducted in the area, indicating some trends and highlighting gaps to be investigated such as a great number of studies that verify the relation between self-efficacy and academic performance as well as self-efficacy teaching and public policy that favor the teaching and learning process.

Choice of antipsychotic treatment by European psychiatry trainees: are decisions based on evidence?

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Jauhar Sameer

2012-03-01

Full Text Available Abstract Background Little is known about the factors influencing treatment choice in psychosis, the majority of this work being conducted with specialists (consultant in psychiatry. We sought to examine trainees' choices of treatment for psychosis if they had to prescribe it for themselves, their patients, and factors influencing decision-making. Methods Cross-sectional, semi-structured questionnaire-based study. Results Of the 726 respondents (response rate = 66%, the majority chose second-generation antipsychotics (SGAs if they had to prescribe it for themselves (n = 530, 93% or for their patients (n = 546, 94%. The main factor influencing choice was perceived efficacy, 84.8% (n = 475 of trainees stating this was the most important factor for the patient, and 77.8% (n = 404 stating this was the most important factor for their own treatment. Trainees with knowledge of trials questioning use of SGAs (CATIE, CUtLASS, TEOSS were more likely to choose second-generation antipsychotics than those without knowledge of these trials (χ2 = 3.943; p = 0.047; O.R. = 2.11; 95% C.I. = 1.0-4.48. Regarding psychotherapy, cognitive behavioural therapy (CBT was the most popular choice for self (33.1%; n = 240 and patient (30.9%; n = 224. Trainees were significantly more likely to prefer some form of psychotherapy for themselves rather than patients (χ2 = 9.98; p Conclusions Trainees are more likely to choose second-generation antipsychotic medication for patients and themselves. Despite being aware of evidence that suggests otherwise, they predominantly base these choices on perceived efficacy.

Outcome expectancy and self-efficacy: theoretical implications of an unresolved contradiction.

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Williams, David M

2010-11-01

According to self-efficacy theory, self-efficacy--defined as perceived capability to perform a behavior--causally influences expected outcomes of behavior, but not vice versa. However, research has shown that expected outcomes causally influence self-efficacy judgments, and some authors have argued that this relationship invalidates self-efficacy theory. Bandura has rebutted those arguments saying that self-efficacy judgments are not invalidated when influenced by expected outcomes. This article focuses on a contradiction in Bandura's rebuttal. Specifically, Bandura has argued (a) expected outcomes cannot causally influence self-efficacy, but (b) self-efficacy judgments remain valid when causally influenced by expected outcomes. While the debate regarding outcome expectancies and self-efficacy has subsided in recent years, the inattention to this contradiction has led to a disproportionate focus on self-efficacy as a causal determinant of behavior at the expense of expected outcomes.

Principal Self-Efficacy and Work Engagement: Assessing a Norwegian Principal Self-Efficacy Scale

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Federici, Roger A.; Skaalvik, Einar M.

2011-01-01

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…

Self-Efficacy Buffers the Relationship between Educational Disadvantage and Executive Functioning

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Zahodne, Laura B.; Nowinski, Cindy J.; Gershon, Richard C.; Manly, Jennifer J.

2016-01-01

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

Self-controlled learning benefits: exploring contributions of self-efficacy and intrinsic motivation via path analysis.

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Ste-Marie, Diane M; Carter, Michael J; Law, Barbi; Vertes, Kelly; Smith, Victoria

2016-09-01

Research has shown learning advantages for self-controlled practice contexts relative to yoked (i.e., experimenter-imposed) contexts; yet, explanations for this phenomenon remain relatively untested. We examined, via path analysis, whether self-efficacy and intrinsic motivation are important constructs for explaining self-controlled learning benefits. The path model was created using theory-based and empirically supported relationships to examine causal links between these psychological constructs and physical performance. We hypothesised that self-efficacy and intrinsic motivation would have greater predictive power for learning under self-controlled compared to yoked conditions. Participants learned double-mini trampoline progressions, and measures of physical performance, self-efficacy and intrinsic motivation were collected over two practice days and a delayed retention day. The self-controlled group (M = 2.04, SD = .98) completed significantly more skill progressions in retention than their yoked counterparts (M = 1.3, SD = .65). The path model displayed adequate fit, and similar significant path coefficients were found for both groups wherein each variable was predominantly predicted by its preceding time point (e.g., self-efficacy time 1 predicts self-efficacy time 2). Interestingly, the model was not moderated by group; thus, failing to support the hypothesis that self-efficacy and intrinsic motivation have greater predictive power for learning under self-controlled relative to yoked conditions.

Effects of attitude, social influence, and self-efficacy model factors on regular mammography performance in life-transition aged women in Korea.

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Lee, Chang Hyun; Kim, Young Im

2015-01-01

This study analyzed predictors of regular mammography performance in Korea. In addition, we determined factors affecting regular mammography performance in life-transition aged women by applying an attitude, social influence, and self-efficacy (ASE) model. Data were collected from women aged over 40 years residing in province J in Korea. The 178 enrolled subjects provided informed voluntary consent prior to completing a structural questionnaire. The overall regular mammography performance rate of the subjects was 41.6%. Older age, city residency, high income and part-time job were associated with a high regular mammography performance. Among women who had undergone more breast self-examinations (BSE) or more doctors' physical examinations (PE), there were higher regular mammography performance rates. All three ASE model factors were significantly associated with regular mammography performance. Women with a high level of positive ASE values had a significantly high regular mammography performance rate. Within the ASE model, self-efficacy and social influence were particularly important. Logistic regression analysis explained 34.7% of regular mammography performance and PE experience (β=4.645, p=.003), part- time job (β=4.010, p=.050), self-efficacy (β=1.820, p=.026) and social influence (β=1.509, p=.038) were significant factors. Promotional strategies that could improve self-efficacy, reinforce social influence and reduce geographical, time and financial barriers are needed to increase the regular mammography performance rate in life-transition aged.

Examining the Relationship between Referee Self-Efficacy and General Self-Efficacy Levels of Basketball Referees in Terms of Certain Variables

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Karaçam, Aydin; Pulur, Atilla

2017-01-01

The aim of this study is to examine the relationship between referee self-efficacy and general self-efficacy levels of basketball referees in terms of gender, education, age and refereeing experience. The study group was created within a convenience sampling method. 192 referees, 10% (n = 19) female, and 90% (n = 173) male, who performed active…

Association of research self-efficacy with medical student career interests, specialization, and scholarship: a case study.

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Bierer, S Beth; Prayson, Richard A; Dannefer, Elaine F

2015-05-01

This study used variables proposed in social cognitive career theory (SCCT) to focus the evaluation of a research curriculum at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University (CCLCM). Eight cohorts of CCLCM medical students completed a web-based version of the six-scale Clinical Research Appraisal Inventory-Short Form (CRAI-SF) items at matriculation (n = 128) or graduation (n = 111) during 2009-2013. Parametric statistics were used to compare CRAI-SF scales to domains proposed in SCCT: trainees' characteristics (gender, training level, advanced degree), career interests, career intentions (medical specialty), and performance (peer-reviewed publications and required thesis topic). A number of lessons emerged in using theory to frame the evaluation of a complex educational program. Graduates rated their research self-efficacy significantly higher on all six CRAI-SF scales with large effect sizes (>.90) on five scales (Conceptualizing a Study, Study Design and Analysis, Responsible Research Conduct, Collaborating with Others, and Reporting a Study). Women and men did not have significantly different scores on CRAI-SF scales (p > .05), suggesting that the research program provides adequate supports for women students. Most thesis projects addressed clinical (36.9 %, n = 41) or translational (34.2 %, n = 38) research topics. The CRAI-SF discriminated between medical school matriculates and graduates, suggesting that research self-efficacy increases with mastery experiences. No significant relationships occurred between CRAI-SF scores and graduates' thesis topics or chosen clinical specialty. Correlations demonstrated significant relationships between graduates' perceptions of research self-efficacy and their interest in clinical research careers.

Self-Efficacy as a Positive Youth Development Construct: A Conceptual Review

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Sandra K. M. Tsang

2012-01-01

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.

Self-Efficacy as a Positive Youth Development Construct: A Conceptual Review

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Tsang, Sandra K. M.; Hui, Eadaoin K. P.; Law, Bella C. M.

2012-01-01

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

The Effect of Organizational Culture, Leader Behavior, Self-Efficacy, and Job Satisfaction on Job Performance of The Employees

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A Hussein Fattah

2017-10-01

Full Text Available The objective of this research is to determine the effect of organizational culture, leader behaviour, self-efficacy, and job satisfaction on the job performance of the employees of the Department of Education, Youth and Sport in Palembang city. The sample size was 120 employee and selected by random sampling techniques. The data were analyzed by path-analysis. The findings of the research show that leader behaviour, self-efficacy, and job satisfaction have the direct effect on job performance. Meanwhile, organizational culture has no direct effect on the job performance of the employees of the Department Education, Youth, and Sport in Palembang City.

A comprehensive survey of the relationship between self-efficacy and performance for the governmental auditors.

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Su, Jau-Ming; Lee, Shue-Ching; Tsai, Sang-Bing; Lu, Tzu-Li

2016-01-01

As governmental auditing is involved in evaluating the legitimacy, economy, efficiency, and effectiveness of how the various administrative branches use their allocated resources to optimize the government's functions, it is expected that the performance of the auditors in charge are strongly influenced by their respective qualities such as self-efficacy and experience, etc. To further understand the factors that may enhance their performance and to ultimately provide practical recommendations for the audit authorities, we have surveyed about 50 % of all the governmental auditors in Taiwan. The result showed that any auditing experience and professionalization do positively influence the professional awareness, and acquired knowledge and skillset of an auditor can effectively improve his or her professional judgment. We also found that perceived ability, problem-solving skills, and resource sharing may significantly impact any performance involved. Our study provides a workable management guidelines for strengthening the self-efficacy of audit authorities in Taiwan.

A structural Model of Self-efficacy in Handball Referees

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Diotaiuti, Pierluigi; Falese, Lavinia; Mancone, Stefania; Purromuto, Francesco

2017-01-01

The study aimed to identify factors predicting self-efficacy in a sample of 248 Italian handball referees. The main hypothesis was that perception of teamwork efficacy would be a significant predictor of self-efficacy in handball referees. Participants completed an online questionnaire including Referee Self-Efficacy Scale (α = 0.85), Self-Determination Scale (α = 0.78), and an adaptation for Referees of the Sport Commitment Model (α = 0.80). Two hierarchical regression analyses have identified: (1) Enjoyment (β = 0.226), Couple Efficacy (β = 0.233), and Personal Awareness (β = 0.243), as predictors of Self-Efficacy; (2) Span of Co-Refereeing (β = 0.253), Perceived Quality of the Relationship (β = 0.239), and Mutual Agreement (β = 0.274), as predictors of Couple Self-Efficacy. A further SEM analysis confirmed the fit of a structural model of Self-efficacy considering the reciprocal influence of Couple Efficacy, Enjoyment and Awareness (χ2: 5.67; RMSEA: 0.000; SRMR: 0.019). The study underlines the importance of teamwork (or co-refereeing) as it relates to enjoyment and awareness in officiating and how it enhances the psychological well-being of handball referees. Future studies should investigate the relationship between factors influencing perceived teamwork efficacy and officiating performance outcome. PMID:28572783

Influence of Self-Efficacy on Compliance to Workplace Exercise

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Pedersen, Mette Merete; Zebis, Mette K; Jørgensen, Henning Langberg

2013-01-01

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....

Self-efficacy in the context of heart transplantation - a new perspective.

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Almgren, Matilda; Lennerling, Annette; Lundmark, Martina; Forsberg, Anna

2017-10-01

An in-depth exploration of self-efficacy among heart transplant recipients by means of Bandura's self-efficacy theory. An essential component of chronic illness management is self-management, which refers to activities carried out by people to create order, structure and control in their lives. Self-efficacy is an important aspect of self-management, which seems to have become the main paradigm for long-term management after solid organ transplantation. A directed content analysis using Bandura's self-efficacy theory. Open-ended, in-depth interviews were conducted with 14 heart transplant recipients at their 12-month follow-up after heart transplantation. This study generated the hypothesis that from the patients' perspective, self-efficacy after heart transplantation concerns balancing expectations to find the optimum level of self-efficacy. Performance accomplishment was found to have the greatest impact on self-efficacy, while its absence was the main source of disappointments. It was also revealed that the gap between performance accomplishment and efficacy expectations can be understood as uncertainty. It is essential to assess both expectations and disappointments from the patient perspective in order to promote an optimum level of self-efficacy among heart transplant recipients. This includes supporting the heart recipient to adopt mental and physical adjustment strategies to balance her/his expectations as a means of minimising disappointments. The understanding that uncertainty can undermine self-efficacy is crucial. The merging of the uncertainty in illness and self-efficacy theories provides an excellent framework for the provision of self-management support. In addition, focusing on a partnership between the transplant professionals and the recipient is essential because it minimises the use of a behavioural approach. © 2016 John Wiley & Sons Ltd.

Influence of Self-Efficacy on Compliance to Workplace Exercise

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Pedersen, Mette Merete; Zebis, Mette Kreutzfeldt; Langberg, Henning

2013-01-01

BACKGROUND: Continuous neck and shoulder pain is a common musculoskeletal complaint. Physical exercise can reduce pain symptoms, but compliance to exercise is a challenge. Exercise-specific self-efficacy has been found to be a predictor of participation in preplanned exercise. Little is known about...... 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......). The participants answered baseline and follow-up questions regarding self-efficacy and registered all exercises in a diary. RESULTS: Overall compliance to exercises was 45 %. Compliance in company A (private sector) differed significantly between the three self-efficacy groups after 20 weeks. The odds ratio...

Changes in Biology Self-Efficacy during a First-Year University Course.

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Ainscough, Louise; Foulis, Eden; Colthorpe, Kay; Zimbardi, Kirsten; Robertson-Dean, Melanie; Chunduri, Prasad; Lluka, Lesley

2016-01-01

Academic self-efficacy encompasses judgments regarding one's ability to perform academic tasks and is correlated with achievement and persistence. This study describes changes in biology self-efficacy during a first-year course. Students (n = 614) were given the Biology Self-Efficacy Scale at the beginning and end of the semester. The instrument consisted of 21 questions ranking confidence in performing biology-related tasks on a scale from 1 (not at all confident) to 5 (totally confident). The results demonstrated that students increased in self-efficacy during the semester. High school biology and chemistry contributed to self-efficacy at the beginning of the semester; however, this relationship was lost by the end of the semester, when experience within the course became a significant contributing factor. A proportion of high- and low- achieving (24 and 40%, respectively) students had inaccurate self-efficacy judgments of their ability to perform well in the course. In addition, female students were significantly less confident than males overall, and high-achieving female students were more likely than males to underestimate their academic ability. These results suggest that the Biology Self-Efficacy Scale may be a valuable resource for tracking changes in self-efficacy in first-year students and for identifying students with poorly calibrated self-efficacy perceptions. © 2016 L. Ainscough et al. CBE—Life Sciences Education © 2016 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).

Scientific Inquiry Self-Efficacy and Computer Game Self-Efficacy as Predictors and Outcomes of Middle School Boys' and Girls' Performance in a Science Assessment in a Virtual Environment

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Bergey, Bradley W.; Ketelhut, Diane Jass; Liang, Senfeng; Natarajan, Uma; Karakus, Melissa

2015-01-01

The primary aim of the study was to examine whether performance on a science assessment in an immersive virtual environment was associated with changes in scientific inquiry self-efficacy. A secondary aim of the study was to examine whether performance on the science assessment was equitable for students with different levels of computer game…

The Effect of Using in Computer Skills on Teachers’ Perceived Self-Efficacy Beliefs Towards Technology Integration, Attitudes and Performance

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Badrie Mohammad Nour EL-Daou

2016-07-01

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.

Early detection of testicular cancer: revisiting the role of self-efficacy in testicular self-examination among young asymptomatic males.

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Umeh, Kanayo; Chadwick, Rebecca

2016-02-01

Research suggests that self-efficacy is an important factor in behaviors that facilitate the early-detection of various cancers. In general people with high self-efficacy are more likely to attend cancer screening sessions or perform bodily self-exams. However, there is a paucity of research focusing on testicular cancer and testicular self-examination (TSE). The effect of self-efficacy on TSE remains unclear especially given the relative obscurity of the testicular cancer threat, and appropriate clinical- and self-detection procedures, in the young asymptomatic male population. Thus, the present study tested the interaction of self-efficacy with young men's appraisals of the threat of testicular cancer. The study was based on 2 × 2 × 2 mixed factorial experimental design. Over 100 young asymptomatic men were exposed to a health warning about testicular cancer and randomly assigned to high/low self-efficacy, vulnerability, and severity conditions. High self-efficacy increased motivation to perform TSE given high vulnerability, but damaged attitudes to self-exams given low vulnerability and severity estimates. High self-efficacy also facilitated subsequent TSE. Overall, these findings support preexisting notions of self-efficacy but raise new questions about the moderating effects of threat appraisals.

Changes in Biology Self-Efficacy during a First-Year University Course

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Ainscough, Louise; Foulis, Eden; Colthorpe, Kay; Zimbardi, Kirsten; Robertson-Dean, Melanie; Chunduri, Prasad; Lluka, Lesley

2016-01-01

Academic self-efficacy encompasses judgments regarding one's ability to perform academic tasks and is correlated with achievement and persistence. This study describes changes in biology self-efficacy during a first-year course. Students (n = 614) were given the Biology Self-Efficacy Scale at the beginning and end of the semester. The instrument…

Teacher Self-Efficacy for Teaching Students to Lead IEP Meetings

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Scott, LaRon

2010-01-01

The level of self-efficacy exhibited by an individual has been closely linked to how that individual will perform a given task. Previous studies on teacher self-efficacy focused on general activities and were less specific regarding special education teachers' perceived ability to perform a given task. Based on the theoretical framework of…

Effect of Engaging Trainees by Assessing Peer Performance: A Randomised Controlled Trial Using Simulated Patient Scenarios

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Charlotte Loumann Krogh

2014-01-01

Full Text Available Introduction. The aim of this study was to explore the learning effect of engaging trainees by assessing peer performance during simulation-based training. Methods. Eighty-four final year medical students participated in the study. The intervention involved trainees assessing peer performance during training. Outcome measures were in-training performance and performance, both of which were measured two weeks after the course. Trainees’ performances were videotaped and assessed by two expert raters using a checklist that included a global rating. Trainees’ satisfaction with the training was also evaluated. Results. The intervention group obtained a significantly higher overall in-training performance score than the control group: mean checklist score 20.87 (SD 2.51 versus 19.14 (SD 2.65 P=0.003 and mean global rating 3.25 SD (0.99 versus 2.95 (SD 1.09 P=0.014. Postcourse performance did not show any significant difference between the two groups. Trainees who assessed peer performance were more satisfied with the training than those who did not: mean 6.36 (SD 1.00 versus 5.74 (SD 1.33 P=0.025. Conclusion. Engaging trainees in the assessment of peer performance had an immediate effect on in-training performance, but not on the learning outcome measured two weeks later. Trainees had a positive attitude towards the training format.

Pre-service science teachers' teaching self-efficacy in relation to personality traits and academic self-regulation.

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Senler, Burcu; Sungur-Vural, Semra

2013-01-01

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.

A brief intervention changing oral self-care, self-efficacy, and self-monitoring.

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Schwarzer, Ralf; Antoniuk, Agata; Gholami, Maryam

2015-02-01

The roles of self-efficacy and self-monitoring as proximal predictors of dental flossing frequency are studied in the context of an oral health intervention. A study among 287 university students, aged 19 to 26 years, compared an intervention group that received a brief self-regulatory treatment, with a passive and an active control group. Dental flossing, self-efficacy, and self-monitoring were assessed at baseline and 3 weeks later. The intervention led to an increase in dental flossing regardless of experimental condition. However, treatment-specific gains were documented for self-efficacy and self-monitoring. Moreover, changes in the latter two served as mediators in a path model, linking the intervention with subsequent dental flossing and yielding significant indirect effects. Self-efficacy and self-monitoring play a mediating role in facilitating dental flossing. Interventions that aim at an improvement in oral self-care should consider using these constructs. Statement of contribution What is already known on this subject? The adoption and maintenance of oral self-care can be facilitated by a number of social-cognitive variables. Interventions that include planning, action control, or self-efficacy components have been shown to improve dental flossing. In one recent study on flossing in adolescent girls, planning intervention effects were mediated by self-efficacy. What does this study add? Self-monitoring is associated with better oral self-care. A 10-min intervention improves self-efficacy and self-monitoring. Self-efficacy and self-monitoring operate as mediators between treatment and flossing. © 2014 The British Psychological Society.

How do postgraduate GP trainees regulate their learning and what helps and hinders them? A qualitative study.

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Sagasser, Margaretha H; Kramer, Anneke W M; van der Vleuten, Cees P M

2012-08-06

Self-regulation is essential for professional development. It involves monitoring of performance, identifying domains for improvement, undertaking learning activities, applying newly learned knowledge and skills and self-assessing performance. Since self-assessment alone is ineffective in identifying weaknesses, learners should seek external feedback too. Externally regulated educational interventions, like reflection, learning portfolios, assessments and progress meetings, are increasingly used to scaffold self-regulation.The aim of this study is to explore how postgraduate trainees regulate their learning in the workplace, how external regulation promotes self-regulation and which elements facilitate or impede self-regulation and learning. In a qualitative study with a phenomenologic approach we interviewed first- and third-year GP trainees from two universities in the Netherlands. Twenty-one verbatim transcripts were coded. Through iterative discussion the researchers agreed on the interpretation of the data and saturation was reached. Trainees used a short and a long self-regulation loop. The short loop took one week at most and was focused on problems that were easy to resolve and needed minor learning activities. The long loop was focused on complex or recurring problems needing multiple and planned longitudinal learning activities. External assessments and formal training affected the long but not the short loop. The supervisor had a facilitating role in both loops. Self-confidence was used to gauge competence.Elements influencing self-regulation were classified into three dimensions: personal (strong motivation to become a good doctor), interpersonal (stimulation from others) and contextual (organizational and educational features). Trainees did purposefully self-regulate their learning. Learning in the short loop may not be visible to others. Trainees should be encouraged to actively seek and use external feedback in both loops. An important question for

How do postgraduate GP trainees regulate their learning and what helps and hinders them? A qualitative study

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Sagasser Margaretha H

2012-08-01

Full Text Available Abstract Background Self-regulation is essential for professional development. It involves monitoring of performance, identifying domains for improvement, undertaking learning activities, applying newly learned knowledge and skills and self-assessing performance. Since self-assessment alone is ineffective in identifying weaknesses, learners should seek external feedback too. Externally regulated educational interventions, like reflection, learning portfolios, assessments and progress meetings, are increasingly used to scaffold self-regulation. The aim of this study is to explore how postgraduate trainees regulate their learning in the workplace, how external regulation promotes self-regulation and which elements facilitate or impede self-regulation and learning. Methods In a qualitative study with a phenomenologic approach we interviewed first- and third-year GP trainees from two universities in the Netherlands. Twenty-one verbatim transcripts were coded. Through iterative discussion the researchers agreed on the interpretation of the data and saturation was reached. Results Trainees used a short and a long self-regulation loop. The short loop took one week at most and was focused on problems that were easy to resolve and needed minor learning activities. The long loop was focused on complex or recurring problems needing multiple and planned longitudinal learning activities. External assessments and formal training affected the long but not the short loop. The supervisor had a facilitating role in both loops. Self-confidence was used to gauge competence.Elements influencing self-regulation were classified into three dimensions: personal (strong motivation to become a good doctor, interpersonal (stimulation from others and contextual (organizational and educational features. Conclusions Trainees did purposefully self-regulate their learning. Learning in the short loop may not be visible to others. Trainees should be encouraged to actively seek

How do postgraduate GP trainees regulate their learning and what helps and hinders them? A qualitative study

Science.gov (United States)

2012-01-01

Background Self-regulation is essential for professional development. It involves monitoring of performance, identifying domains for improvement, undertaking learning activities, applying newly learned knowledge and skills and self-assessing performance. Since self-assessment alone is ineffective in identifying weaknesses, learners should seek external feedback too. Externally regulated educational interventions, like reflection, learning portfolios, assessments and progress meetings, are increasingly used to scaffold self-regulation. The aim of this study is to explore how postgraduate trainees regulate their learning in the workplace, how external regulation promotes self-regulation and which elements facilitate or impede self-regulation and learning. Methods In a qualitative study with a phenomenologic approach we interviewed first- and third-year GP trainees from two universities in the Netherlands. Twenty-one verbatim transcripts were coded. Through iterative discussion the researchers agreed on the interpretation of the data and saturation was reached. Results Trainees used a short and a long self-regulation loop. The short loop took one week at most and was focused on problems that were easy to resolve and needed minor learning activities. The long loop was focused on complex or recurring problems needing multiple and planned longitudinal learning activities. External assessments and formal training affected the long but not the short loop. The supervisor had a facilitating role in both loops. Self-confidence was used to gauge competence.Elements influencing self-regulation were classified into three dimensions: personal (strong motivation to become a good doctor), interpersonal (stimulation from others) and contextual (organizational and educational features). Conclusions Trainees did purposefully self-regulate their learning. Learning in the short loop may not be visible to others. Trainees should be encouraged to actively seek and use external feedback in

Assessing Changes in Counselor Trainees' Multicultural Competence Related to Service Learning

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Lee, Debbiesiu L.; Rosen, Adam D.; McWhirter, J. Jeffries

2014-01-01

This mixed methods study examined changes in self-reported multicultural competence and distress reactions of 32 counselor trainees engaged in service learning. Whereas 3 trainees significantly increased in self-reported multicultural competence, 5 significantly decreased. Trainees who significantly increased in multicultural competence reported…

Mathematics Anxiety and Mathematics Self-Efficacy in Relation to Medication Calculation Performance in Nurses

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Melius, Joyce

2012-01-01

The purpose of this study is to identify and analyze the relationships that exist between mathematics anxiety and nurse self-efficacy for mathematics, and the medication calculation performance of acute care nurses. This research used a quantitative correlational research design and involved a sample of 84 acute care nurses, LVNs and RNs, from a…

From Social Class to Self-Efficacy: Internalization of Low Social Status Pupils' School Performance

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Wiederkehr, Virginie; Darnon, Céline; Chazal, Sébastien; Guimond, Serge; Martinot, Delphine

2015-01-01

Previous research has largely documented that socioeconomic status (SES) is a strong and consistent predictor of pupils' school performance in several countries. In this research, we argue that children internalize the SES achievement gap in the form of a lower/higher sense of school self-efficacy. In two studies, teenaged students' (Study 1) and…

Self-Efficacy and the Self-Monitoring of Selected Exercise and Eating Behaviors of College Students.

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Kingery, Paul M.

1990-01-01

Results from a study of 85 college students indicate that self-efficacy is a moderately strong predictor of self-monitored performance of dietary and exercise behaviors when measured following a self-monitored performance attempt. (IAH)

Self-Efficacy Beliefs, Motivation, Race, and Gender in Middle School Science

Science.gov (United States)

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.

Self-Efficacy: Conditioning the Entrepreneurial Mindset

DEFF Research Database (Denmark)

Neergaard, Helle; Mauer, René; Kirketerp Linstad, Anne

2009-01-01

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....

Engineering Professional Development: Elementary Teachers' Self-efficacy and Sources of Self-efficacy

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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.

Quality of colonoscopy performance among gastroenterology and surgical trainees: a need for common training standards for all trainees?

LENUS (Irish Health Repository)

Leyden, J E

2011-11-01

Cecal intubation and polyp detection rates are objective measures of colonoscopy performance. Minimum cecal intubation rates greater than 90% have been endorsed by the American Society for Gastrointestinal Endoscopy (ASGE) and the Joint Advisory Group (JAG) UK. Performance data for medical and surgical trainee endoscopists are limited, and we used endoscopy quality parameters to compare these two groups.

Self-Efficacy and Self-Esteem in Gifted and Non-Gifted Students in the Elementary School System

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Edins, Cynthia A.

2009-01-01

According to the social-cognitive theory, students increase or decrease their self-efficacy and self-esteem based on previous performance, comparison with peers, and feedback from their learning environment. Similar studies have looked at self-efficacy and/or self-esteem; for example, a study was done at the University of Georgia in which they…

Influence of self-efficacy on compliance to workplace exercise.

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Pedersen, Mette Merete; Zebis, Mette Kreutzfeldt; Langberg, Henning; Poulsen, Otto Melchior; Mortensen, Ole Steen; Jensen, Jette Nygaard; Sjøgaard, Gisela; Bredahl, Thomas; Andersen, Lars Louis

2013-09-01

Continuous neck and shoulder pain is a common musculoskeletal complaint. Physical exercise can reduce pain symptoms, but compliance to exercise is a challenge. Exercise-specific self-efficacy has been found to be a predictor of participation in preplanned exercise. Little is known about the influence of exercise-specific self-efficacy on compliance to workplace physical exercise. To determine the influence of exercise-specific self-efficacy on compliance to specific strength exercises during working hours for laboratory technicians. We performed a cluster-randomized controlled trial, including laboratory technicians from two industrial production units in Copenhagen, Denmark. The participants were randomized to supervised specific strength exercises for the neck and shoulder muscles for 20 minutes three times a week (n = 282) or to a reference group (n = 255). The participants answered baseline and follow-up questions regarding self-efficacy and registered all exercises in a diary. Overall compliance to exercises was 45 %. Compliance in company A (private sector) differed significantly between the three self-efficacy groups after 20 weeks. The odds ratio of compliance was 2.37 for moderate versus low self-efficacy, and 2.93 for high versus low self-efficacy. No significant difference was found in company B (public sector) or in the intervention group as a whole. We did not find self-efficacy to be a general statistically significant predictor 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.

Do soft skills predict surgical performance?: a single-center randomized controlled trial evaluating predictors of skill acquisition in virtual reality laparoscopy.

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Maschuw, K; Schlosser, K; Kupietz, E; Slater, E P; Weyers, P; Hassan, I

2011-03-01

Virtual reality (VR) training in minimal invasive surgery (MIS) is feasible in surgical residency and beneficial for the performance of MIS by surgical trainees. Research on stress-coping of surgical trainees indicates the additional impact of soft skills on VR performance in the surgical curriculum. The aim of this study was to evaluate the impact of structured VR training and soft skills on VR performance of trainees. The study was designed as a single-center randomized controlled trial. Fifty first-year surgical residents with limited experience in MIS ("camera navigation" in laparoscopic cholecystectomy only) were randomized for either 3 months of VR training or no training. Basic VR performance and defined soft skills (self-efficacy, stress-coping, and motivation) were assessed prior to randomization using basic modules of the VR simulator LapSim(®) and standardized psychological questionnaires. Three months after randomization VR performance was reassessed. Outcome measurement was based on the results derived from the most complex of the basic VR modules ("diathermy cutting") as the primary end point. A correlation analysis of the VR end-point performance and the psychological scores was done in both groups. Structured VR training enhanced VR performance of surgical trainees. An additional correlation to high motivational states (P 0.05). Low self-efficacy and negative stress-coping strategies seem to predict poor VR performance. However, structured training along with high motivational states is likely to balance out this impairment.

Correlating Trainee Attributes to Performance in 3D CAD Training

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Hamade, Ramsey F.; Artail, Hassan A.; Sikstrom, Sverker

2007-01-01

Purpose: The purpose of this exploratory study is to identify trainee attributes relevant for development of skills in 3D computer-aided design (CAD). Design/methodology/approach: Participants were trained to perform cognitive tasks of comparable complexity over time. Performance data were collected on the time needed to construct test models, and…

A gender study investigating physics self-efficacy

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Sawtelle, Vashti

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

Some Contributions of Self-Efficacy Research to Self-Concept Theory.

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Gorrell, Jeffrey

1990-01-01

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…

The Relationship between Health Literacy, Self-Efficacy, and Self-Care Behaviors in Diabetic Patients

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Mojgan Masoompour

2017-10-01

Full Text Available Background: Neglecting self-care behaviors is considered an important factor contributing to mortality among diabetic patients. According to Bandura’s Social-Cognitive Theory, there is a close relationship between individual performance and self-efficacy. Moreover, access to health-related information or health literacy can affect health status. Aim: To investigate the relationship between health literacy, self-efficacy, and self-care behaviors in diabetic patients. Method: This descriptive correlational study was conducted on 400 patients with diabetes referred to a diabetes clinic during 2015. The participants were selected through convenience sampling. The data collection tools included Short Test of Functional Health Literacy in Adults, Diabetes Management Self-Efficacy Scale, and the Summary of Diabetes Self-Care Activities. To analyze the data, Pearson’s correlation coefficient, independent t-test, and one-way analysis of variance were run in SPSS, version 19. Results: The mean age of the participants was 55.1±10.1 years and 74.75% of them were male. The mean scores of self-care behaviors, health literacy, and self-efficacy were 61.94±14.35, 63.6±20.7, and 146.3±22.9, respectively. Moreover, the results of Pearson’s correlation coefficient showed a significant direct correlation between health literacy and self-efficacy (P=0.03, r=0.1, as well as health literacy and self-care behaviors (P=0.04, r=0.1. Furthermore, self-efficacy had a significant direct correlation with self-care behaviors (P

A course for nurses to handle difficult communication situations. A randomized controlled trial of impact on self-efficacy and performance.

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Doyle, Daniel; Copeland, H Liesel; Bush, Donna; Stein, Linda; Thompson, Scott

2011-01-01

to evaluate the impact of a communication skills course for nurses on how to handle difficult communication situations in their daily work. a 7-h course was developed using a construct of "Awareness, Feelings, Listen, Solve" (AFLS). A pedagogy of experiential, learner-centered learning was adopted. The course evaluation used a randomized controlled design with pre- and post-measures of self-efficacy and performance. forty-one nurses volunteered and thirty-three nurses completed all assigned parts of the study. On self-assessment, there was significant improvement for self-efficacy (F=24.43, pperformance, there was no significant improvement between intervention and control groups (F=3.46, p=0.073). a short course for nurses on handling difficult communication situations achieved significant improvements in self-efficacy but not in performance. teaching communication skills in community-based settings is important for the safety and effectiveness of patient care. Sponsoring organizations should weigh trade-offs between feasibility and achievement of measurable improvements in performance. One possible approach is to focus on specific communication skills rather than a full suite of skills. 2010 Elsevier Ireland Ltd. All rights reserved.

Self-efficacy and quality of life after low-intensity neuropsychological rehabilitation: A pre-post intervention study.

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Brands, Ingrid; Custers, Maud; van Heugten, Caroline

2017-01-01

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.

Self esteem, dependency, self-efficacy and self-criticism in social anxiety disorder.

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Iancu, Iulian; Bodner, Ehud; Ben-Zion, Itzhak Z

2015-04-01

Social anxiety disorder (SAD) is characterized by fear and avoidance in social situations where one perceives being in danger of scrutiny by others. Low self-esteem, low self-efficacy, high self-criticism and high dependency are additional potential features of SAD, and thus their examination is warranted, as is the elucidation of their inter-relationship. Thirty-two SAD subjects diagnosed with the Mini-International Neuropsychiatric Interview and 30 healthy controls, were administered the Liebowitz Social Anxiety Scale (LSAS), the Rosenberg Self Esteem Scale, the Depressive Experiences Questionnaire (DEQ) that assesses self-criticism, dependency and self-efficacy, and a socio-demographic questionnaire. We hypothesized that the SAD group would present higher scores of dependency and self-criticism and lower self-esteem and self-efficacy. We also hypothesized that low self-esteem, low self-efficacy, high self-criticism and high dependency will predict the severity of SAD. In line with the hypotheses, SAD patients had higher scores of self-criticism and dependency and lower scores of self-esteem. The social anxiety score correlated negatively with self-esteem and self-efficacy, and positively with dependency and self-criticism. Self-criticism, but not the other measures, predicted the total LSAS score. Self-esteem, self-criticism, dependency and self-efficacy are related to SAD and their relations should be examined in future studies that will employ larger samples. It is suggested to search for ways to affect these factors through cognitive-behavioral interventions and additional psychotherapeutic treatments. Research should also focus on the specific role of self-criticism in SAD. Copyright © 2014 Elsevier Inc. All rights reserved.

The conviction of self-efficacy and midwives’ education

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Justyna Krysa

2018-04-01

Full Text Available Abstract The interest in scientific research of the self-efficacy phenomenon provides new data and reveals further relationships between this phenomenon and the functioning of the individual in the society. The Albert Bandura’s socio-cognitive theory presents its important and the most popular theoretical construct - self-efficacy, which is a part of the cognitive components of personality. It is an assessment of the individual's competences, its conviction about the possibility of managing planned activities in a given field. Studies on the relationship between coping with the learning process and self-efficacy seem to be particularly interesting. In the analysis of the problem, there are a number of personality variables that could be important for undertaking and continuing education and training in adulthood, which is particularly important among people performing medical professions, including midwives. Motivation, conscientiousness, conviction about self-efficacy or cognitive abilities are mentioned in literature of the subject.

Medical managers' managerial self-efficacy and role clarity: How do they bridge the budgetary participation-performance link?

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Macinati, Manuela S; Cantaluppi, Gabriele; Rizzo, Marco Giovanni

2017-02-01

This study explains the process ''how'' organizational accounting practices, such as budgetary participation, influence medical doctors' perceptions and beliefs associated with their hybrid role and what the consequences are on their performance. Building on social cognitive theory, we hypothesize a structural model in which managerial self-efficacy and role clarity mediate the effects of budgetary participation on performance. The data were collected by a survey conducted in an Italian hospital. The research hypotheses were tested employing a path model. The results suggest that role clarity and managerial self-efficacy fully mediate the link between budgetary participation and performance. From a managerial viewpoint results suggest that organizations that invest in budgetary participation will also affect individual beliefs about the perceived benefits of participation itself, since an information-rich internal environment allows employees to experience a clearer sense of direction through organizational goals. According to our results, organizations that seek self-directed employees should pay attention to the experience the medical managers acquire through budgetary participation. In fact, this event influences the employees' mental states-and specifically provides them with information needed to perform in the role and enhance their judgment of their own capabilities to organize and execute the required course of actions-which take on internal psychological motivation to reach performance levels.

Beyond performance metrics: Examining a decrease in students’ physics self-efficacy through a social networks lens

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Remy Dou

2016-08-01

Full Text Available The Modeling Instruction (MI approach to introductory physics manifests significant increases in student conceptual understanding and attitudes toward physics. In light of these findings, we investigated changes in student self-efficacy while considering the construct’s contribution to the career-decision making process. Students in the Fall 2014 and 2015 MI courses at Florida International University exhibited a decrease on each of the sources of self-efficacy and overall self-efficacy (N=147 as measured by the Sources of Self-Efficacy in Science Courses-Physics (SOSESC-P survey. This held true regardless of student gender or ethnic group. Given the highly interactive nature of the MI course and the drops observed on the SOSESC-P, we chose to further explore students’ changes in self-efficacy as a function of three centrality measures (i.e., relational positions in the classroom social network: inDegree, outDegree, and PageRank. We collected social network data by periodically asking students to list the names of peers with whom they had meaningful interactions. While controlling for PRE scores on the SOSESC-P, bootstrapped linear regressions revealed post-self-efficacy scores to be predicted by PageRank centrality. When disaggregated by the sources of self-efficacy, PageRank centrality was shown to be directly related to students’ sense of mastery experiences. InDegree was associated with verbal persuasion experiences, and outDegree with both verbal persuasion and vicarious learning experiences. We posit that analysis of social networks in active learning classrooms helps to reveal nuances in self-efficacy development.

Self-Efficacy Pathways between Relational Aggression and Nonsuicidal Self-Injury

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Buser, Trevor J.; Peterson, Christina Hamme; Kearney, Anne

2015-01-01

The authors recruited college students (N = 648) and investigated relationships among academic and social self-efficacy, relational aggression from parents and peers, and nonsuicidal self-injury (NSSI). Results indicated that both types of self-efficacy were related inversely to NSSI. Academic self-efficacy mediated the relationship between…

Measuring the Sources of Self-Efficacy among Secondary School Music Students

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Zelenak, Michael S.

2015-01-01

The purpose of this study was to investigate the four sources of self-efficacy in music performance and examine responses from the Music Performance Self-Efficacy Scale (MPSES). Participants (N = 290) were middle and high school music students from 10 schools in two regions of the United States. Questions included the following: (1) How much…

A study of self-efficacy in job-related context

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Špela Frlec

2005-04-01

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.

Self-regulation during job search: the opposing effects of employment self-efficacy and job search behavior self-efficacy.

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Liu, Songqi; Wang, Mo; Liao, Hui; Shi, Junqi

2014-11-01

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).

The Relationship between Clinical Competence and Clinical Self-efficacy among Nursing and Midwifery Students

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Shahla Mohamadirizi

2015-12-01

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

Self-efficacy and self-esteem in third-year pharmacy students.

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Yorra, Mark L

2014-09-15

To identify the experiential and demographic factors affecting the self-efficacy and self-esteem of third-year pharmacy (P3) students. A 25-item survey that included the Rosenberg Self-Esteem Scale and the General Self-Efficacy Scale, as well as types and length of pharmacy practice experiences and demographic information was administered to doctor of pharmacy (PharmD) students from 5 schools of pharmacy in New England at the completion of their P3 year. The survey response rate was approximately 50% of the total target population (399/820). Students with a grade point average (GPA)≥3.0 demonstrated a higher significant effect from unpaid introductory pharmacy practice experiences (IPPEs) on their self-efficacy scores (pself-esteem (pself-esteem. Self-efficacy and self-esteem are two important factors in pharmacy practice. Colleges and schools of pharmacy should ensure that students complete enough practice experiences, beyond the minimum of 300 IPPE hours, as one way to improve their self-efficacy and self-esteem.

Evaluating High School Students' Anxiety and Self-Efficacy towards Biology

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Çimen, Osman; Yilmaz, Mehmet

2015-01-01

Anxiety and self-efficacy are among the factors that impact students' performance in biology. The current study aims to investigate high school students' perception of biology anxiety and self-efficacy, in relation to gender, grade level, interest in biology, negative experience associated with biology classes, and teachers' approaches in the…

Relationship Between Self-Management Strategy and Self-Efficacy Among Staff of Ardabil Disaster and Emergency Medical Management Centers

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Mohammad Taghi Amini

2018-01-01

Conclusion: In general, considering that job stress, safety behavior and self-management predictive self-efficacy of emergency staff. Individuals with high self-efficacy wait for the desired outcomes of their performance. So by giving stress management training and applying their safety principles and strategies, targeting can create a sense of self-efficacy such that a person can withstand persistent efforts to overcome obstacles. Improving working conditions also plays an effective role in increasing productivity.

Self Efficacy among University Academic Staff

African Journals Online (AJOL)

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.

Academic self-efficacy among open and distance learners in Nigeria ...

African Journals Online (AJOL)

Academic self-efficacy is regarded as aneffective predictor of students' motivation and learning. It is a performance-based measure of perceived capability. In order to determine if Open and Distance Learning (ODL) students in Nigeria have a high level of academic self-efficacy, 600 ODL students from 12 study centres of the ...

Gender fairness in self-efficacy? A Rasch-based validity study of the General Academic Self-efficacy scale (GASE)

DEFF Research Database (Denmark)

Nielsen, Tine; Vang, Maria Louison; Dammeyer, Jesper

2018-01-01

Studies have reported gender differences in academic self-efficacy. However, how and if academic self-efficacy questionnaires are gender-biased has not been psychometrically investigated. The psychometric properties of a general version of The Physics Self-Efficacy Questionnaire – the General...... Academic Self-Efficacy Scale (GASE) – were analyzed using Rasch measurement models, with data from 1018 Danish university students (psychology and technical), focusing on gender invariance and the sufficiency of the score. The short 4-item GASE scale was found to be essentially objective and construct...... valid and satisfactorily reliable, though differential item functioning was found relative to gender and academic discipline, and can be used to assess students’ general academic self-efficacy. Research on gender and self-efficacy needs to take gender into account and equate scores appropriately...

Burnout Syndrome and Self-Efficacy Beliefs in Professors

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Arlington Antonio García Padilla

2017-10-01

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.

Relative contributions of self-efficacy, self-regulation, and self-handicapping in predicting student procrastination.

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Strunk, Kamden K; Steele, Misty R

2011-12-01

The relative contributions of self-efficacy, self-regulation, and self-handicapping student procrastination were explored. College undergraduate participants (N = 138; 40 men, 97 women, one not reporting sex) filled out the Procrastination Scale, the Self-Handicapping Scale-Short Form, and the Self-regulation and Self-handicapping scales of the Motivated Strategies for Learning Questionnaire. A hierarchical regression of the above measures indicated that self-efficacy, self-regulation, and self-handicapping all predicted scores on the Procrastination Scale, but self-regulation fully accounted for the predictive power of self-efficacy. The results suggested self-regulation and self-handicapping predict procrastination independently. These findings are discussed in relation to the literature on the concept of "self-efficacy for self-regulation" and its use in the field of procrastination research.

Factors Relating to Self-Efficacy Among Psychiatric Nurses.

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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.

KETERKAITAN SELF EFFICACY DAN SELF ESTEEM TERHADAP PRESTASI BELAJAR MAHASISWA

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Sofwan Adiputra

2015-10-01

Full Text Available Abstract This study aims to measure the relationship between self-efficacy and self-esteem on student achievement. The research was conducted using quantitative descriptive analysis by the method of field research, which is conducted by survey to respondents. To analyze the data using correlational analysis techniques and multiple regression analysis techniques. The conclusion from this study showed that the relationship of self-efficacy and self-esteem on learning achievement. Keywords: Self Efficacy, Self Esteem, Achievement

Using the knowledge-and-appraisal personality architecture to predict self-efficacy within individual persons.

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Wise, James B

2008-10-01

The knowledge-and-appraisal personality architecture has potential as a theoretical framework for understanding the formation of self-efficacy in individuals. Two patterns were observed within 14 of 17 individual persons: a pattern of strong self-efficacy was displayed across outdoor recreation activities for which a self-descriptive attribute was viewed as an asset to successful performances, and a pattern of relatively weak self-efficacy was observed across outdoor recreation activities for which the same attribute was considered a hindrance to performances. Although the theory predicts self-efficacy within individuals, more research is needed to assess why the theory is not accurate in all cases.

Impact of Authentic Learning Exercises on Preservice Teachers' Self-Efficacy to Perform Bullying Prevention Tasks

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Banas, Jennifer R.

2014-01-01

Background: Teachers and preservice teachers may neglect intervening into and/or leading efforts to prevent bullying because they the lack confidence to do so. Purpose: The purpose of this study was to determine the impact of authentic learning exercises on health education preservice teachers' self-efficacy to perform bullying prevention…

Self-Efficacy, Task Complexity and Task Performance: Exploring Interactions in Two Versions of Vocabulary Learning Tasks

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Wu, Xiaoli; Lowyck, Joost; Sercu, Lies; Elen, Jan

2012-01-01

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…

The Predictors for Maternal Self-efficacy in Early Parenthood

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Elham Azmoude

2015-04-01

Full Text Available Background & aim: Many parents do not believe in their ability to fulfill their parental responsibilities. Parental self-efficacy is crucial to parents’ sense of well-being and is considered a predictor for quality of life. However, evidence is scarce on the factors that influence parents’ perception of efficacy. Therefore, this study aimed to investigate the predictors for parental self-efficacy in the early postpartum period. Methods:This descriptive analytical study was conducted on 150 primiparous women referring to the health care centers of Mashhad during their early postpartum months. For data collection, we used demographic questionnaires, Bates’ Infant Characteristics Questionnaire (ICQ, Scale of Perceived Social Support, Reece’s parent expectations survey (PES, and Edinburgh Postnatal Depression Scale (EPDS. For data analysis, independent T-test, one-way ANOVA, Pearson’s correlation coefficient, and stepwise regression were performed, using SPSS version 16. Results: In this study, a significant association was observed between self-efficacy scores and the parents’ income, educational status, depression, and infant’s gender. Furthermore, there was a significant correlation between self-efficacy scores and infant’s characteristics, mother’s satisfaction with childbirth experience, perceived support from friends, infant’s perceived temperament, infant’s gender, mother’s educational level, and depression, which could predict 26.1% of parental self-efficacy. Conclusion: According to the results of this study, the most significant predictors of maternal self-efficacy during the early postpartum months were maternal depression and educational status, infant’s gender, and infant’s characteristics.

Self-Efficacy and Self-Esteem in Third-Year Pharmacy Students

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2014-01-01

Objective. To identify the experiential and demographic factors affecting the self-efficacy and self-esteem of third-year pharmacy (P3) students. Methods. A 25-item survey that included the Rosenberg Self-Esteem Scale and the General Self-Efficacy Scale, as well as types and length of pharmacy practice experiences and demographic information was administered to doctor of pharmacy (PharmD) students from 5 schools of pharmacy in New England at the completion of their P3 year. Results. The survey response rate was approximately 50% of the total target population (399/820). Students with a grade point average (GPA)≥3.0 demonstrated a higher significant effect from unpaid introductory pharmacy practice experiences (IPPEs) on their self-efficacy scores (pself-esteem (pself-esteem. Conclusion. Self-efficacy and self-esteem are two important factors in pharmacy practice. Colleges and schools of pharmacy should ensure that students complete enough practice experiences, beyond the minimum of 300 IPPE hours, as one way to improve their self-efficacy and self-esteem. PMID:25258439

Prior Self-Efficacy Interacts with Experiential Valence to Influence Self-Efficacy among Engineering Students: An Experimental Study

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Chang, Yevvon Yi-Chi; Chiou, Wen-Bin

2017-01-01

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…

Adaptive leadership curriculum for Indian paramedic trainees.

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Mantha, Aditya; Coggins, Nathaniel L; Mahadevan, Aditya; Strehlow, Rebecca N; Strehlow, Matthew C; Mahadevan, S V

2016-12-01

Paramedic trainees in developing countries face complex and chaotic clinical environments that demand effective leadership, communication, and teamwork. Providers must rely on non-technical skills (NTS) to manage bystanders and attendees, collaborate with other emergency professionals, and safely and appropriately treat patients. The authors designed a NTS curriculum for paramedic trainees focused on adaptive leadership, teamwork, and communication skills critical to the Indian prehospital environment. Forty paramedic trainees in the first academic year of the 2-year Advanced Post-Graduate Degree in Emergency Care (EMT-paramedic equivalent) program at the GVK-Emergency Management and Research Institute campus in Hyderabad, India, participated in the 6-day leadership course. Trainees completed self-assessments and delivered two brief video-recorded presentations before and after completion of the curriculum. Independent blinded observers scored the pre- and post-intervention presentations delivered by 10 randomly selected paramedic trainees. The third-party judges reported significant improvement in both confidence (25 %, p leadership (2.6 vs. 4.6, p confidence (3.0 vs. 4.8, p leadership curriculum for prehospital providers demonstrated significant improvement in self-reported NTS commonly required of paramedics in the field. The authors recommend integrating focused NTS development curriculum into Indian paramedic education and further evaluation of the long term impacts of this adaptive leadership training.

Musculoskeletal Strength, Balance Performance, and Self-Efficacy in Elderly Ving Tsun Chinese Martial Art Practitioners: Implications for Fall Prevention

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Fong, Shirley S. M.; Ng, Shamay S. M.; Liu, Karen P. Y.; Pang, Marco Y. C.; Lee, H. W.; Chung, Joanne W. Y.; Lam, Priscillia L.; Guo, X.

2014-01-01

Objectives. To (1) compare the bone strength, lower limb muscular strength, functional balance performance, and balance self-efficacy between Ving Tsun (VT) martial art practitioners and nonpractitioners and (2) identify the associations between lower limb muscular strength, functional balance performance, and balance self-efficacy among the VT-trained participants. Methods. Thirty-five VT practitioners (mean age ± SD = 62.7 ± 13.3 years) and 49 nonpractitioners (mean age ± SD = 65.9 ± 10.5 years) participated in the study. The bone strength of the distal radius, lower limb muscular strength, functional balance performance, and balance self-efficacy were assessed using an ultrasound bone sonometer, the five times sit-to-stand test (FTSTS), the Berg balance scale (BBS), and the Chinese version of the activities-specific balance confidence scale, respectively. A multivariate analysis of covariance was performed to compare all the outcome variables between the two groups. Results. Elderly VT practitioners had higher radial bone strength on the dominant side (P < 0.05), greater lower limb muscular strength (P = 0.001), better functional balance performance (P = 0.003), and greater balance confidence (P < 0.001) than the nonpractitioners. Additionally, only the FTSTS time revealed a significant association with the BBS score (r = −0.575,  P = 0.013). Conclusions. VT may be a suitable health-maintenance exercise for the elderly. Our findings may inspire the development of VT fall-prevention exercises for the community-dwelling healthy elderly. PMID:25530782

Musculoskeletal Strength, Balance Performance, and Self-Efficacy in Elderly Ving Tsun Chinese Martial Art Practitioners: Implications for Fall Prevention

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Shirley S. M. Fong

2014-01-01

Full Text Available Objectives. To (1 compare the bone strength, lower limb muscular strength, functional balance performance, and balance self-efficacy between Ving Tsun (VT martial art practitioners and nonpractitioners and (2 identify the associations between lower limb muscular strength, functional balance performance, and balance self-efficacy among the VT-trained participants. Methods. Thirty-five VT practitioners (mean age ± SD = 62.7 ± 13.3 years and 49 nonpractitioners (mean age ± SD = 65.9 ± 10.5 years participated in the study. The bone strength of the distal radius, lower limb muscular strength, functional balance performance, and balance self-efficacy were assessed using an ultrasound bone sonometer, the five times sit-to-stand test (FTSTS, the Berg balance scale (BBS, and the Chinese version of the activities-specific balance confidence scale, respectively. A multivariate analysis of covariance was performed to compare all the outcome variables between the two groups. Results. Elderly VT practitioners had higher radial bone strength on the dominant side (P<0.05, greater lower limb muscular strength (P=0.001, better functional balance performance (P=0.003, and greater balance confidence (P<0.001 than the nonpractitioners. Additionally, only the FTSTS time revealed a significant association with the BBS score (r=-0.575, P=0.013. Conclusions. VT may be a suitable health-maintenance exercise for the elderly. Our findings may inspire the development of VT fall-prevention exercises for the community-dwelling healthy elderly.

Musculoskeletal strength, balance performance, and self-efficacy in elderly ving tsun chinese martial art practitioners: implications for fall prevention.

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Fong, Shirley S M; Ng, Shamay S M; Liu, Karen P Y; Pang, Marco Y C; Lee, H W; Chung, Joanne W Y; Lam, Priscillia L; Guo, X

2014-01-01

Objectives. To (1) compare the bone strength, lower limb muscular strength, functional balance performance, and balance self-efficacy between Ving Tsun (VT) martial art practitioners and nonpractitioners and (2) identify the associations between lower limb muscular strength, functional balance performance, and balance self-efficacy among the VT-trained participants. Methods. Thirty-five VT practitioners (mean age ± SD = 62.7 ± 13.3 years) and 49 nonpractitioners (mean age ± SD = 65.9 ± 10.5 years) participated in the study. The bone strength of the distal radius, lower limb muscular strength, functional balance performance, and balance self-efficacy were assessed using an ultrasound bone sonometer, the five times sit-to-stand test (FTSTS), the Berg balance scale (BBS), and the Chinese version of the activities-specific balance confidence scale, respectively. A multivariate analysis of covariance was performed to compare all the outcome variables between the two groups. Results. Elderly VT practitioners had higher radial bone strength on the dominant side (P < 0.05), greater lower limb muscular strength (P = 0.001), better functional balance performance (P = 0.003), and greater balance confidence (P < 0.001) than the nonpractitioners. Additionally, only the FTSTS time revealed a significant association with the BBS score (r = -0.575,  P = 0.013). Conclusions. VT may be a suitable health-maintenance exercise for the elderly. Our findings may inspire the development of VT fall-prevention exercises for the community-dwelling healthy elderly.

Self-Compassion in Relation to Self-Esteem, Self-Efficacy and Demographical Aspects

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Luciana Karine de Souza

2016-08-01

Full Text Available Abstract This study investigated relationships between self-compassion, self-efficacy, and self-esteem, as well as age and sex differences and other sociodemographic variables in relation to self-compassion. Four-hundred and thirty-two Brazilian adults (50% women from nearly all country states participated in the study filling out a sociodemographic survey and three scales: self-compassion, self-efficacy, and self-esteem. Comparisons of means between self-compassion and pairs of groups designed by sociodemographic data showed higher self-compassion in men, people aged from 31 to 66 years-old, not under psychiatric medication, without a job, and with children. Results also showed that self-compassion is highly correlated with self-esteem and self-efficacy. We highlight that results are sample dependent and further studies on self-compassion need to be conducted in Brazil.

The Relationship Between Perceived Coaching Behaviours, Motivation and Self-Efficacy in Wrestlers

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Sarı İhsan

2017-06-01

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.

The Relationship between Perceived Coaching Behaviours, Motivation and Self-Efficacy in Wrestlers.

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Sarı, İhsan; Bayazıt, Betül

2017-06-01

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.

The Relationship between Perceived Coaching Behaviours, Motivation and Self-Efficacy in Wrestlers

Science.gov (United States)

Sarı, İhsan; Bayazıt, Betül

2017-01-01

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

Self-Efficacy in Social Work: Development and Initial Validation of the Self-Efficacy Scale for Social Workers

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Monica Pedrazza

2013-09-01

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.

Exploring Self-Efficacy among Entry-Level and Advanced BSW Students

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Simmons, Christopher; Fisher, Amy Killen; Barnard, Marie; Allen, Susan C.

2017-01-01

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…

The effect of using in computer skills on teachers’ perceived self-efficacy beliefs towards technology integration, attitudes and performance

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Badrie Mohammad Nour ELDaou

2016-10-01

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

Self-regulation following prostatectomy : Phase-specific self-efficacy beliefs in implementing pelvic-floor exercise

OpenAIRE

Burkert, Silke; Knoll, Nina; Scholz, Urte; Roigas, Jan; Gralla, Oliver

2012-01-01

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...

Green Transformational Leadership and Green Performance: The Mediation Effects of Green Mindfulness and Green Self-Efficacy

OpenAIRE

Yu-Shan Chen; Ching-Hsun Chang; Yu-Hsien Lin

2014-01-01

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 min...

The Combined Effects of Classroom Teaching and Learning Strategy Use on Students' Chemistry Self-Efficacy

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Cheung, Derek

2015-02-01

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.

The impact of perceived self-efficacy on mental time travel and social problem solving.

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Brown, Adam D; Dorfman, Michelle L; Marmar, Charles R; Bryant, Richard A

2012-03-01

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.

Self-Instructional Module Based on Cognitive Load Theory: A Study on Information Retention among Trainee Teachers

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Ong, Chiek Pin; Tasir, Zaidatun

2015-01-01

The aim of the research is to study the information retention among trainee teachers using a self-instructional printed module based on Cognitive Load Theory for learning spreadsheet software. Effective pedagogical considerations integrating the theoretical concepts related to cognitive load are reflected in the design and development of the…

Integrating Implicit Leadership Theories, Leader-Member Exchange, Self-Efficacy, and Attachment Theory to Predict Job Performance.

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Khorakian, Alireza; Sharifirad, Mohammad Sadegh

2018-01-01

The impact of implicit leadership theories on performance and the mechanism linking them have received insufficient theoretical and research attention. Drawing on Bandura's social cognitive theory, the present study contributes theory through examining the assertion that higher congruence between followers' implicit leadership theory and the characteristics of supervisors enhance job performance through higher quality of leader-member exchange and self-efficacy. Moreover, in the proposed model, attachment insecurity was considered as the antecedent of the congruence and leader-member exchange in addition to the moderator of the relationship between them. Capitalizing upon Structural Equation Modeling (SEM), this study tested the model in a field study using a sample of employees in knowledge-oriented firms in Iran. The results suggest that the congruence between followers' implicit leadership theory and the characteristics of supervisors does not directly impact performance and leader-member exchange and self-efficacy are the full mediators. The results also showed that attachment insecurity is the predictor of neither the congruence nor the leader-member exchange. Additionally, attachment insecurity moderates the relationship between these two variables in a way that when attachment insecurity is high, the congruence has more positive impact on leader-member exchange.

The development of scientific communication skills: a qualitative study of the perceptions of trainees and their mentors.

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Cameron, Carrie; Collie, Candice L; Baldwin, Constance D; Bartholomew, L Kay; Palmer, J Lynn; Greer, Marilyn; Chang, Shine

2013-10-01

Scientific communication, both written and oral, is the cornerstone of success in biomedical research, yet formal instruction is rarely provided. Trainees with little exposure to standard academic English may find developing scientific communication skills challenging. In this exploratory, hypothesis-generating qualitative study, the authors examined the process by which mentored junior researchers learn scientific communication skills, their feelings about the challenges, and their mentor's role in the process. In 2010, the authors conducted semistructured focus groups and interviews to explore research trainees' and faculty mentors' perceptions and practices regarding scientific communication skills development, as part of the development phase of a larger quantitative study. The facilitator took detailed notes and verified their accuracy with participants during the sessions; a second member of the research team observed and verified the recorded notes. Three coders performed a thematic analysis, and the other authors reviewed it. Forty-three trainees and 50 mentors participated. Trainees and mentors had diverging views on the role of mentoring in fostering communication skills development. Trainees expressed varying levels of self-confidence but considerable angst. Mentors felt that most trainees have low self-confidence. Trainees expressed interest in learning scientific communication skills, but mentors reported that some trainees were insufficiently motivated and seemed resistant to guidance. Both groups agreed that trainees found mentors' feedback difficult to accept. The degree of distress, dissatisfaction, and lack of mutual understanding between mentors and trainees was striking. These themes have important implications for best practices and resource development.

North American Pediatric Gastroenterology Fellowship Needs Assessment in Inflammatory Bowel Disease: Trainee and Program Director Perspectives.

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Dotson, Jennifer L; Falaiye, Tolulope; Bricker, Josh B; Strople, Jennifer; Rosh, Joel

2016-07-01

Pediatric inflammatory bowel disease (IBD) care is complex and rapidly evolving. The Crohn's and Colitis Foundation of America and North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition cosponsored a needs assessment survey of pediatric gastroenterology trainees and program directors (PDs) to inform on educational programming. A Web-based, self-completed survey was provided to North American trainees and PDs during the 2013-2014 academic year. Standard descriptive statistics summarized demographics and responses. One hundred sixty-six of 326 (51%) trainees (62% female) and 37 of 74 (50%) PDs responded. Median trainees per program = 5 and median total faculty = 10 (3 IBD experts); 15% of programs did not have a self-identified "IBD expert" faculty member. Sixty-nine percent of trainees were confident/somewhat confident in their IBD inpatient training, whereas 54% were confident/somewhat confident in their outpatient training. Trainees identified activities that would most improve their education, including didactics (55%), interaction with national experts (50%), trainee-centered IBD Web resources (42%), and increased patient exposure (42%). Trainees were most confident in managing inpatient active Crohn's disease/ulcerative colitis, phenotype classification, managing biological therapies, and using clinical disease activity indices. They were least confident in managing J-pouch complications, performing pouchoscopy, managing extraintestinal manifestations, and ostomy-related complications. Eighty-five percent would like an IBD-focused training elective. Most directors (86%) would allow trainees to do electives at other institutions. This IBD needs assessment survey of pediatric gastroenterology trainees and PDs demonstrated a strong resource commitment to IBD training and clinical care. Areas for educational enrichment emerged, including pouch and ostomy complications.

A Longitudinal Examination of the Effects of Computer Self-efficacy Growth on Performance during Technology Training

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James P. Downey

2015-02-01

Full Text Available Technology training in the classroom is critical in preparing students for upper level classes as well as professional careers, especially in fields such as technology. One of the key enablers to this process is computer self-efficacy (CSE, which has an extensive stream of empirical research. Despite this, one of the missing pieces is how CSE actually changes during training, and how such change is related to antecedents and performance outcomes. Measuring change requires repeated data gathering and the use of latent growth modeling, a relatively new statistical technique. This study examines CSE (specifically general CSE or GCSE growth over time during training, and how this growth is influenced by anxiety and gender and influences performance, using a semester-long lab course covering three applications. The use of GCSE growth more accurately models how students actually learn in a technology classroom. It provides novel clarity in the interaction of gender, anxiety, GCSE, specific CSEs, and performance during training. The study finds that the relationship between anxiety and self-efficacy decreases over time during training, becoming non-significant; it clarifies the significant role gender plays in influencing GCSE at the start of and during training. It finds GCSE influences application performance only through specific CSEs.

Illness perception, treatment beliefs, self-esteem, and self-efficacy as correlates of self-management in multiple sclerosis.

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Wilski, M; Tasiemski, T

2016-05-01

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.

The interplay between motivation, self-efficacy, and approaches to studying.

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Prat-Sala, Mercè; Redford, Paul

2010-06-01

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.

Trainee ophthalmologists' opinions on ways to improve cataract ...

African Journals Online (AJOL)

Objective: To know the opinions of trainee ophthalmologists on ways to improve cataract surgical rate (CSR) with a view to having insight into actions that should be of high priority for achieving this improvement. Methods: A survey of 27 trainee ophthalmologists using structured self-administered questionnaire. Results: ...

Fall-related self-efficacy, not balance and mobility performance, is related to accidental falls in chronic stroke survivors with low bone mineral density.

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Pang, M Y C; Eng, J J

2008-07-01

Chronic stroke survivors with low hip bone density are particularly prone to fractures. This study shows that fear of falling is independently associated with falls in this population. Thus, fear of falling should not be overlooked in the prevention of fragility fractures in these patients. Chronic stroke survivors with low bone mineral density (BMD) are particularly prone to fragility fractures. The purpose of this study was to identify the determinants of balance, mobility and falls in this sub-group of stroke patients. Thirty-nine chronic stroke survivors with low hip BMD (T-score fall-related self-efficacy. Any falls in the past 12 months were also recorded. Multiple regression analysis was used to identify the determinants of balance and mobility performance, whereas logistic regression was used to identify the determinants of falls. Multiple regression analysis revealed that after adjusting for basic demographics, fall-related self-efficacy remained independently associated with balance/mobility performance (R2 = 0.494, P fall-related self-efficacy, but not balance and mobility performance, was a significant determinant of falls (odds ratio: 0.18, P = 0.04). Fall-related self-efficacy, but not mobility and balance performance, was the most important determinant of accidental falls. This psychological factor should not be overlooked in the prevention of fragility fractures among chronic stroke survivors with low hip BMD.

Effects of Self-Regulated Vocabulary Learning Process on Self-Efficacy

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Mizumoto, Atsushi

2013-01-01

Researchers, especially in the field of educational psychology, have argued that self-efficacy plays an important role in self-regulated learning. As such, teaching of self-regulated learning often focuses on enhancing self-efficacy. However, few studies have examined how the process of self-regulated learning might lead to the enhancement of…

Resilience Building in Students: The Role of Academic Self-Efficacy

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Cassidy, Simon

2015-01-01

Self-efficacy relates to an individual's perception of their capabilities. It has a clear self-evaluative dimension leading to high or low perceived self-efficacy. Individual differences in perceived self-efficacy have been shown to be better predictors of performance than previous achievement or ability and seem particularly important when individuals face adversity. The study investigated the nature of the association between academic self-efficacy (ASE) and academic resilience. Undergraduate student participants (N = 435) were exposed to an adverse situation case vignette describing either personal or vicarious academic adversity. ASE was measured pre-exposure and academic resilience was measured post-exposure. ASE was correlated with, and a significant predictor of, academic resilience and students exhibited greater academic resilience when responding to vicarious adversity compared to personal adversity. Identifying constructs that are related to resilience and establishing the precise nature of how such constructs influence academic resilience will assist the development of interventions aimed at promoting resilience in students. PMID:26640447

Resilience Building in Students: The Role of Academic Self-Efficacy

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Simon eCassidy

2015-11-01

Full Text Available Self-efficacy relates to an individual’s perception of their capabilities. It has a clear self-evaluative dimension leading to high or low perceived self-efficacy. Individual differences in perceived self-efficacy have been shown to be better predictors of performance than previous achievement or ability and seem particularly important when individuals face adversity. The study investigated the nature of the association between academic self-efficacy (ASE academic resilience. Undergraduate student participants (N=435 were exposed to an adverse situation case vignette describing either personal or vicarious academic adversity. ASE was measured pre-exposure and academic resilience was measured post- exposure. ASE was correlated with, and a significant predictor of, academic resilience and students exhibited greater academic resilience when responding to vicarious adversity compared to personal adversity. Identifying constructs that are related to resilience and establishing the precise nature of how such constructs influence resilience will assist the development of interventions aimed at promoting resilience in students.

Examining Dimensions of Self-Efficacy for Writing

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Bruning, Roger; Dempsey, Michael; Kauffman, Douglas F.; McKim, Courtney; Zumbrunn, Sharon

2013-01-01

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…

Developing Self-Efficacy through a Massive Open Online Course on Study Skills

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Brenda Cecilia Padilla Rodriguez

2017-09-01

Full Text Available Self-efficacy is a strong predictor of academic performance, and an area of interest for higher education institutions. This paper reports on a massive open online course (MOOC on study skills, aimed at increasing self-efficacy. Participants (n=32 were from Mexico and Colombia, with ages ranging from 21 to 45 years. At the beginning and the end of the MOOC, learners answered a survey that included the General Self-Efficacy Scale, items on specific study skills, and space for optional comments. Findings show statistically significant increases in general self-efficacy after completing the MOOC, as well as in the perceived self-efficacy related to five out of six study skills. Comments suggest that participants are aware of and value their own improvement. For students, MOOCs can represent low-risk, formative opportunities to widen their knowledge and increase their self-efficacy. For academic institutions, well-designed MOOCs on study skills provide a means to support students.

Social support and factors associated with self-efficacy among acute-care nurse practitioners.

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Hu, Sophia H; Yu, Ya-Mei; Chang, Wen-Yin; Lin, Yen-Kuang

2018-02-01

To investigate the relationship of nurse practitioners' social support as well as other factors associated with perceived self-efficacy. There is a growing demand for nurse practitioners in Taiwan, for whom self-perceived efficacy is associated with performance. Nevertheless, research on the self-efficacy and social support of nurse practitioners is limited. This is a cross-sectional survey study. Questionnaires were distributed to nurse practitioners in seven hospitals in northern Taiwan from May 2015 to March 2016. In total, data from 335 (78% return rate) certified nurse practitioners were analysed. Social support was measured by the Multidimensional Scale of Perceived Social Support (MSPSS) and the Job Content Questionnaire (JCQ), and perceived self-efficacy was measured by the General Self-Efficacy Scale (GSE). Data were analysed by ANOVAs with post hoc test and multiple linear regression. The mean score for self-efficacy was 27.60 ± 6.17. Support scores were 11.574 ± 2.37 for supervisors, 12.795 ± 1.92 for coworkers and 64.07 ± 10.16 for family, friends and significant others. nurse practitioners in the high monthly salary group had significantly higher self-efficacy than nurse practitioners in the medium and low monthly salary group (F = 8.99; p Social support from coworkers (β = 0.18, p social support were found to contribute to nurse practitioners' self-efficacy. Thus, to enhance nurse practitioners' self-efficacy and work performance, nursing leaders should address these issues. The findings inform hospital administrators to be aware of the importance of salary in relation to nurse practitioners' perceptions of social support and self-efficacy. © 2017 John Wiley & Sons Ltd.

Parental self-efficacy and its measurement - an evaluation of a parental self-efficacy measurement scale.

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Purssell, Edward; While, Alison

2013-05-01

To field test a parental self-efficacy scale regarding its acceptability and feasibility and to describe parental self-efficacy in a convenience sample of parents with children aged 6 years old or less. Self-care within families is increasingly emphasised in health policy as a means of maximising healthcare resources. This study reports the field testing of a scale designed to measure parental self-efficacy. Cross-sectional survey of parents of children aged 6 years old or less. Subjects were recruited through a parenting internet website (n = 84) and local parenting and community organisations (n = 68) and asked to complete a questionnaire containing the scale. Data collection took place between January and August 2011. The scale, previously validated with an expert panel of professionals, gathered information about parental self-efficacy when administered either directly or through an on-line data collection portal, although there were more missing data when administered via the Internet. Although convenience and self-selecting samples precluded parameter estimation, areas of concern highlighted were difficulties differentiating children with serious illnesses and the use of the Personal Child Health Record. Use of the Internet was widespread, as was use of community pharmacists and nursery staff. Although the primary purpose was not to collect specific data, the data indicated the continuing concern of parents regarding serious illness and where additional investment may be required to meet parental needs and expectations. The previously validated scale can be used to collect information about parental self-efficacy either through a paper questionnaire or the Internet. Although there was slightly more missing data from the Internet version, the ease of its administration makes this an attractive option. Parents generally reported high levels of self-efficacy and satisfaction with services; however, the scale was able to identify areas where further investment

Motivation and performance within a collaborative computer-based modeling task: Relations between students' achievement goal orientation, self-efficacy, cognitive processing and achievement

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Sins, P.H.M.; van Joolingen, W.R.; Savelsbergh, E.R.; van Hout-Wolters, B.H.A.M.

2008-01-01

Purpose of the present study was to test a conceptual model of relations among achievement goal orientation, self-efficacy, cognitive processing, and achievement of students working within a particular collaborative task context. The task involved a collaborative computer-based modeling task. In order to test the model, group measures of mastery-approach goal orientation, performance-avoidance goal orientation, self-efficacy, and achievement were employed. Students’ cognitive processing was a...

The job self-efficacy and job involvement of clinical nursing teachers.

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Yang, Hui-Ling; Kao, Yu-Hsiu; Huang, Yi-Ching

2006-09-01

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.

Development and Validation of Chemistry Self-Efficacy Scale for College Students

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Uzuntiryaki, Esen; Çapa Aydın, Yeşim

2009-08-01

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.

Factors Affecting Self-Esteem and Self-Efficacy in the Unemployed

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Maddy, Luther M., III

2013-01-01

Unemployment is, and will likely continue to be, a problem in industrialized nations. Numerous studies have concluded unemployment negatively impacts self-esteem and self-efficacy. Additional studies have shown that unemployed individuals with lower self-esteem and self-efficacy tend to remain unemployed longer than individuals with higher…

An acute exercise session increases self-efficacy in sedentary endometrial cancer survivors and controls.

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Hughes, Daniel; Baum, George; Jovanovic, Jennifer; Carmack, Cindy; Greisinger, Anthony; Basen-Engquist, Karen

2010-11-01

Self-efficacy can be affected by mastery experiences and somatic sensations. A novel exercise experience and associated sensations may impact self-efficacy and subsequent behaviors. We investigated the effect of a single exercise session on self-efficacy for sedentary endometrial cancer survivors compared with sedentary women of a similar age, but with no cancer history. Twenty survivors and 19 controls completed an exercise session performed as a submaximal cycle ergometry test. Sensations and efficacy were measured before and after exercise. Repeated measures analysis of variance (ANOVA) was performed. Regression models were used to determine predictors of self-efficacy and subsequent exercise. Self-efficacy increased for both survivors and controls, but survivors had a higher rate of increase, and the change predicted subsequent exercise. The association between exercise-related somatic sensations and self-efficacy differed between the 2 groups. A novel exercise experience had a larger effect on self-efficacy and subsequent exercise activity for endometrial cancer survivors than controls. Somatic sensations experienced during exercise may differ for survivors, which may be related to the experience of having cancer. Understanding factors affecting confidence in novel exercise experiences for populations with specific cancer histories is of the utmost importance in the adoption of exercise behaviors.

Hubungan Antara Kecerdasan Spiritual dan Self-Efficacy dengan Kinerja Guru Madrasah Aliyah Al-Fatah Palembang

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Nyayu Khodijah

2014-06-01

Full Text Available AbstractThe objective of this study is to find out the characteristics of teacher’s performance, spiritual intelligence, and self-efficacy also to find out the correlation between spiritual intelligence, self-efficacy either individually or collectively, and teacher’s performance at Madrasah Aliyah Al-Fatah. The descriptive and correlation method was used in this study. The population was teachers at MA Al-Fatah. The total number of respondents was 20. The technique for collecting the data was: psychological scale and questionnaire. The quantitative technique was used to analyze the data. The result of the study shows that: 1 most of the teachers (70 were at fair category based on the performance. 2 most of the teachers (65% were at fair category based on the spiritual intelligence. 3  most of the teachers (70% were at fair category based on the self-efficacy. 4 there were a positive and significant correlation between spiritual intelligence and teacher’s performance with contribution of 69.06%. 5 there was no a significant positive and correlation between self-efficacy and teacher’s performance with contribution of 17.72%. 6 there were a positive and significant correlation between spiritual intelligence and self-efficacy individually and collectively with contribution of 69.10%. Keywords: spiritual intelligence, self-efficacy, teacher’s performance  

The Impact of Achievement Goals on Cardiorespiratory Fitness: Does Self-Efficacy Make a Difference?

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Gao, Zan; Xiang, Ping; Lochbaum, Marc; Guan, Jianmin

2013-01-01

Purpose: The relationships among students' self-efficacy, 2 × 2 achievement goals (mastery-approach [MAp], mastery-avoidance [MAv], performance-approach [PAp], and performance-avoidance goals), and achievement performance remain largely unanswered. We tested a model of the mediating role of self-efficacy on the relationship between 2 × 2…

Self-Esteem, Self-Efficacy, and Resources in Adults With ADHD.

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Newark, Patricia Elizabeth; Elsässer, Marina; Stieglitz, Rolf-Dieter

2016-03-01

The purpose of this study is to shed light on therapy-relevant factors, such as self-esteem, self-efficacy, and resources in adults with ADHD in comparison with a healthy control group. A total of 43 adults who met Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; DSM-IV-TR) criteria for ADHD in adulthood were matched with a nonclinical sample in terms of age and gender. All participants (N = 86) were assessed with self-ratings: Symptom Checklist-90-Revised (SCL-90-R), Rosenberg Self-Esteem Scale, General Perceived Self-Efficacy Scale, and Dick's Resources Checklist. Adults with ADHD showed lower levels of self-esteem and self-efficacy when compared with the control group. The authors found some, but not all, of the resources of adults with ADHD to be reduced. In other words, people with ADHD seem to possess specific resources. Our results have important implications for the treatment of adult ADHD and suggest that specific therapy programs should include resources-oriented modules for enhancing self-esteem, self-efficacy, and fostering strengths. © The Author(s) 2012.

Effectiveness of simulation-based learning on student nurses' self-efficacy and performance while learning fundamental nursing skills.

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Lin, Hsin-Hsin

2015-01-01

It was noted worldwide while learning fundamental skills and facing skills assessments, nursing students seemed to experience low confidence and high anxiety levels. Could simulation-based learning help to enhance students' self-efficacy and performance? Its effectiveness is mostly unidentified. This study was conducted to provide a shared experience to give nurse educators confidence and an insight into how simulation-based teaching can fit into nursing skills learning. A pilot study was completed with 50 second-year undergraduate nursing students, and the main study included 98 students where a pretest-posttest design was adopted. Data were gathered through four questionnaires and a performance assessment under scrutinized controls such as previous experiences, lecturers' teaching skills, duration of teaching, procedure of skills performance assessment and the inter-rater reliability. The results showed that simulation-based learning significantly improved students' self-efficacy regarding skills learning and the skills performance that nurse educators wish students to acquire. However, technology anxiety, examiners' critical attitudes towards students' performance and their unpredicted verbal and non-verbal expressions, have been found as possible confounding factors. The simulation-based learning proved to have a powerful positive effect on students' achievement outcomes. Nursing skills learning is one area that can benefit greatly from this kind of teaching and learning method.

Meeting students halfway: Increasing self-efficacy and promoting knowledge change in astronomy

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Bailey, Janelle M.; Lombardi, Doug; Cordova, Jacqueline R.; Sinatra, Gale M.

2017-12-01

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.

Meeting students halfway: Increasing self-efficacy and promoting knowledge change in astronomy

Directory of Open Access Journals (Sweden)

Janelle M. Bailey

2017-12-01

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.

Opportunities to Learn for Teachers’ Self-Efficacy and Enthusiasm

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Daniela Mahler

2017-01-01

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.

The Relationship between Pre-Service Music Teachers' Self-Efficacy Belief in Musical Instrument Performance and Personality Traits

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Girgin, Demet

2017-01-01

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.…

The Role of Academic Self-Efficacy as a Mediator Variable between Perceived Academic Climate and Academic Performance

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Abd-Elmotaleb, Moustafa; Saha, Sudhir K.

2013-01-01

This study examines the mediating influence of academic self-efficacy on the link between perceived academic climate and academic performance among university students. The participants in the study consist of 272 undergraduate students at the University of Assiut, Assiut, Egypt. A scale to measure perceived academic climate, was developed. To…

The Impact of Academic Self-Efficacy and Perceived Stigma on the Performance of Students with Learning Disabilities

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Fleming, Madalay; Wated, Guillermo

2016-01-01

The purpose of the present study was to investigate the mediating role of perceived stigma in the relationship between academic self-efficacy and academic performance among college students with learning disabilities and/or ADHD. Seventy-four college-aged participants with diagnosed learning disability or ADHD completed a perceived stigma scale…

Task Performance in Small Group Settings: The Role of Group Members' Self-Efficacy And Collective Efficacy and Group's Characteristics

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Khong, Jerrine Z. N.; Liem, Gregory Arief D.; Klassen, Robert M.

2017-01-01

The present study extends the literature by investigating the relative salience of self- and collective efficacy in predicting group performance among early adolescents in Indonesia. A total of 435 early adolescents (mean age 11.70 years, 53% female) were randomly assigned to groups of three to four and completed three group tasks (task 1:…

The Effect of Autogenic Training on Self-Efficacy, Anxiety, and Performance on Nursing Student Simulation.

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Holland, Brian; Gosselin, Kevin; Mulcahy, Angela

The increased anxiety experienced by nursing students during simulations can serve as a significant barrier to learning. The use of anxiety-reducing techniques such as autogenic training (AT) can mitigate the negative effects of anxiety and improve the overall learning experience. The investigators in this study sought to understand the effect of AT on student performance and self-efficacy during simulation experiences. The use of AT was an effective technique to decrease anxiety and increase performance among nursing students during nursing simulations. Reducing anxiety during simulations can improve the student learning experience.

Motivational Partnerships: Increasing ESL Student Self-Efficacy

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Cave, Paul N.; Evans, Norman W.; Dewey, Dan P.; Hartshorn, K. James

2018-01-01

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…

Hope, self-efficacy, spiritual well-being and job satisfaction.

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Duggleby, Wendy; Cooper, Dan; Penz, Kelly

2009-11-01

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.

Developing and Validating the Scale of Economic Self-Efficacy.

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Hoge, Gretchen L; Stylianou, Amanda M; Hetling, Andrea; Postmus, Judy L

2017-05-01

Experiencing intimate partner violence (IPV) and financial hardship are often intertwined. The dynamics of an abusive relationship may include economic abuse tactics that compromise a survivor's ability to work, pursue education, have access to financial resources, and establish financial skills, knowledge, and security. An increasingly common goal among programs serving IPV survivors is increasing financial empowerment through financial literacy. However, providing financial education alone may not be enough to improve financial behaviors. Psychological factors also play a role when individuals make financial choices. Economic self-efficacy focuses on the individual's perceived ability to perform economic or financial tasks, and may be considered a primary influence on one's ability to improve financial decisions and behaviors. The current study tests the reliability and validity of a Scale of Economic Self-Efficacy with a sample of female survivors of IPV. This study uses a calibration and validation analysis model including full and split-sample exploratory and confirmatory factor analyses, assesses for internal consistency, and examines correlation coefficients between economic self-efficacy, economic self-sufficiency, financial strain, and difficulty living with income. Findings indicate that the 10-item, unidimensional Scale of Economic Self-Efficacy demonstrates strong reliability and validity among this sample of IPV survivors. An ability to understand economic self-efficacy could facilitate individualized service approaches and allow practitioners to better support IPV survivors on their journey toward financial empowerment. Given the increase in programs focused on assets, financial empowerment, and economic well-being, the Scale of Economic Self-Efficacy has potential as a very timely and relevant tool in the design, implementation, and evaluation of such programs, and specifically for programs created for IPV survivors.

'That blasted Facebook page': supporting trainee-teachers' professional learning through social media

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Edwards, Martyn; Darwent, Dave; Irons, Charly

2015-01-01

The creation and use of a Facebook group amongst trainee-teachers in post-16 and further education on a PGCE course at a large university in the North of England was studied. The Facebook group was self-initiated and self-managed by the trainee-teachers as a means of socialisation and peer-support amongst themselves. Data was gathered through parallel interviews with a PGCE trainee and a course tutor. Interviews were semi-structured using Tuckman's stages of group development (forming, stormi...

How manageable a person feels the place to be: self-efficacy in supporting tourism

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Ginting, N.; Rahman, N. V.; Nasution, A. D.; Widya, A. T.

2018-02-01

How manageable a person feels the place exceedingly influences people’s satisfaction toward supporting tourism development with the respect of self-efficacy. Individuals with self-efficacious can perform or complete a task as a measure of personal agency. This research aims to investigate the influences of self-efficacy principle in defining place identity on tourism environment in Karo Regency, North Sumatera, Indonesia. A mixed-method was employed to obtain local people’ and tourists’ perception of comfort, safety, accessibility, and confidence. The result shows that confidence contributes in maintaining self-efficacy in Karo Regency. Meanwhile, the absence of public facilities constitutes the feeling of self-efficacy and threatens the place identity.

A computational cognitive model of self-efficacy and daily adherence in mHealth.

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Pirolli, Peter

2016-12-01

Mobile health (mHealth) applications provide an excellent opportunity for collecting rich, fine-grained data necessary for understanding and predicting day-to-day health behavior change dynamics. A computational predictive model (ACT-R-DStress) is presented and fit to individual daily adherence in 28-day mHealth exercise programs. The ACT-R-DStress model refines the psychological construct of self-efficacy. To explain and predict the dynamics of self-efficacy and predict individual performance of targeted behaviors, the self-efficacy construct is implemented as a theory-based neurocognitive simulation of the interaction of behavioral goals, memories of past experiences, and behavioral performance.

The impact of poverty on self-efficacy: an Australian longitudinal study.

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Callander, E J; Schofield, D J

2016-06-01

People with strong feelings of 'self-efficacy', i.e. how much a person feels they have control over their life, perform better in the workplace. However, little is known about negative influences on feelings of self-efficacy. In view of the increasing number of people whose income places them below the poverty line despite being in employment, poverty may negatively influence feelings of self-efficacy and hence workplace productivity. To assess whether falling into poverty lowers self-efficacy. Longitudinal analysis of waves 7 to 11 of the nationally representative Household, Income and Labour Dynamics in Australia (HILDA) survey, using linear regression models. Those who fell into multidimensional poverty (income poverty plus poor health or insufficient level of education attainment) had significantly lower self-efficacy scores (up to 18% lower (95% CI -31% to -1%, P poverty, after accounting for initial self-efficacy score and other confounding factors. Income uniquely accounted for 3% of the variance in self-efficacy scores, physical health for 10%, mental health for 78% and education for 1%. Given the known links between self-efficacy and workplace productivity, workers who are below the poverty line may be at risk of poor productivity due to the experience of poverty. In addition to the poor outcomes from the employer's perceptive, this may also lead to a negative spiral for the employee. © The Author 2016. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

The Relationship Between Self-Efficacy and Sexual Function in Patients with Type II Diabetes

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Samira Haddadi

2016-09-01

Full Text Available Background: Diabetes is a common chronic disease that is increasingly observed in almost all countries of the world. The treatment and prevention of diabetes largely depend on patients’ self-efficacy in performing self-care behaviors. Accordingly, the present study was conducted to examine the relationship between self-efficacy and sexual performance in patients with type II diabetes. Methods: In the present correlational study, 200 patients with type II diabetes (based on physicians’ diagnosis participated. Using convenience sampling method, the samples were selected out of the whole population of diabetic patients who referred to Shahid Bahonar and Rajaei Hospitals in the city of Karaj (Iran. The data were collected through a multi-faceted questionnaire covering demographic characteristics of the participants, the Diabetes Management Self-Efficacy Scale (DMSES, the Female Sexual Function Index (FSFI and the Male Sexual Function Index (MSFI. Then, the collected data were analyzed through Pearson correlation test, multiple linear regression analysis, independent t-test and ANOVA. Results: The results showed a positive significant relationship between self-efficacy and sexual function (p<0.001; regression coefficient of the predictor variable ‘self-efficacy’ was 0.217 (p<0.017. Conclusion:  Self-efficacy plays an important role in the lives of diabetic patients; it is also important in sexual performance of diabetic patients. Therefore, based on the results of this study, the significant relationship between self-efficacy and sexual function must be considered in the treatment of patients with type II diabetes.

Preliminary studies of adaptation of Self- efficacy Scale for Sources of Mathematics

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Ramírez Flores, Celia María

2011-07-01

Full Text Available In the field of educational psychologically the construct of self-efficacy has received special attention. It has been shown that those students who trust in their own abilities get better academic performance. However, few studies analyze the sources of self-efficacy. Self-efficacy believes are developed according to how people interpret information coming from four different sources: experience skills, vicarious learning, social persuasion, and physiological states. Recently, Usher & Pajares (2009 developed an instrument to assess sources of self-efficacy in Math. The goal of the present work was to evaluate psychometric properties of this scale in a local sample of adolescents from 13 to 15 years old. Preliminary results supported the use of this measure as an adequate alternative to assess self-efficacy in Math. However, more studies are needed in order to obtain a measure more contextualized to the educational system of local students.

How specific is specific self-efficacy?

DEFF Research Database (Denmark)

Nielsen, Tine; Makransky, Guido; Vang, Maria Louison

2017-01-01

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...

Students' Perception of Self-Efficacy Following Medicinal Chemistry Skills Laboratory Exercises.

Science.gov (United States)

Alsharif, Naser Z; Roche, Victoria F; Qi, Yongyue

2016-06-25

Objective. To analyze student perceptions of self-efficacy in meeting medicinal chemistry course related educational outcomes and skills following a medicinal chemistry skills laboratory. Methods. Four activities were implemented in a pharmacy skills laboratory (PSL) for second-year pharmacy students. Students (n=121) worked individually on exercises for three of the four activities. Pre/post-laboratory surveys on self-efficacy were administered. The McNemar test was performed to evaluate students' self-efficacy above 70% related to course outcomes before and after the exercises in each activity. An independent t test was conducted to compare the mean of students' responses on meeting course outcomes based on the 70% anchor for the perspective confidence on meeting course outcomes. Results. The post-PSL scores on all self-efficacy questions improved. The majority of students reported skill development in all exercises. Students and clinical faculty qualitative responses indicated they felt exercises were effective. Conclusion. A PSL can serve as a valuable opportunity to address course related educational outcomes and specific skill development and can help students assess their self-efficacy in meeting them.

Assessing self-efficacy in type 2 diabetes management: validation of the Italian version of the Diabetes Management Self-Efficacy Scale (IT-DMSES).

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Messina, Rossella; Rucci, Paola; Sturt, Jackie; Mancini, Tatiana; Fantini, Maria Pia

2018-04-23

Being highly self-efficacious is a key factor in successful chronic disease self-management. In the context of measuring self-efficacy in type 2 diabetes management, the Diabetes Management Self-Efficacy Scale (DMSES) is the most widely used scale. The aim of this study was to adapt the English version of the scale to Italian and to evaluate the psychometric properties of the Italian version of DMSES in type 2 diabetes (IT-DMSES). We conducted a cross-sectional study of people with type 2 diabetes attending the Endocrine-Metabolic Disease Care Unit of the Internal Medicine Department of San Marino State Hospital between October 2016 and February 2017. Patients completed a socio-demographic and clinical data form, the IT-DMSES and 3 self-report questionnaires measuring diabetes distress (PAID-5), psychological well-being (WHO-5) and depression (PHQ-9). Psychometric testing included construct validity (principal component analysis), internal consistency (Cronbach's α coefficient) and convergent/discriminant validity (Spearman's correlation coefficient). Decision tree analysis was performed to classify patients into homogeneous subgroups of self-efficacy based on their demographic and clinical characteristics. Participants were 110 males and 55 females, mean age of 65.2 years (SD ± 9), 56.9% had been diagnosed for 1-15 years, 63% had HbA1c level > 53 mmol/mol. Two main factors underlain the construct of self-efficacy in diabetes management: 'Disease Management' and "Lifestyles Management". Disease Management had a good reliability (α = .849) and Lifestyle Management had an excellent reliability (α = .902) indicating that the instrument is internally consistent. A negative and weak correlation was found between Lifestyle management, PAID-5 (r = - 0.258, p = management was uncorrelated with PAID-5 (r = - 0.142, p = 0.083), PHQ-9 (r = - 0.145, p = 0.076) and weekly correlated with WHO-5 (r = 0.170, p = 0

Work Engagement, Organizational Commitment, Self Efficacy and ...

African Journals Online (AJOL)

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 ...

Assessment of Self-Efficacy and its Relationship with Frailty in the Elderly

Science.gov (United States)

Doba, Nobutaka; Tokuda, Yasuharu; Saiki, Keiichirou; Kushiro, Toshio; Hirano, Masumi; Matsubara, Yoshihiro; Hinohara, Shigeaki

2016-01-01

Objective It has been increasingly recognized in various clinical areas that self-efficacy promotes the level of competence in patients. The validity, applicability and potential usefulness of a new, simple model for assessing self-efficacy in the elderly with special reference to frailty were investigated for improving elderly patients' accomplishments. Methods The subjects of the present study comprised 257 elderly people who were members of the New Elder Citizen Movement in Japan and their mean age was 82.3±3.8 years. Interview materials including self-efficacy questionnaires were sent to all participants in advance and all other physical examinations were performed at the Life Planning Center Clinic. Results The internal consistency and close relation among a set of items used as a measure of self-efficacy were evaluated by Cronbach's alpha index, which was 0.79. Although no age-dependent difference was identified in either sex, gender-related differences in some factors were noted. Regarding several parametric parameters, Beck's inventory alone revealed a significant relationship to self-efficacy in both sexes. Additionally, non-parametric items such as stamina, power and memory were strongly correlated with self-efficacy in both sexes. Frailty showed a significant independent relationship with self-efficacy in a multiple linear regression model analysis and using Beck's inventory, stamina, power and memory were identified to be independent factors for self-efficacy. Conclusion The simple assessment of self-efficacy described in this study may be a useful tool for successful aging of elderly people. PMID:27725537

The impact of an introductory college-level biology class on biology self-efficacy and attitude towards science

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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.

Is a strong sense of self-efficacy always beneficial?

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Thomas VERHAEREN

2012-01-01

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.

Healthcare professionals' attitudes, knowledge and self-efficacy levels regarding the use of self-hypnosis in childbirth: A prospective questionnaire survey.

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McAllister, Sophie; Coxon, Kirstie; Murrells, T; Sandall, J

2017-04-01

to examine healthcare professionals' attitudes, knowledge and levels of self-efficacy regarding the use of self-hypnosis in childbirth. a prospective survey. two large maternity units in London, England. healthcare professionals (n=129) involved in the care of childbearing women (anaesthetists, midwives and obstetricians). online questionnaire assessing healthcare professionals' experience, knowledge, attitudes and self-efficacy relating to self-hypnosis in childbirth. attitude, self-efficacy and knowledge. over half of the participants surveyed (56%) reported they had minimal or no knowledge of hypnosis. Higher levels of knowledge were associated with higher levels of self-efficacy (phypnosis than doctors, and more exposure was significantly associated with higher levels of self-efficacy (midwives phypnosis in their own or partners' births had significantly higher self-efficacy scores (phypnosis in childbirth, they need to be confident in their ability to facilitate this method. Previous research has established that self-efficacy is a strong indicator of performance. Professionals with more knowledge of self-hypnosis are also more confident in supporting women using this technique in childbirth. Multi-disciplinary staff training which aims to increase knowledge, and which includes exposure to hypnosis in labour, may be beneficial in assisting staff to support women choosing to use self-hypnosis in labour. Copyright © 2017 Elsevier Ltd. All rights reserved.

Career Development, Collective Efficacy, and Individual Task Performance

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Kellett, Janet B.; Humphrey, Ronald H.; Sleeth, Randall G.

2009-01-01

Purpose: The purpose of this paper is to test the hypothesis that perceived collective efficacy would mediate the effects of self-efficacy on individual task performance. Design/methodology/approach: An assessment center design with 147 participants in 49 three-person groups was used. Findings: It is found that for individuals working on an…

Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

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Menon, Deepika; Sadler, Troy D.

2016-10-01

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.

Formative assessment of GP trainees' clinical skills.

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Wiener-Ogilvie, Sharon; Begg, Drummond

2012-03-01

Clinical skill assessment (CSA) has been an integral part of the Royal College of General Practitioners' membership examination (MRCGP) since 2008. It is an expensive, high-stakes examination with first time pass rates ranging from 76.4 to 81.3. In this paper we describe the South East Scotland Deanery, NHS Education Scotland, pilot of a formative clinical skills assessment (fCSA) using the principles of formative assessment and OSCE. The purpose of the study was to assess the acceptability of the fCSA and to examine whether trainees, identified during the fCSA as 'at risk of failing the MRCGP CSA exam', are more likely to fail the MRCGP CSA exam later on in the year. Trainees were assessed in four clinical skills stations under exam conditions. After each station they were given verbal feedback and subsequently both trainee and their trainer received written feedback. We assessed the value of the exercise through written feedback from trainees and trainers. Each trainee's performance in fCSA was triangulated with trainer assessment to identify 'flagged trainees'. We compared flagged and non-flagged trainees' performance in MRCGP CSA. Both trainees and trainers highly rated the fCSA. Overall 97% of non-flagged trainees have passed the RCGP CSA exam by May of that year in comparison to 80% of flagged trainees who have passed the RCGP CSA (P = 0.005). Trainers and trainees rated the fCSA as excellent and useful. We were able to demonstrate that the fCSA can be used to identify those trainees likely to fail the RCGP CSA. Contrary to reservations about the potential to demoralise trainees, the fCSA was viewed as a useful and a positive experience by both trainees and trainers. In addition, we suggest that feedback from fCSA was useful in triggering appropriate educational interventions. Early intervention with trainees who are predicted to fail the CSA has the potential to reduce deaneries overall fail rate. Preventing one trainee failure could save over £30 000.

The Effect of Self-Assessment on EFL Learners' Self-Efficacy

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Baleghizadeh, Sasan; Masoun, Atieh

2013-01-01

This study investigated the continuous influence of self-assessment on EFL (English as a foreign language) learners' self-efficacy. The participants, divided into an experimental and a control group, were 57 Iranian EFL learners in an English-language institute. The participants' self-efficacy was measured through a questionnaire that was the same…

The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study

Directory of Open Access Journals (Sweden)

Naomi A.N.Y. Boakye

2015-04-01

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.

Relationship among practice change, motivation, and self-efficacy.

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Williams, Betsy W; Kessler, Harold A; Williams, Michael V

2014-01-01

The relationship between an individual's sense of self-efficacy, motivation to change, and the implementation of improvement programs has been reported. This research reports the relationship among self-efficacy, motivation to change, and intent to implement continuing medical education (CME) activity learnings. The measure of individual sense of self-efficacy was a 4-item scale. The measure of motivation was a 4-item scale following on the work of Johnson, et al. The self-efficacy scale has been confirmed for structure, and together the 2 scales provide indicators of 3 underlying variables-2 self-efficacy constructs and a motivation variable. In addition, a global intent to implement measure was collected. Preliminary analysis demonstrates a significant relationship between a self-efficacy construct, the motivation to change construct, and global intent to change. Specifically, the sense of efficacy in effecting change in the practice environment is predictive of a high level of motivation to change, which, in turn, is predictive of formation of an intent to change practice patterns. Further inspection of the motivation to change construct suggests that it mediates the self-efficacy constructs' effect on intent. This is consistent with an earlier report on the relationship among self-efficacy, barriers to change, and stated intent. This new finding suggests that the proximal construct motivation completely masks an important underlying causal relationship that appears to contribute to practice change following CME: self-efficacy. A focus on the participants' sense of self-agency may provide a path to practice change. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Activation and Self-Efficacy in a Randomized Trial of a Depression Self-Care Intervention.

Science.gov (United States)

McCusker, Jane; Lambert, Sylvie D; Cole, Martin G; Ciampi, Antonio; Strumpf, Erin; Freeman, Ellen E; Belzile, Eric

2016-12-01

In a sample of primary care participants with chronic physical conditions and comorbid depressive symptoms: to describe the cross-sectional and longitudinal associations of activation and self-efficacy with demographic, physical and mental health status, health behaviors, depression self-care, health care utilization, and use of self-care tools; and to examine the effects of a depression self-care coaching intervention on these two outcomes. Design/Study Setting. A secondary analysis of activation and self-efficacy data collected as part of a randomized trial to compare the effects of a telephone-based coached depression self-care intervention with a noncoached intervention. Activation (Patient Activation Measure) was measured at baseline and 6 months. Depression self-care self-efficacy was assessed at baseline, at 3 months, and at 6 months. In multivariable cross-sectional analyses (n = 215), activation and/or self-efficacy were associated with language, birthplace, better physical and mental health, individual exercise, specialist visits, and antidepressant nonuse. In longitudinal analyses (n = 158), an increase in activation was associated with increased medication adherence; an increase in self-efficacy was associated with use of cognitive self-care strategies and increases in social and solitary activities. There were significant improvements from baseline to 6 months in activation and self-efficacy scores both among coached and noncoached groups. The self-care coaching intervention did not affect 6-month activation or self-efficacy but was associated with quicker improvement in self-efficacy. Overall, the results for activation and self-efficacy were similar, although self-efficacy correlated more consistently than activation with depression-specific behaviors and was responsive to a depression self-care coaching intervention. © 2016 Society for Public Health Education.

The Relationship between Health Literacy, Perceived Self-efficacy and Self-care Performance of Female Senior High School Students in Health Promoting Schools of Miyaneh, 2016-2017

OpenAIRE

Mahnaz Khodabandeh; Sadegh Maleki Avarasin; Leila Nikniaz

2017-01-01

Background and objective: Self-care in adolescents is considered as an effective measure in line with the promotion of health in each community. In this regard, the role of health promoting schools is of great importance. Furthermore, health literacy, as one of the basic tools for promoting community health, has been given much attention by policymakers. The present study aimed to investigate the relationship between the health literacy, perceived self-efficacy and self-care performance of fe...

Development of the rubric self-efficacy scale

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Perihan Güneş

2018-01-01

Full Text Available The purpose of this study is to develop a valid and reliable measurement tool determining teachers’ self-efficacy regarding rubrics. Especially in educational environments, rubrics are measurement tools used in the assessment phase of student products usually based on higher-order thinking skills. Determination of teachers’ self-efficacy regarding rubrics can give researchers an idea on how often and how accurately teachers use such tools.  For this reason, the existence of a tool accurately measuring self-efficacy variable is necessary. This study’s sample consists of 641 elementary, middle and high school teachers. To determine teachers’ self-efficacy levels regarding rubrics, 47-item draft was developed. As a result of validity and reliability analyzes, a 28-item measurement tool with a four-factor structure was obtained. The total scale’s and sub-factors’ internal consistency is quite high. Using this scale, researchers can examine the relationships between teachers’ self-efficacy and various variables that play an important role in education. In addition, comparative studies on the intended use of rubrics can be conducted by determining teachers’ self-efficacy levels regarding rubrics.

Prospective evaluation of psychosocial adaptation to stoma surgery: the role of self-efficacy.

NARCIS (Netherlands)

Bekkers, M.J.T.; Knippenberg, F.C.E. van; Borne, H.W. van den; Berge-Henegouwen, G.P. van

1996-01-01

Self-efficacy, one's expectations regarding the ability to perform some specific task, was studied prospectively in the adaptation process of stoma patients. One week after surgery, stoma-related self-efficacy was assessed in 59 patients (26 cancer patients and 33 patients with benign diseases) who

Keterkaitan Self Efficacy Dan Self Esteem Terhadap Prestasi Belajar Mahasiswa

OpenAIRE

Adiputra, Sofwan

2015-01-01

This study aims to measure the relationship between self-efficacy and self-esteem on student achievement. The research was conducted using quantitative descriptive analysis by the method of field research, which is conducted by survey to respondents. To analyze the data using correlational analysis techniques and multiple regression analysis techniques. The conclusion from this study showed that the relationship of self-efficacy and self-esteem on learning achievement.

The mediating role of spirituality on professional values and self-efficacy: a study of senior nursing students.

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Jun, Won Hee; Lee, Gyungjoo

2016-12-01

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.

The impact of Next Generation Science Standards (NGSS) professional development on the self-efficacy of science teachers

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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.

Cross-cultural comparisons of university students' science learning self-efficacy: structural relationships among factors within science learning self-efficacy

Science.gov (United States)

Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung

2018-04-01

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.

[The validity and reliability of the general self-efficacy scale-Turkish form].

Science.gov (United States)

Yildirim, Fatma; Ilhan, Inci Ozgür

2010-01-01

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.

The Role of Self-Esteem and Self-Efficacy in Detecting Responses to Feedback

Science.gov (United States)

1998-07-01

self -efficacy on a novel task may be a function of self - esteem and initial instruction on the task. It may be that low SEs initial self ...than will persons low in self -efficacy. This may also have implications for the interaction between self -efficacy and self - esteem . In situations...feedback than persons with low SE. Persons with low self - esteem are likely to perceive 32 greater feedback seeking costs (as noted earlier).

Instructional design considerations promoting engineering design self-efficacy

Science.gov (United States)

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.

Optimising motivation and reducing burnout for radiation oncology trainees: A framework using self-determination theory.

Science.gov (United States)

Poulsen, Michael; Poulsen, Anne A

2018-05-02

Radiation oncology trainees in Australia and New Zealand have relatively high levels of emotional exhaustion and depersonalisation which are core components of burnout. The stresses of a demanding clinical load, studying for exams as well as family commitments are all contributing factors. Self-Deter mination Theory (SDT) provides a framework for optimising motivation which may be intrinsic or extrinsic. The three core components of SDT are competence, relatedness and autonomy. These factors should be addressed at a college level, Institutional and a personal level if the best outcomes are to be achieved. An environment that supports the individual's experience of competency, relatedness and autonomy will foster motivation and work engagement which in turn will improve performance, energy, resilience and creativity and reduce levels of burnout. © 2018 The Royal Australian and New Zealand College of Radiologists.

Virtual reality laparoscopy: which potential trainee starts with a higher proficiency level?

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Paschold, M; Schröder, M; Kauff, D W; Gorbauch, T; Herzer, M; Lang, H; Kneist, W

2011-09-01

Minimally invasive surgery requires technical skills distinct from those used in conventional surgery. The aim of this prospective study was to identify personal characteristics that may predict the attainable proficiency level of first-time virtual reality laparoscopy (VRL) trainees. Two hundred and seventy-nine consecutive undergraduate medical students without experience attended a standardized VRL training. Performance data of an abstract and a procedural task were correlated with possible predictive factors providing potential competence in VRL. Median global score requirement status was 86.7% (interquartile range (IQR) 75-93) for the abstract task and 74.4% (IQR 67-88) for the procedural task. Unadjusted analysis showed significant increase in the global score in both tasks for trainees who had a gaming console at home and frequently used it as well as for trainees who felt self-confident to assist in a laparoscopic operation. Multiple logistic regression analysis identified frequency of video gaming (often/frequently vs. rarely/not at all, odds ratio: abstract model 2.1 (95% confidence interval 1.2; 3.6), P = 0.009; virtual reality operation procedure 2.4 (95% confidence interval 1.3; 4.2), P = 0.003) as a predictive factor for VRL performance. Frequency of video gaming is associated with quality of first-time VRL performance. Video game experience may be used as trainee selection criteria for tailored concepts of VRL training programs.

Developing Self-Efficacy through a Massive Open Online Course on Study Skills

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Padilla Rodriguez, Brenda Cecilia; Armellini, Alejandro

2017-01-01

Self-efficacy is a strong predictor of academic performance, and an area of interest for higher education institutions. This paper reports on a massive open online course (MOOC) on study skills, aimed at increasing self-efficacy. Participants (n = 32) were from Mexico and Colombia, with ages ranging from 21 to 45 years. At the beginning and the…

Effect of Education on Perceived Self-Efficacy for Individuals with Arthritis

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Magfiret Kara Kasikci

2010-01-01

Full Text Available Background: Arthritis self-efficacy characterizes individuals’ confidence in managing their arthritis. Patienteducation in arthritis aims to improve health outcomes by prompting people to adopt self-managementbehaviours. Therefore, perceived self-efficacy and patient education in arthritis is of great importance.Aims: This study was performed to determine the effects of education on self-efficacy perception in arthritisindividuals.Methodology: This study was a semi-experimental of pre-test and post test design in an equivalent controlgroup. The research was conducted in a physiotherapy and immunology clinics in Erzurum, Turkey. The datawere obtained from 80 individuals with arthritis. These eighty arthritis individuals were composed 40 of whomwere in the experimental and 40 of whom were in control group. As the data gathering tools, a questionnaireform and arthritis self-efficacy scale (ASES were used. ASES developed by Lorig et al. and adjusted fromEnglish to Turkish by Ünsal&Kaşıkçı was used to measure individuals’ self-efficacy. Questionnaire form andscale were completed by the individuals in both groups. Patients in the experimental group were educated withthe booklet. The education program was applied 4 times, once in 3 weeks. The time required for each stage was45~60 minutes. In the control group, care was provided according to the usual routine.Results: There was no statistically significant difference between the pre-test ASES scores of the individuals inboth groups. Self-efficacy levels after education were significantly improved in the experimental groupcompared to the control group.Conclusions: The results of this study showed that the planned education can be considered an effectiveintervention for increasing self-efficacy perception in arthritis individuals.

The role of interest, self-efficacy and academic self-regulation in ...

African Journals Online (AJOL)

The role of interest, self-efficacy and academic self-regulation in predicting academic achievement of students of Islamic Azad University. ... academic achievement and among subtests of interest only subtests of confidence has ability to predict academic achievement, but self-efficacy is not able to predict students' progress.

Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement

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Khurram Shahzad

2017-06-01

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.

Resources of Mathematics Self-Efficacy and Perception of Science Self-Efficacy as Predictors of Academic Achievement

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Kaya, Deniz; Bozdag, Hüseyin Cihan

2016-01-01

The main objective of this study is to determine the predictive power of mathematics self-efficacy resources and perception of science self-efficacy on academic achievement. The study, adopting a relational screening model, was conducted with a total of 698 students in sixth, seventh and eighth grade level of a state secondary school. Mathematics…

Efficacy of an internet-based learning module and small-group debriefing on trainees' attitudes and communication skills toward patients with substance use disorders: results of a cluster randomized controlled trial.

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Lanken, Paul N; Novack, Dennis H; Daetwyler, Christof; Gallop, Robert; Landis, J Richard; Lapin, Jennifer; Subramaniam, Geetha A; Schindler, Barbara A

2015-03-01

To examine whether an Internet-based learning module and small-group debriefing can improve medical trainees' attitudes and communication skills toward patients with substance use disorders (SUDs). In 2011-2012, 129 internal and family medicine residents and 370 medical students at two medical schools participated in a cluster randomized controlled trial, which assessed the effect of adding a two-part intervention to the SUDs curricula. The intervention included a self-directed, media-rich Internet-based learning module and a small-group, faculty-led debriefing. Primary study outcomes were changes in self-assessed attitudes in the intervention group (I-group) compared with those in the control group (C-group) (i.e., a difference of differences). For residents, the authors used real-time, Web-based interviews of standardized patients to assess changes in communication skills. Statistical analyses, conducted separately for residents and students, included hierarchical linear modeling, adjusted for site, participant type, cluster, and individual scores at baseline. The authors found no significant differences between the I- and C-groups in attitudes for residents or students at baseline. Compared with those in the C-group, residents, but not students, in the I-group had more positive attitudes toward treatment efficacy and self-efficacy at follow-up (Pcommunication skills toward patients with SUDs among residents. Enhanced attitudes and skills may result in improved care for these patients.

Changes in self-efficacy, collective efficacy and patient outcome following interprofessional simulation training on postpartum haemorrhage.

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Egenberg, Signe; Øian, Pål; Eggebø, Torbjørn Moe; Arsenovic, Mirjana Grujic; Bru, Lars Edvin

2017-10-01

To examine whether interprofessional simulation training on management of postpartum haemorrhage enhances self-efficacy and collective efficacy and reduces the blood transfusion rate after birth. Postpartum haemorrhage is a leading cause of maternal morbidity and mortality worldwide, although it is preventable in most cases. Interprofessional simulation training might help improve the competence of health professionals dealing with postpartum haemorrhage, and more information is needed to determine its potential. Multimethod, quasi-experimental, pre-post intervention design. Interprofessional simulation training on postpartum haemorrhage was implemented for midwives, obstetricians and auxiliary nurses in a university hospital. Training included realistic scenarios and debriefing, and a measurement scale for perceived postpartum haemorrhage-specific self-efficacy, and collective efficacy was developed and implemented. Red blood cell transfusion was used as the dependent variable for improved patient outcome pre-post intervention. Self-efficacy and collective efficacy levels were significantly increased after training. The overall red blood cell transfusion rate did not change, but there was a significant reduction in the use of ≥5 units of blood products related to severe bleeding after birth. The study contributes to new knowledge on how simulation training through mastery and vicarious experiences, verbal persuasion and psychophysiological state might enhance postpartum haemorrhage-specific self-efficacy and collective efficacy levels and thereby predict team performance. The significant reduction in severe postpartum haemorrhage after training, indicated by reduction in ≥5 units of blood transfusions, corresponds well with the improvement in collective efficacy, and might reflect the emphasis on collective efforts to counteract severe cases of postpartum haemorrhage. Interprofessional simulation training in teams may contribute to enhanced prevention and

Discriminant and Incremental Validity of Self-Concept and Academic Self-Efficacy: A Meta-Analysis

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Huang, Chiungjung

2012-01-01

Two studies examined the discriminant and incremental validity of self-concept and academic self-efficacy. Study 1, which meta-analysed 64 studies comprising 74 independent samples (N = 24,773), found a strong mean correlation of 0.43 between self-concept and academic self-efficacy. The domains of self-concept and self-efficacy, and the domain…

Relationship between Self-Efficacy and Academic Achievement of Zahedan Medical Sciences Students in 2016

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Azizollah Arbabisarjou

2016-07-01

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.

Analysis System for Self-Efficacy Training (ASSET). Assessing treatment fidelity of self-management interventions.

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Zinken, Katarzyna M; Cradock, Sue; Skinner, T Chas

2008-08-01

The paper presents the development of a coding tool for self-efficacy orientated interventions in diabetes self-management programmes (Analysis System for Self-Efficacy Training, ASSET) and explores its construct validity and clinical utility. Based on four sources of self-efficacy (i.e., mastery experience, role modelling, verbal persuasion and physiological and affective states), published self-efficacy based interventions for diabetes care were analysed in order to identify specific verbal behavioural techniques. Video-recorded facilitating behaviours were evaluated using ASSET. The reliability between four coders was high (K=0.71). ASSET enabled assessment of both self-efficacy based techniques and participants' response to those techniques. Individual patterns of delivery and shifts over time across facilitators were found. In the presented intervention we observed that self-efficacy utterances were followed by longer patient verbal responses than non-self-efficacy utterances. These detailed analyses with ASSET provide rich data and give the researcher an insight into the underlying mechanism of the intervention process. By providing a detailed description of self-efficacy strategies ASSET can be used by health care professionals to guide reflective practice and support training programmes.

Measuring the Academic Self-Efficacy of First-Year Accounting Students

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Byrne, Marann; Flood, Barbara; Griffin, Julie

2014-01-01

This study measured the levels of academic self-efficacy of first-year accounting students. It also investigated whether there were any gender differences and the extent to which efficacy levels explained variation in academic performance. Overall the analysis revealed that many students lacked the confidence to participate fully in the academic…

Factors influencing Australian agricultural workers' self-efficacy using chemicals in the workplace.

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Blackman, Ian R

2012-11-01

A hypothetical model was formulated to explore which factors can simultaneously influence the self-reported ability of agricultural employees to embrace chemical safety practices. Eight variables were considered in the study, including the employees' gender, age, duration of current employment status, and whether they were employed full-time or part-time. The self-efficacy measures of 169 participants were then estimated by measuring their self-rated ability to understand and perform different chemical safety practices. Models identifying employee self-efficacy pathways leading to worker readiness to engage in chemical safety were then tested using Partial Least Squares Path Analysis. Study results suggest that employees' self-efficacy to successfully engage in safe chemical practices in their workplace can be directly predicted by four variables, with additional indirect effects offered by one other variable, which cumulatively account for 41% of the variance of employees' chemical safety self-efficacy scores. The most significant predictor variables that directly influenced employees' self-efficacy in adopting chemical safety practices in the workplace were worker age, gender, years of employment, and concurrent confidence (self-efficacy) arising from prior experience using chemicals in the workplace. The variables of employees' prior knowledge and understanding about the use of administrative controls and personal protective equipment to protect workers from chemical exposure had no direct influence on self-efficacy to handle chemical emergencies. Employees' unfamiliarity with risk control strategies and reliance on material safety data sheets for information suggest that ongoing and targeted training are necessary if chemical safety issues are to be addressed.

The Effect of Childbirth Self-Efficacy on Perinatal Outcomes

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Tilden, Ellen L.; Caughey, Aaron B.; Lee, Christopher S.; Emeis, Cathy

2016-01-01

Objective To synthesize and critique the quantitative literature on measuring childbirth self-efficacy and the effect of childbirth self-efficacy on perinatal outcomes. Data Sources Eligible studies were identified through searching MEDLINE, CINAHL, Scopus, and Google Scholar databases. Study Selection Published research using a tool explicitly intended to measure childbirth self-efficacy and also examining outcomes within the perinatal period were included. All manuscripts were in English and published in peer-reviewed journals. Data Extraction First author, country, year of publication, reference and definition of childbirth self-efficacy, measurement of childbirth self-efficacy, sample recruitment and retention, sample characteristics, study design, interventions (with experimental and quasi-experimental studies), and perinatal outcomes were extracted and summarized. Data Synthesis Of 619 publications, 23 studies published between 1983 and 2015 met inclusion criteria and were critiqued and synthesized in this review. Conclusions There is overall consistency in how childbirth self-efficacy is defined and measured among studies, facilitating comparison and synthesis. Our findings suggest that increased childbirth self-efficacy is associated with a wide variety of improved perinatal outcomes. Moreover, there is evidence that childbirth self-efficacy is a psychosocial factor that can be modified through various efficacy-enhancing interventions. Future researchers will be able to build knowledge in this area through: (a) utilization of experimental and quasi-experimental design; (b) recruitment and retention of more diverse samples; (c) explicit reporting of definitions of terms (e.g. ‘high risk’); (d) investigation of interventions that increase childbirth self-efficacy during pregnancy; and, (e) investigation regarding how childbirth self-efficacy enhancing interventions might lead to decreased active labor pain and suffering. Exploratory research should

Attrition in Chronic Disease Self-Management Programs and self-efficacy at enrollment.

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Verevkina, Nina; Shi, Yunfeng; Fuentes-Caceres, Veronica Alejandra; Scanlon, Dennis Patrick

2014-12-01

Among other goals, the Chronic Disease Self-Management Program (CDSMP) is designed to improve self-efficacy of the chronically ill. However, a substantial proportion of the enrollees often leave CDSMPs before completing the program curriculum. This study examines factors associated with program attrition in a CDSMP implemented in a community setting. We used data from the Our Pathways to Health program, implemented in Humboldt County, California, from 2008 to 2011. Our conceptual framework is based on Bandura's self-efficacy theory, and we used logistic regression to investigate whether baseline self-efficacy and other members' efficacy are associated with participants dropping out of the CDSMP. Twenty-three percent of the participants did not complete the program similar to previous studies. Lower baseline self-efficacy increased the odds of dropout, but other members' efficacy was not associated with differential odds of dropout. Age, educational difference between the individual and the group, weekday sessions, and social/role activity limitations are also found to be associated with program attrition. Our results suggest that participants with low starting self-efficacy may need extra help to complete the program. Further research is needed to understand how to effectively provide additional support to this group. © 2014 Society for Public Health Education.

BSE Practice and BSE Self-Efficacy among Nursing Students in Aceh, Indonesia

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Juanita Juanita

2013-01-01

Full Text Available Purpose: To survey the level of BSE practice among female nursing students in Aceh, and the degree of self-efficacy in those who did practice it.Method: Seventy-six nursing students from the Public Nursing College, Syiah Kuala University in Aceh who met the inclusion criteria were recruited. Stratified proportionate random sampling was used to determine the required number of first, second, and third year students. BSE self-efficacy of the students was measured by the BSE Self-Efficacy Questionnaire which was modified from an existing tool developed by Khatun (2010. In addition, the students’ doing BSE or not was measured by BSE Practice Questionnaire which was developed by the researcher. The data were analyzed by using descriptive statistics.Result: Only 39.5% of the students practiced BSE with more than half of the students saying they did not practice BSE (60.5%. The main factors that influenced the students’ performing BSE were not having a family history of breast cancer, single, and no history of breast illness. Among the thirty students who practiced BSE, most of them did not practice it routinely (70%, nor at the correct time (86.7%, and their confidence in performing BSE was at a moderate level overall, with a high level for BSE procedural efficacy and moderate level for barrier management efficacy.Conclusion: A majority of the Acehnese nursing students did not practice BSE, and those who did had only a moderate level of BSE self-efficacy. Therefore, the results of this study suggest emphasizing the need to teach nursing students about BSE in their undergraduate courses, with future follow-up research regarding the success of the educational program.Keywords: practice, self-efficacy, breast self-examination (BSE, nursing students

Relationships between self-efficacy, self-esteem and procrastination in undergraduate psychology students.

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Hajloo, Nader

2014-01-01

The present study aimed to review the relationships between procrastination and two self-factors self-efficacy and self-esteem. Participants were 140 undergraduates Psychology students enrolled in Mohagheg Ardabili University, Ardabil, Iran. Instruments used for collecting the required data were the student-version of the General Procrastination Scale (GP-S), General Self-Efficacy Scale (GSE) and Rosenberg's Self-Esteem Scale (SES). Using causal modeling, two models were compared; a model with self-esteem as a mediator versus a model with procrastination as a mediator. The self-esteem mediator model accounted for 21% of the variance in procrastination. The significance of the mediation effect was found by bootstrapping method. The relationship of procrastination with self-esteem and self-efficacy was revealed among undergraduate psychology students.

Assessing Trainee Surgeons’ Nontechnical Skills

DEFF Research Database (Denmark)

Spanager, Lene; Konge, Lars; Dieckmann, Peter

2015-01-01

BACKGROUND: Trainee surgeons would benefit from regular, formative assessments to ensure they learn the nontechnical aspects of surgical performance. Non-Technical Skills for Surgeons in Denmark (NOTSSdk) is a tool to assess surgeons' nontechnical skills (NTS) during an operation. The aims...... of this study were to explore which parts of NOTSSdk supervisors use to assess trainee surgeons' NTS, to determine the internal consistency reliability of NOTSSdk, and to estimate how many operations were needed to obtain reliable ratings of a trainee surgeon's NTS. METHODS: A total of 12 supervisors from 2...

RE-SEARCHING SECONDARY TEACHER TRAINEES IN DISTANCE EDUCATION AND FACE-TO-FACE MODE: Study of Their Background Variables, Personal Characteristics and Academic Performance

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Mamta GARG

2011-07-01

Full Text Available The present investigation was conducted to describe and compare the background variables, personal characteristics and academic performance of secondary teacher trainees in distance education and face-to-face mode. The results indicated that teacher trainees in distance education differed from their counterparts in age, marital status, sex and socio-economic status. Distance trainees outperformed the on-campus trainees on their preference for left-hemispheric styles of learning and thinking, budgeting time, learning motivation, overall study habits, academic motivation, attitude towards education, work methods, interpersonal relations, and on their perception about relevance of course content of theory papers in B.Ed., but on-campus trainees outperformed distance trainees on preference for right-hemispheric learning styles, need for achievement, motivation for sports, attitude towards teaching profession, child-centered practices, teachers, overall attitude towards teaching along with their perception for development of teaching skills and attitude, personality development during B.Ed. course. In academic performance distance trainees lag behind the on-campus trainee in their marks in theory papers, skills in teaching and in aggregate.

Association of cardiopulmonary resuscitation psychomotor skills with knowledge and self-efficacy in nursing students.

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Roh, Young Sook; Issenberg, S Barry

2014-12-01

Effective cardiopulmonary resuscitation (CPR) skills are essential for better patient survival, but whether these skills are associated with knowledge of and self-efficacy in CPR is not well known. The purpose of this study was to assess the quality of CPR skills and identify the association of the psychomotor skills with knowledge and self-efficacy at the time of CPR skills training. A convenience sample of 124 nursing students participated in a one-group posttest-only study. The quality of CPR psychomotor skills, as assessed by structured observation using a manikin, was suboptimal. Nursing students who performed correct chest compression skills reported higher self-efficacy, but there was no association between CPR psychomotor skills and total knowledge. Rigorous skills training sessions with more objective feedback on performance and individual coaching are warranted to enable mastery learning and self-efficacy. © 2013 Wiley Publishing Asia Pty Ltd.

Self-efficacy and its application in the treatment of knee osteoarthritis: a critical review

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Ray Marks

2012-11-01

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.

Vertaling en validatie van twee vragenlijsten: Self-efficacy en self-directed learning

NARCIS (Netherlands)

Van Meeuwen, Ludo; Brand-Gruwel, Saskia; Kirschner, Paul A.; De Bock, Jeano; Van Merriënboer, Jeroen

2012-01-01

Van Meeuwen, L. W., Brand-Gruwel, S., Kirschner, P. A., De Bock, J. J. P. R., & Van Merriënboer, J. J. G. (2012, June). Vertaling en validatie van twee vragenlijsten: Self-efficacy en self-directed learning [Translation and validation of two questionnaires: Self-efficacy and self-directed learning].

Examining Preservice Teachers' Culturally Responsive Teaching Self-Efficacy Doubts

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Siwatu, Kamau Oginga; Chesnut, Steven Randall; Alejandro, Angela Ybarra; Young, Haeni Alecia

2016-01-01

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…

Self-efficacy in the context of organizational psychology

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Maja Fesel Martinčevič

2004-09-01

Full Text Available The article outlines the concept of self-efficacy and its applications in context of work and organizational behavior. Self-efficacy stems from the social cognitive theory of A. Bandura and is believed to be an important determinant of behavior. Numerous studies have confirmed its connection to actual effectiveness. First, the article focuses on definition of self-efficacy in general and on its theoretical background. It continues by reviewing the concept's cases of use within organizational psychology either in connection with consequences of self-efficacy on employees (work effectiveness, absenteeism, work satisfaction and burn-out, in relation to sources of employee's self-efficacy (application of the self-efficacy concept in leadership and training, or in connection with counseling of organizations or individuals (application in selection and work-team formation. It is concluded, that the application of the concept in connection with work and organizational behavior is useful and perspective. Finally, a critical review of the concept is given and guidelines for its further use and studies are outlined.

Correlation between Students' Self-Efficacy and Teachers' Educational Leadership Style in Iranian Midwifery Students.

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Sohrabi, Zohreh; Kheirkhah, Masoomeh; Sahebzad, Elahe Sadegi; Rasoulighasemlouei, Seyedehsahel; Khavandi, Siamak

2015-12-18

Self-efficacy is believe in and feeling of ability to complete work. One of these factors is educational teachers ' role. This study aimed to determine relationship between teachers' leadership style and students' self-efficacy in midwifery students. This Study is a cross sectional correlation study. Sampling was conducted in midwifery students in Bachelor Science degree in 2013. Data collection tools were multi leadership questionnaire and self-efficacy clinical performance. After explaining the goals of study, 97 students completed the questionnaire. Scoring the questionnaire was based on a Liker's scale (0-5).Data were analyzed by SPSS 16. Correlation coefficient test was adopted to investigate the relationship and p value was considered 0.05. Mean of self-efficacy scores were 116.12 (24.66.). In 53.3% of the cases, self-efficacy was good, in 42.2% moderate and in 4.3%, it was bad. The majority of the students (88.9%) reported that their teachers had an idealized style in leadership. About 94.6% of the students with good self- efficacy believed that their teachers' leadership style was transformational style. There was a significant correlation between self- efficacy and leadership style (pstyle is appropriate for midwifery teachers.

The Relationship between Chemistry Self-Efficacy of South African First Year University Students and Their Academic Performance

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Ramnarain, Umesh; Ramaila, Sam

2018-01-01

This study investigated the self-efficacy of first-year Chemistry students at a South African university. The research involved a quantitative survey of 333 students using the College Chemistry Self-Efficacy Scale (CCSS) developed by Uzuntiryaki and Capa Aydin (2009). Descriptive statistics on data for the CCSS scales suggested that students have…

The SCI Exercise Self-Efficacy Scale (ESES: development and psychometric properties

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Ho Pei-Shu

2007-08-01

Full Text Available Abstract Background Rising prevalence of secondary conditions among persons with spinal cord injury (SCI has focused recent attention to potential health promotion programs designed to reduce such adverse health conditions. A healthy lifestyle for people with SCI, including and specifically, the adoption of a vigorous exercise routine, has been shown to produce an array of health benefits, prompting many providers to recommend the implementation of such activity to those with SCI. Successfully adopting such an exercise regimen however, requires confidence in one's ability to engage in exercise or exercise self-efficacy. Exercise self-efficacy has not been assessed adequately for people with SCI due to a lack of validated and reliable scales, despite self efficacy's status as one of the most widely researched concepts and despite its broad application in health promotion studies. Exercise self efficacy supporting interventions for people with SCI are only meaningful if appropriate measurement tools exist. The objective of our study was to develop a psychometrically sound exercise self-efficacy self-report measure for people with SCI. Methods Based on literature reviews, expert comments and cognitive testing, 10 items were included and made up the 4-point Likert SCI Exercise Self-Efficacy Scale (ESES in its current form. The ESES was administered as part of the first wave of a nationwide survey (n = 368 on exercise behavior and was also tested separately for validity in four groups of individuals with SCI. Reliability and validity testing was performed using SPSS 12.0. Results Cronbach's alpha was .9269 for the ESES. High internal consistency was confirmed in split-half (EQ Length Spearman Brown = .8836. Construct validity was determined using principal component factor analysis by correlating the aggregated ESES items with the Generalised Self Efficacy Scale (GSE. We found that all items loaded on one factor only and that there was a

Life and Work Values of Counselor Trainees: A National Survey

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Busacca, Louis A.; Beebe, Ronald S.; Toman, Sarah M.

2010-01-01

This national web-based study used the Schwartz Value Survey (Schwartz, 1994) and Super's Work Values Inventory-Revised (Zytowski, n.d.) to identify general life and work value orientations of 674 female and male entry-level counselor trainees residing in 27 states. In general, trainees emphasized benevolence, self-direction, and achievement and…

Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement.

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Brown, Gavin T L; Peterson, Elizabeth R; Yao, Esther S

2016-12-01

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.

Exploring self-efficacy as a predictor of disease management.

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Clark, N M; Dodge, J A

1999-02-01

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.

Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators.

Science.gov (United States)

Dybowski, Christoph; Sehner, Susanne; Harendza, Sigrid

2017-05-08

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

Emotional Intelligence and Self-Esteem as Predictors of Teacher Self-Efficacy

Science.gov (United States)

Sahin, Harun

2017-01-01

Teacher self-efficacy is related to teachers or pre-service teachers feeling competent in their profession. The purpose of this study is to examine the relationship between the pre-service teachers' self-efficacy perceptions and their emotional intelligence and self-esteem. The study group of the current research comprised a total of 212…

Relationships among motivation (self-efficacy and task value ...

African Journals Online (AJOL)

Writing performance was determined by a robust testing procedure which is usually employed in high-stakes writing tests. The results showed that four motivational constructs (self-efficacy, intrinsic value, attainment value and cost), and four writing strategy categories (metacognitive, cognitive, affective and effort regulation) ...

Physical activity, self-efficacy and self-esteem in breast cancer survivors: a panel model.

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Awick, Elizabeth A; Phillips, Siobhan M; Lloyd, Gillian R; McAuley, Edward

2017-10-01

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.

The Role of Work-Integrated Learning in Developing Students' Perceived Work Self-Efficacy

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Reddan, Gregory

2016-01-01

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…

Association of self-efficacy of parents/caregivers with childhood asthma control parameters.

Science.gov (United States)

Gomes, Ana Lúcia Araújo; Lima, Kamila Ferreira; Mendes, Elizamar Regina da Rocha; Joventino, Emanuella Silva; Martins, Mariana Cavalcante; Almeida, Paulo César de; Ximenes, Lorena Barbosa

2017-01-01

Objective To verify the association between the self-efficacy of parents/caregivers and control parameters of childhood asthma. Method Cross-sectional study with parents/caregivers of asthmatic children. Data were collected through a sociodemographic questionnaire and the Self-efficacy and their child's level of asthma control scale: Brazilian version. Results Participation of 216 parents/caregivers in the study. There was a statistically significant association between self-efficacy scores and the following variables: unscheduled physician visit (p=0.001), visit to emergency department (pcrisis medication from control medication (p=0.024), use of spacer (p=0.001), performing oral hygiene after use of inhaled corticosteroids (p=0.003), and knowledge of medication gratuity (p=0.004). Conclusion A significant relationship of the self-efficacy of parents/caregivers of asthmatic children with control parameters and training on the necessary skills to reach this control was demonstrated in the study.

The Effectiveness of Self-Management Programs on Self-Efficacy in Patients With Sickle Cell Disease

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Ahmadi

2014-07-01

Full Text Available Background Patients with sickle cell disease suffer from various complications during their lifetime. In order to cope with the disease, they must adapt themselves to a complex set of behaviors that promote self-management and prevent complications associated with the disease. Chronic disease self-management programs are a combination of strategies that increase self-efficacy and promote self-management behaviors. Objectives This study aimed to determine the effectiveness of self-management programs on self-efficacy in patients with sickle cell disease. Patients and Methods In this quasi-experimental study, 69 patients with sickle cell disease who were referred to the Thalassemia Clinic of Ahvaz Shafa Hospital were entered into the study through the census method. Then, the self-management program was implemented using the 5A method for 12 weeks. The Levels of pre and post intervention self-efficacy were assessed using the sickle cell self-efficacy scale (SCSES, while descriptive statistics, paired t-test and Wilcoxon test were used to analyze the data. Results Before the intervention, the majority of subjects (50.7% had moderate self-efficacy, whereas after the intervention, the majority of patients (81.2% showed high self-efficacy. The overall scores and scores of the post-intervention self-efficacy sub-groups were significantly increased (P < 0.001. Conclusions The results of this study showed that self-management interventions are effective in promoting self-efficacy in patients with sickle cell disease. Thus, the use of self-management programs is advisable to change behaviors and promote self-efficacy in such patients.

Examining the Influence of Self-Efficacy and Self-Regulation in Online Learning

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Bradley, Rachel L.; Browne, Blaine L.; Kelley, Heather M.

2017-01-01

This paper examined self-efficacy and self-regulatory skills and their influence on achievement in an online learning environment. This study utilized the Online Academic Success Indicators Scale (OASIS). The results of the scale were compared to previous tests measuring the predictive nature of self-efficacy and self-regulatory skills on academic…

High school boys' and girls' writing conceptions and writing self-efficacy beliefs : what is their role in writing performance?

OpenAIRE

Villalón Molina, Ruth; Mateos, Mar; Cuevas, Isabel

2015-01-01

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...

Technical Analysis of Scores on the "Self-Efficacy Self-Report Scale"

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Erford, Bradley T.; Schein, Hallie; Duncan, Kelly

2011-01-01

The purpose of this study was to provide preliminary analysis of reliability and validity of scores on the "Self-Efficacy Self-Report Scale", which was designed to assess general self-efficacy in students aged 10 to 17 years. Confirmatory factor analysis on cross-validated samples was conducted revealing a marginal fit of the data to the…

Self-efficacy strategies to improve exercise in patients with heart failure: A systematic review

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Rajati, Fatemeh; Sadeghi, Masoumeh; Feizi, Awat; Sharifirad, Gholamreza; Hasandokht, Tolu; Mostafavi, Firoozeh

2014-01-01

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

Self-efficacy strategies to improve exercise in patients with heart failure: A systematic review

Directory of Open Access Journals (Sweden)

Fatemeh Rajati

2014-11-01

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. 

Math and Science Pursuits: A Self-Efficacy Intervention Comparison Study

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Cordero, Elizabeth D.; Porter, Sarah H.; Israel, Tania; Brown, Michael T.

2010-01-01

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…

A behavior-analytic critique of Bandura's self-efficacy theory

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Biglan, Anthony

1987-01-01

A behavior-analytic critique of self-efficacy theory is presented. Self-efficacy theory asserts that efficacy expectations determine approach behavior and physiological arousal of phobics as well as numerous other clinically important behaviors. Evidence which is purported to support this assertion is reviewed. The evidence consists of correlations between self-efficacy ratings and other behaviors. Such response-response relationships do not unequivocally establish that one response causes another. A behavior-analytic alternative to self-efficacy theory explains these relationships in terms of environmental events. Correlations between self-efficacy rating behavior and other behavior may be due to the contingencies of reinforcement that establish a correspondence between such verbal predictions and the behavior to which they refer. Such a behavior-analytic account does not deny any of the empirical relationships presented in support of self-efficacy theory, but it points to environmental variables that could account for those relationships and that could be manipulated in the interest of developing more effective treatment procedures. PMID:22477956

The Effects of an Equine Assisted Learning Supervision Intervention on Counselors'-in-Training Performance Anxiety, Counseling Self-Efficacy, and Supervisory Working Alliance

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Meola, Cheryl C.

2017-01-01

Due to the complexity of the counseling process, counselors-in-training often experience performance anxiety when entering the counseling profession. Research shows that higher counseling self-efficacy (the belief in oneself to perform counseling skills successfully) helps decrease performance anxiety. Further, a strong supervisory working…

Frontline nurse managers' confidence and self-efficacy.

Science.gov (United States)

Van Dyk, Jennifer; Siedlecki, Sandra L; Fitzpatrick, Joyce J

2016-05-01

This study was focused on determining relationships between confidence levels and self-efficacy among nurse managers. Frontline nurse managers have a pivotal role in delivering high-quality patient care while managing the associated costs and resources. The competency and skill of nurse managers affect every aspect of patient care and staff well-being as nurse managers are largely responsible for creating work environments in which clinical nurses are able to provide high-quality, patient-centred, holistic care. A descriptive, correlational survey design was used; 85 nurse managers participated. Years in a formal leadership role and confidence scores were found to be significant predictors of self-efficacy scores. Experience as a nurse manager is an important component of confidence and self-efficacy. There is a need to develop educational programmes for nurse managers to enhance their self-confidence and self-efficacy, and to maintain experienced nurse managers in the role. © 2016 John Wiley & Sons Ltd.

General Self-Efficacy and Mortality in the USA; Racial Differences.

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Assari, Shervin

2017-08-01

General self-efficacy has been historically assumed to have universal health implications. However, less is known about population differences in long-term health effects of general self-efficacy across diverse populations. This study compared black and white American adults for (1) the association between psychosocial and health factors and general self-efficacy at baseline, and (2) the association between baseline self-efficacy and long-term risk of all-cause mortality over 25 years. The Americans' Changing Lives (ACL) study, 1986-2011, is a nationally representative longitudinal cohort of US adults. The study followed 3361 black (n = 1156) and white (n = 2205) adults for up to 25 years. General self-efficacy as well as demographics, socioeconomics, stressful life events, health behaviors, obesity, depressive symptoms, and self-rated health were measured at baseline in 1986. The outcome was time to all-cause mortality since 1986. Race was the focal moderator. Logistic regression and proportional hazards models were used for data analysis. Although blacks had lower general self-efficacy, this association was fully explained by socioeconomic factors (education and income). Our logistic regression suggested interactions between race and education, self-rated health, and stress on general self-efficacy at baseline. Baseline general self-efficacy was associated with risk of mortality in the pooled sample. Race interacted with baseline general self-efficacy on mortality risk, suggesting stronger association for whites than blacks. Black-white differences exist in psychosocial and health factors associated with self-efficacy in the USA. Low general self-efficacy does not increase mortality risk for blacks. Future research should test whether socioeconomic status, race-related attitudes, world views, attributions, and locus of control can potentially explain why low self-efficacy is not associated with higher risk of mortality among American blacks.

Safe laparoscopic colorectal surgery performed by trainees

DEFF Research Database (Denmark)

Langhoff, Peter Koch; Schultz, Martin; Harvald, Thomas

2013-01-01

Laparoscopic surgery for colorectal cancer is safe, but there have been hesitations to implement the technique in all departments. One of the reasons for this may be suboptimal learning possibilities since supervised trainees have not been allowed to do the operations to an adequate extent...

Gender, experience, and self-efficacy in introductory physics

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Jayson M. Nissen

2016-08-01

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

Relationship between student nurses' self-efficacy and psychomotor skills competence.

Science.gov (United States)

Karabacak, Ükke; Serbest, Şehriban; Kan Öntürk, Zehra; Eti Aslan, Fatma; Olgun, Nermin

2013-04-01

This study aimed to determine the general self efficacy levels of students studying for undergraduate degree in nursing and to examine the relationship between skills development and self efficacy. The research was conducted in a descriptive way. The sample consisted of 100 students. Data were collected via the use of a student introduction form, Self-Efficacy Scale (SES) and an intramuscular (i.m.) injection procedure checklist; the forms were filled in by 100% of the nursing students. The mean general self-efficacy score of the students in the study was high. the self-efficacy levels of our students were high, and no correlation was observed between personal characteristics and self-efficacy; therefore, education in injection technique had the same influence on all students' self-efficacy. © 2013 Wiley Publishing Asia Pty Ltd.

Development and validation of a managerial decision making self-efficacy questionnaire

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Wim Myburgh

2015-05-01

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

Self-care self-efficacy, religious participation and depression as predictors of poststroke self-care among underserved ethnic minorities

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Suzanne M. Robertson

2013-04-01

Full Text Available Underserved ethnic minorities have multiple chronic disease risk factors, including tobacco, alcohol and substance use, which contribute to increased incidence of stroke. Self-efficacy (self-care self-efficacy, religious participation and depression may directly and indirectly influence engagement in post stroke self-care behaviors. The primary aim of the present study was to investigate the effects of self-care self-efficacy, religious participation and depression, on tobacco, alcohol and substance use in a sample of largely ethnic minority, underserved stroke survivors (n=52. Participants previously recruited for a culturally tailored secondary stroke prevention self-care intervention were included. The treatment group received three stroke self-care sessions. The usual care group completed assessments only. Both groups were included in these analyses. Main outcome measures included tobacco, alcohol and substance use. Self-care self-efficacy, religious participation and depression were also assessed. Logistic regression analyses, using self-efficacy, religious practice and depression as the referents, were used to predict binary outcomes of tobacco, alcohol and substance use at 4-weeks post-stroke. Higher depression and self-care self-efficacy were associated with reduced odds of smoking and substance use. Greater participation in religious activities was associated with lower odds of alcohol use. We can conclude that incorporating depression treatment and techniques to increase self-care self-efficacy, and encouraging religious participation may help to improve stroke self-care behaviors for underserved and low socioeconomic status individuals. Results are discussed in the context of stroke self-management.

Principal Self-Efficacy, Teacher Perceptions of Principal Performance, and Teacher Job Satisfaction

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Evans, Molly Lynn

2016-01-01

In public schools, the principal's role is of paramount importance in influencing teachers to excel and to keep their job satisfaction high. The self-efficacy of leaders is an important characteristic of leadership, but this issue has not been extensively explored in school principals. Using internet-based questionnaires, this study obtained…

Teachers’ work ability: a study of relationships between collective efficacy and self-efficacy beliefs

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Guidetti G

2018-05-01

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

Providing Sources of Self-Efficacy Through Technology Enhanced Post-Stroke Rehabilitation in the Home.

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Parker, Jack; Mawson, Susan

2017-01-01

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.

Teacher Self-Efficacy with Teaching Students to Lead IEP Meetings: A Correlation Study on Administrator Support

Science.gov (United States)

Scott, Laron A.

2012-01-01

Self-efficacy has been closely linked to teacher performance of instructional tasks. Previous studies on teacher self-efficacy focused on general activities and were less specific regarding special education teachers' perceived ability to perform a given task. The purpose of this quantitative correlation study was to evaluate high school special…

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure.

Science.gov (United States)

Fernandez-Rio, Javier; Cecchini, Jose A; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12-17 years old ( M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ -means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students' academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

Science.gov (United States)

Fernandez-Rio, Javier; Cecchini, Jose A.; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A.

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12–17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students’ academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and

Self-Efficacy as Predictor of Collective Self-Efficacy among Preschool Teachers in Turkey

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Arslan, Emel

2017-01-01

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…

Self-efficacy, soccer skills and the influence on students’ learning experience

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Zulkifli Ahmad Fahim

2018-01-01

Full Text Available Study aim: The purpose of this study was to evaluate the effects of a student centered curricular intervention on students’ self-efficacy and soccer skills performance. Materials and methods: One group of 25 mixed-gender students (ages 11-13 participated in this study of student centered soccer lessons twice per week (30 minutes on a soccer field for three weeks at a Southwestern USA Middle School. The in­tervention was designed to engage students in the skill lessons by adopting a student-centered approach, and reciprocal/peer teaching of the soccer skills. Students’ self-efficacy was assessed using the modified Traits Sport-Confidence Inventory. Soccer skill performance was assessed using previously validated skill tests. Further, students’ perception of reciprocal teaching were gathered using exit slips. Data were analyzed using descriptive statistics and t-tests to explore pre/post differences. Results: The students’ skill performance slightly improved. Students’ self-efficacy related to soccer skills was significantly higher at post-test. Students’ positively perceived the opportunities to participate in student-centered lessons and the use recip­rocal teaching styles to work together in skill development. Conclusions: This study demonstrated that seventh-grade students could learn soccer skills, develop desirable perceptions and efficacy and improve their physical activity/sport participation levels as they engaged in student-centered teaching and learning.

Piano instruction for nursery school trainees

OpenAIRE

新海, 節; Makoto, SHINKAI; 藤女子大学人間生活学部保育学科

2012-01-01

It is important piano instruction in childcare training schools be viewed primarily as "music for childcare". To this end,it is also important that the view of piano instruction for nursery school trainees be switched from one mainly focused on the technical aspects of performance using many etudes to a form of instruction based on developing the musicality of the trainees and their ability to display emotion through music. Further, through this instruction, the trainees need to develop the a...

The Effect of Locus of Control, Self-Efficacy, and Gender-Role Identity on Academic Performance Outcomes of Female College Students

Science.gov (United States)

Sierra, Jade Simone

2013-01-01

This quantitative study investigated the predictive worthiness of the predictor variable indices--locus of control, self-efficacy, and gender identity--to ascertain if elevated levels of the predictors influence academic performance outcomes (individually as well as interactionally). The study theorized that students with increased levels of locus…

Prosociality: the contribution of traits, values, and self-efficacy beliefs.

Science.gov (United States)

Caprara, Gian Vittorio; Alessandri, Guido; Eisenberg, Nancy

2012-06-01

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

Association of Self-Efficacy and Outcome Expectations with Physical Activity in Adults with Arthritis

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Thelma J. Mielenz

2013-01-01

Full Text Available Background and Purpose. The purpose of this study is to determine whether higher baseline levels of (a self-efficacy for physical activity, (b self-efficacy for arthritis self-management, and (c outcome expectations for exercise are associated with higher physical activity levels following an exercise intervention for adults with arthritis. Methods. A secondary analysis of the intervention cohort (n=130 within a randomized controlled trial of the People with Arthritis Can Exercise program was performed. Multiple linear regression evaluated the relationship between physical activity at a time point three months after the completion of an exercise intervention and three main explanatory variables. Results. After controlling for baseline physical activity, neither self-efficacy for arthritis self-management nor outcome expectations for exercise related to three-month physical activity levels. There was a relationship between three-month physical activity and self-efficacy for physical activity. Conclusions. Future research is needed to evaluate the ability of self-efficacy-enhancing programs to increase physical activity in adults with arthritis.

Trainee-Associated Factors and Proficiency at Percutaneous Nephrolithotomy.

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Aghamir, Seyed Mohammad Kazem; Behtash, Negar; Hamidi, Morteza; Farahmand, Hasan; Salavati, Alborz; Mortaz Hejri, Sara

2017-07-01

Percutaneous nephrolithotomy (PNL) is a complicated procedure for urology trainees. This study was designed to investigate the effect of trainees' ages and previous experience, as well as the number of operated cases, on proficiency at PNL by using patient outcomes. A cross sectional observational study was designed during a five-year period. Trainees in PNL fellowship programs were included. At the end of the program, the trainees' performance in PNL was assessed regarding five competencies and scored 1-5. If the overall score was 4 or above, the trainee was considered as proficient. The trainees' age at the beginning of the program and the years passed from their residency graduation were asked and recorded. Also, the number of PNL cases operated by each trainee was obtained via their logbooks. The age, years passed from graduation, and number of operated cases were compared between two groups of proficient and non-proficient trainees. Univariate and multivariate binary logistic regression analysis was applied to estimate the effect of aforementioned variables on the occurrence of the proficiency. Forty-two trainees were included in the study. The mean and standard deviation for the overall score were 3.40 (out of 5) and 0.67, respectively. Eleven trainees (26.2%) recognized as proficient in performing PNL. Univariate regression analysis indicated that each of three variables (age, years passed from graduation and number of operated cases) had statistically significant effect on proficiency. However, the multivariate regression analysis revealed that just the number of cases had significant effect on achieving proficiency. Although it might be assumed that trainees' age negatively correlates with their scores, in fact, it is their amount of practice that makes a difference. A certain number of cases is required to be operated by a trainee in order to reach the desired competency in PNL.

Correlation between Students’ Self-Efficacy and Teachers’ Educational Leadership Style in Iranian Midwifery Students

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Sohrabi, Zohreh; Kheirkhah, Masoomeh; Sahebzad, Elahe Sadegi; Rasoulighasemlouei, Seyedehsahel; Khavandi, Siamak

2016-01-01

Background: Self-efficacy is believe in and feeling of ability to complete work. One of these factors is educational teachers’ role. This study aimed to determine relationship between teachers’ leadership style and students’ self-efficacy in midwifery students. Method: This Study is a cross sectional correlation study. Sampling was conducted in midwifery students in Bachelor Science degree in 2013. Data collection tools were multi leadership questionnaire and self-efficacy clinical performance. After explaining the goals of study, 97 students completed the questionnaire. Scoring the questionnaire was based on a Liker’s scale (0-5). Data were analyzed by SPSS 16. Correlation coefficient test was adopted to investigate the relationship and p value was considered 0.05. Result: Mean of self-efficacy scores were 116.12 (24.66.). In 53.3% of the cases, self-efficacy was good, in 42.2% moderate and in 4.3%, it was bad. The majority of the students (88.9%) reported that their teachers had an idealized style in leadership. About 94.6% of the students with good self- efficacy believed that their teachers’ leadership style was transformational style. There was a significant correlation between self- efficacy and leadership style (pstyle is appropriate for midwifery teachers. PMID:26925916

Relationships Between Self-Efficacy, Self-Esteem and Procrastination in Undergraduate Psychology Students

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Hajloo, Nader

2014-01-01

Objective: The present study aimed to review the relationships between procrastination and two self-factors self-efficacy and self-esteem. Methods: Participants were 140 undergraduates Psychology students enrolled in Mohagheg Ardabili University, Ardabil, Iran. Instruments used for collecting the required data were the student-version of the General Procrastination Scale (GP-S), General Self-Efficacy Scale (GSE) and Rosenberg?s Self-Esteem Scale (SES). Results: Using causal modeling, two mode...

Assessment of self-efficacy to employ self-initiated pornography use-reduction strategies.

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Kraus, Shane W; Rosenberg, Harold; Tompsett, Carolyn J

2015-01-01

This study evaluated several psychometric properties of a newly developed questionnaire designed to assess individuals' self-efficacy (from 0% to 100%) to employ self-initiated cognitive-behavioral strategies intended to reduce the frequency and duration of their pornography use. Using a web-based data collection procedure, we recruited 1298 male users of pornography to complete questionnaires assessing hypersexuality, pornography use history, and general self-efficacy. Based on a principal component analysis and examination of inter-item correlations, we deleted 13 items from the initial pool of 21 strategies. The resulting 8-item questionnaire had excellent internal consistency reliability, and a moderate mean inter-item correlation considered indicative of unidimensionality. In support of criterion validity, self-efficacy to employ use-reduction strategies was significantly associated with the frequency with which participants used pornography, with scores on a measure of hypersexuality, and with the number of times one had attempted to cut back using pornography. In support of discriminant validity, we found that pornography use-reduction self-efficacy scores were not strongly correlated with general self-efficacy. Both researchers and clinicians could use this questionnaire to assess pornography users' confidence to employ self-initiated strategies intended to reduce the duration and frequency with which they use pornography. Published by Elsevier Ltd.

Balance training with multi-task exercises improves fall-related self-efficacy, gait, balance performance and physical function in older adults with osteoporosis: a randomized controlled trial.

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Halvarsson, Alexandra; Franzén, Erika; Ståhle, Agneta

2015-04-01

To evaluate the effects of a balance training program including dual- and multi-task exercises on fall-related self-efficacy, fear of falling, gait and balance performance, and physical function in older adults with osteoporosis with an increased risk of falling and to evaluate whether additional physical activity would further improve the effects. Randomized controlled trial, including three groups: two intervention groups (Training, or Training+Physical activity) and one Control group, with a 12-week follow-up. Stockholm County, Sweden. Ninety-six older adults, aged 66-87, with verified osteoporosis. A specific and progressive balance training program including dual- and multi-task three times/week for 12 weeks, and physical activity for 30 minutes, three times/week. Fall-related self-efficacy (Falls Efficacy Scale-International), fear of falling (single-item question - 'In general, are you afraid of falling?'), gait speed with and without a cognitive dual-task at preferred pace and fast walking (GAITRite®), balance performance tests (one-leg stance, and modified figure of eight), and physical function (Late-Life Function and Disability Instrument). Both intervention groups significantly improved their fall-related self-efficacy as compared to the controls (p ≤ 0.034, 4 points) and improved their balance performance. Significant differences over time and between groups in favour of the intervention groups were found for walking speed with a dual-task (p=0.003), at fast walking speed (p=0.008), and for advanced lower extremity physical function (p=0.034). This balance training program, including dual- and multi-task, improves fall-related self-efficacy, gait speed, balance performance, and physical function in older adults with osteoporosis. © The Author(s) 2014.

Altruism, the values dimension of caring self-efficacy concept in Iranian pediatric nurses.

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Alavi, Azam; Zargham-Boroujeni, Ali; Yousefy, Alireza; Bahrami, Masoud

2017-01-01

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.

Self-Efficacy dan Konformitas dengan Prokrastinasi Akademik Mahasiswa

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Rosmayati Rosmayati

2017-12-01

Full Text Available Penelitian ini bertujuan untuk mengetahui hubungan self-efficacy dan konformitas dengan prokrastinasi akademik mahasiswa Bimbingan dan Konseling Universitas Negeri Semarang baik secara parsial maupun secara bersama-sama. Penelitian ini menggunakan desain kuantitatif korelasional. Sampel yang digunakan berjumlah 125 dari populasi 284 mahasiswa dengan teknik pengambilan sampel simple random  sampling. Adapun teknik analisis data menggunakan regresi. Hasil penelitian menunjukkan bahwa antara self-efficacy dengan prokrastinasi akademik memiliki hubungan yang signifikan (R= 0,565, F(3,121 = 18,903, p = 0,05. Sedangkan antara self-efficacy dan konformitas dengan prokrastinasi akademik memiliki hubungan yang signifikan (R = 0,595, F(18,903 = 7,957, p = 0,05. While between self-efficacy and conformity with academic procrastination have significant relationship (R = 0,595, F (18,903 = 7,957, p = <0,01. Based om the results of research Guidance and Counseling teachers are advised to provide Guidance and Counseling services to decrease academic procrastination through the development of self-efficacy and conformity.

SELF-EFFICACY OF FORMALLY AND NON-FORMALLY TRAINED PUBLIC SECTOR TEACHERS

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Muhammad Nadeem ANWAR

2009-07-01

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.

Self-Efficacy and Blood Pressure Self-Care Behaviors in Patients on Chronic Hemodialysis.

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Kauric-Klein, Zorica; Peters, Rosalind M; Yarandi, Hossein N

2017-07-01

This study examined the effects of an educative, self-regulation intervention on blood pressure self-efficacy, self-care outcomes, and blood pressure control in adults receiving hemodialysis. Simple randomization was done at the hemodialysis unit level. One hundred eighteen participants were randomized to usual care ( n = 59) or intervention group ( n = 59). The intervention group received blood pressure education sessions and 12 weeks of individual counseling on self-regulation of blood pressure, fluid, and salt intake. There was no significant increase in self-efficacy scores within ( F = .55, p = .46) or between groups at 12 weeks ( F = 2.76, p = .10). Although the intervention was not successful, results from the total sample ( N = 118) revealed that self-efficacy was significantly related to a number of self-care outcomes including decreased salt intake, lower interdialytic weight gain, increased adherence to blood pressure medications, and fewer missed hemodialysis appointments. Increased blood pressure self-efficacy was also associated with lower diastolic blood pressure.

Self-Efficacy and Planning as Predictors of Physical Activity in the Context of Workplace Health Promotion.

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Keller, Jan; Gellert, Paul; Knoll, Nina; Schneider, Michael; Ernsting, Anna

2016-11-01

Fostering self-efficacy and planning in individuals can support the uptake and maintenance of regular physical activity. This study examined self-efficacy and planning as mechanisms of an online-delivered workplace health promotion intervention to enhance employees' physical activity. A special focus lay on reciprocal interrelations among self-efficacy and planning over time, as previous work predominantly accounted for only one predictive direction at a time. Data from N = 1,063 employees of a pharmaceutical company who reported an intention to increase their physical activity levels were assessed at three measurement points up to 12 weeks following the intervention. Cross-lagged panel analyses were performed to examine effects of self-efficacy and planning on physical activity as well as reciprocal interrelations between self-efficacy and planning. Findings indicated an increase in self-efficacy, planning, and physical activity following the intervention. Planning was consistently linked to subsequent physical activity, whereas self-efficacy was not associated. Also, reciprocal interrelations among self-efficacy and planning were found across both measurement lags. Planning was confirmed as a predictor of physical activity, whereas self-efficacy was not. However, cross-lagged interrelations indicated reciprocal reactivation among self-efficacy and planning over time, suggesting beneficial effects of including strategies that foster both volitional constructs in interventions. © 2016 The International Association of Applied Psychology.

A multisource feedback tool to assess ward round leadership skills of senior paediatric trainees: (2) Testing reliability and practicability.

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Goodyear, Helen M; Lakshminarayana, Indumathy; Wall, David; Bindal, Taruna

2015-05-01

A five-domain multisource feedback (MSF) tool was previously developed in 2009-2010 by the authors to assess senior paediatric trainees' ward round leadership skills. To determine whether this MSF tool is practicable and reliable, whether individuals' feedback varies over time and trainees' views of the tool. The MSF tool was piloted (April-July 2011) and field tested (September 2011-February 2013) with senior paediatric trainees. A focus group held at the end of field testing obtained trainees' views of the tool. In field testing, 96/115 (84%) trainees returned 633 individual assessments from three different ward rounds over 18 months. The MSF tool had high reliability (Cronbach's α 0.84, G coefficient 0.8 for three raters). In all five domains, data were shifted to the right with scores of 3 (good) and 4 (excellent). Consultants gave significantly lower scores (p<0.001), as did trainees for self-assessment (p<0.001). There was no significant change in MSF scores over 18 months but comments showed that trainees' performance improved. Trainees valued these comments and the MSF tool but had concerns about time taken for feedback and confusion about tool use and the paediatric assessment strategy. A five-domain MSF tool was found to be reliable on pilot and field testing, practicable to use and liked by trainees. Comments on performance were more helpful than scores in giving trainees feedback. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Smartphone Habits and Behaviors in Supporting Students Self-Efficacy

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Abdur Razzaq

2018-02-01

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.

Tracking chemistry self-efficacy and achievement in a preparatory chemistry course

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Garcia, Carmen Alicia

Self-efficacy is a person's own perception about performing a task with a certain level of proficiency (Bandura, 1986). An important affective aspect of learning chemistry is chemistry self-efficacy (CSE). Several researchers have found chemistry self-efficacy to be a fair predictor of achievement in chemistry. This study was done in a college preparatory chemistry class for science majors exploring chemistry self-efficacy and its change as it relates to achievement. A subscale of CAEQ, Chemistry Attitudes and Experiences Questionnaire (developed by Dalgety et al, 2003) as well as student interviews were used to determine student chemistry self-efficacy as it changed during the course. The questionnaire was given to the students five times during the semester: in the first class and the class before each the four tests taken through the semester. Twenty-six students, both men and women, of the four major races/ethnicities were interviewed three times during the semester and events that triggered changes in CSE were followed through the interviews. HLM (hierarchical linear modeling) was used to model the results of the CSE surveys. Among the findings, women who started at significantly lower CSE than men accomplished a significant gain by the end of the semester. Blacks' CSE trends through the semester were found to be significantly different from the rest of the ethnicities.

Motivational interviewing skills are positively associated with nutritionist self-efficacy.

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Marley, Scott C; Carbonneau, Kira; Lockner, Donna; Kibbe, Debra; Trowbridge, Frederick

2011-01-01

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.

Implementation of a novel population panel management curriculum among interprofessional health care trainees.

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Kaminetzky, Catherine P; Beste, Lauren A; Poppe, Anne P; Doan, Daniel B; Mun, Howard K; Woods, Nancy Fugate; Wipf, Joyce E

2017-12-22

Gaps in chronic disease management have led to calls for novel methods of interprofessional, team-based care. Population panel management (PPM), the process of continuous quality improvement across groups of patients, is rarely included in health professions training for physicians, nurses, or pharmacists. The feasibility and acceptance of such training across different healthcare professions is unknown. We developed and implemented a novel, interprofessional PPM curriculum targeted to diverse health professions trainees. The curriculum was implemented annually among internal medicine residents, nurse practitioner students and residents, and pharmacy residents co-located in a large, academic primary care site. Small groups of interprofessional trainees participated in supervised quarterly seminars focusing on chronic disease management (e.g., diabetes mellitus, hypertension, or chronic obstructive pulmonary disease) or processes of care (e.g., emergency department utilization for nonacute conditions or chronic opioid management). Following brief didactic presentations, trainees self-assessed their clinic performance using patient-level chart review, presented individual cases to interprofessional staff and faculty, and implemented subsequent feedback with their clinic team. We report data from 2011 to 2015. Program evaluation included post-session participant surveys regarding attitudes, knowledge and confidence towards PPM, ability to identify patients for referral to interprofessional team members, and major learning points from the session. Directed content analysis was performed on an open-ended survey question. Trainees (n = 168) completed 122 evaluation assessments. Trainees overwhelmingly reported increased confidence in using PPM and increased knowledge about managing their patient panel. Trainees reported improved ability to identify patients who would benefit from multidisciplinary care or referral to another team member. Directed content analysis

Exercise self-efficacy correlates in people with psychosis.

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Vancampfort, Davy; Gorczynski, Paul; De Hert, Marc; Probst, Michel; Naisiga, Annetie; Basangwa, David; Mugisha, James

2018-04-01

Despite the recognition of the importance of exercise self-efficacy in exercise adoption and maintenance, previous investigations on exercise self-efficacy in people with psychosis is scarce. The present study aimed to (1) explore if exercise self-efficacy differed between stages of behavior change in Ugandan outpatients with psychosis, and (2) assess sociodemographic, clinical and motivational correlates of exercise self-efficacy. In total, 48 patients (24 women) completed the Exercise Self-Efficacy Scale (ESES), the Patient-centered Assessment and Counseling for Exercise questionnaire, the Brief Symptoms Inventory-18 (BSI-18), and questions pertaining to intrinsic motivation in the Behavioral Regulation in Exercise Questionnaire-2. Additionally, participants were asked about their exercise behavior in the past 7 days and screened for cardio-metabolic risk factors. Higher ESES-scores were observed in those in the maintenance (n = 17) versus those in the pre-action stage (n = 17) of behavior change. Higher ESES-scores were also significantly associated with lower BSI-18 somatization and higher intrinsic motivation scores. Our data indicated that health care professionals should assist patients with psychosis in interpreting physiological states during exercise. Future research should explore whether bolstering such sources of information might directly or indirectly effect exercise self-efficacy. Copyright © 2017 Elsevier B.V. All rights reserved.

The Relationship between Sources of Self-Efficacy in Classroom Environments and the Strength of Computer Self-Efficacy Beliefs

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Srisupawong, Yuwarat; Koul, Ravinder; Neanchaleay, Jariya; Murphy, Elizabeth; Francois, Emmanuel Jean

2018-01-01

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…

Self-Efficacy and green entrepreneurship

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Tan, K L; Suhaida, S; Leong, Y P

2013-01-01

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.

Self-Efficacy and green entrepreneurship

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Tan, K. L.; Suhaida, S.; Leong, Y. P.

2013-06-01

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.

The development of self-efficacy and self-esteem in pharmacy students based on experiential education

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Yorra, Mark L.

This doctoral thesis contributes to the literature on self-efficacy and self-esteem and the relationship to a student's school, age, gender, ethnicity, GPA, paid and introductory pharmacy practice experiences in a Doctor of Pharmacy (PharmD) program. Graduates with a high level of self-efficacy and self-esteem are more desirable as pharmacists upon graduation. A quantitative survey, which includes two standardized instruments, the Generalized Self-Efficacy Scale (GSE) and the Rosenberg Self-Esteem Scale (RSES), was administered to students at five schools of pharmacy in the northeast United States, resulting in a total of 399 responses. The findings confirm the significance of paid experiences and increased levels of a student's self-efficacy in a pharmacy setting. The other finding was related to ethnicity where the Asian/Pacific Islander students showed lower self-efficacy than other ethnic groups, which may be due to a cultural difference in displaying traits of high self-efficacy. Self-esteem also showed a positive finding for students with paid experiences and students who were older. There was an ethnicity finding where Asian/Pacific Islanders scored lower on the self-esteem scale, while the African-Americans scored higher than all the other groups. The results show that students improve their levels of self-efficacy and self-esteem through extended practical experiences. Schools should provide structured experiences of a sufficient length, beyond the present 300 hours, to prepare students for their transition into a professional role. Educators should be aware of the difference in Asian/Pacific Islander culture and encourage students to demonstrate their self-efficacy and self-esteem so other professionals can recognize them for their attributes.

A Scale to Measure Teachers' Self-Efficacy in Deaf-Blindness Education

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Hartmann, Elizabeth

2012-01-01

Introduction: The Teacher Efficacy in Deafblindness Education Scale (TEDE) was developed to expand the construct of self-efficacy to teach children with deaf-blindness. Methods: Eighty-seven special educators in the United States were asked to rate their confidence to perform a variety of tasks that are associated with teaching children who are…

Teacher self-efficacy in cross-cultural perspective

NARCIS (Netherlands)

Vieluf, S.; Kuenther, M.; van de Vijver, F.J.R.

2013-01-01

In the present study, teacher self-efficacy was examined in a cross-national setting. The cross-national generalizability of the scale and the meaning of cross-national variation in mean scores were investigated. Using data from TALIS involving 73,100 teachers in 23 countries, teacher self-efficacy

Using the Repertory Grid Technique to Examine Trainee Clinical Psychologists' Construal of Their Personal and Professional Development.

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Hill, Katy; Wittkowski, Anja; Hodgkinson, Emma; Bell, Richard; Hare, Dougal J

2016-09-01

The repertory grid technique was used to explore how 26 third-year trainee clinical psychologists construed their personal and professional selves over the course of training and into the future. Each trainee completed a demographic questionnaire and a repertory grid with 10 elements: four 'personal self' elements, four 'professional self' elements and two 'qualified clinical psychologist' elements. They then rated the 10 elements on 10 bipolar constructs of their choosing. Trainees' personal and professional selves were construed to be similar to each other. Trainees had low self-esteem and reported currently feeling anxious, stressed, unsettled and lacking an appropriate work-life balance. These difficulties were attributed to the demands of training and were expected to resolve once training was completed with future selves being construed as similar to ideal selves. Suggestions for future research with improved methodology are made, and the implications of the findings for trainees, training providers and employers of newly qualified clinical psychologists are given. The overall implication being that stress in training is normative and the profession has a duty to normalize this and ensure that self-care and personal development are recognized as core competencies of the clinical psychologist for the benefit of its members and their clients. Copyright © 2015 John Wiley & Sons, Ltd. Clinical psychology trainees experience training as demanding and stressful, which negatively impacts on their personal and professional self-image and self-esteem. However, they are optimistic that they will become more like their ideal self in the future. Stress in clinical training (and beyond) is normative, and thus, personal development and self-care should be recognized as clinical psychologist's core competencies. Copyright © 2015 John Wiley & Sons, Ltd.

Health literacy, self-efficacy, and self-care behaviors in patients with type 2 diabetes mellitus.

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Bohanny, Walton; Wu, Shu-Fang Vivienne; Liu, Chieh-Yu; Yeh, Shu-Hui; Tsay, Shiow-Luan; Wang, Tsae-Jyy

2013-09-01

The study purpose was to explore the relationships among health literacy, self-efficacy, and self-care behaviors of patients with type 2 diabetes. A cross-sectional study with a descriptive correlational design was conducted. Patients (N = 150) with type 2 diabetes were recruited from diabetes clinics in the Marshall Islands. Levels of health literacy, self-efficacy, and self-care behaviors were assessed by a questionnaire. Health literacy, receiving diabetes education, and employment status together explained 11.8% of the variance in self-efficacy (F((3,147)) = 7.58, p < .001). Patients who had higher health literacy, received more diabetes-related education, were currently employed and had better self-efficacy. Self-efficacy and marital status together explained 16.7% of the variance in self-care behaviors (F((2,148)) = 15.96, p < .001). Patients who had higher self-efficacy and who were married had better self-care behaviors. Strategies are needed to incorporate the concept of self-efficacy in the design of diabetes education to promote patients' self-care behaviors, with an emphasis on dealing with hyper- or hypoglycemia, following the diet plan, and checking blood sugar levels as recommended. Diabetes education material that requires a lower literacy level may be needed for older or unemployed adult populations. ©2013 The Author(s) ©2013 American Association of Nurse Practitioners.

Unique effects and moderators of effects of sources on self-efficacy: A model-based meta-analysis.

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Byars-Winston, Angela; Diestelmann, Jacob; Savoy, Julia N; Hoyt, William T

2017-11-01

Self-efficacy beliefs are strong predictors of academic pursuits, performance, and persistence, and in theory are developed and maintained by 4 classes of experiences Bandura (1986) referred to as sources: performance accomplishments (PA), vicarious learning (VL), social persuasion (SP), and affective arousal (AA). The effects of sources on self-efficacy vary by performance domain and individual difference factors. In this meta-analysis (k = 61 studies of academic self-efficacy; N = 8,965), we employed B. J. Becker's (2009) model-based approach to examine cumulative effects of the sources as a set and unique effects of each source, controlling for the others. Following Becker's recommendations, we used available data to create a correlation matrix for the 4 sources and self-efficacy, then used these meta-analytically derived correlations to test our path model. We further examined moderation of these associations by subject area (STEM vs. non-STEM), grade, sex, and ethnicity. PA showed by far the strongest unique association with self-efficacy beliefs. Subject area was a significant moderator, with sources collectively predicting self-efficacy more strongly in non-STEM (k = 14) compared with STEM (k = 47) subjects (R2 = .37 and .22, respectively). Within studies of STEM subjects, grade level was a significant moderator of the coefficients in our path model, as were 2 continuous study characteristics (percent non-White and percent female). Practical implications of the findings and future research directions are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Regulation of Cognitive Processes through Perceived Self-Efficacy.

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Bandura, Albert

1989-01-01

Addresses issues concerning the extension of self-efficacy theory to memory functioning. Issues include perceived memory capabilities, memory self-appraisal, personal control over memory functioning, preservation of a favorable sense of memory self-efficacy, and strategies for generalizing the impact of training in memory skills. (RJC)

The Effects of Mental Imagery with Video-Modeling on Self-Efficacy and Maximal Front Squat Ability

Directory of Open Access Journals (Sweden)

Daniel J. M. Buck

2016-04-01

Full Text Available This study was designed to assess the effectiveness of mental imagery supplemented with video-modeling on self-efficacy and front squat strength (three repetition maximum; 3RM. Subjects (13 male, 7 female who had at least 6 months of front squat experience were assigned to either an experimental (n = 10 or a control (n = 10 group. Subjects′ 3RM and self-efficacy for the 3RM were measured at baseline. Following this, subjects in the experimental group followed a structured imagery protocol, incorporating video recordings of both their own 3RM performance and a model lifter with excellent technique, twice a day for three days. Subjects in the control group spent the same amount of time viewing a placebo video. Following three days with no physical training, measurements of front squat 3RM and self-efficacy for the 3RM were repeated. Subjects in the experimental group increased in self-efficacy following the intervention, and showed greater 3RM improvement than those in the control group. Self-efficacy was found to significantly mediate the relationship between imagery and front squat 3RM. These findings point to the importance of mental skills training for the enhancement of self-efficacy and front squat performance.

The Effects of Mental Imagery with Video-Modeling on Self-Efficacy and Maximal Front Squat Ability.

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Buck, Daniel J M; Hutchinson, Jasmin C; Winter, Christa R; Thompson, Brian A

2016-04-14

This study was designed to assess the effectiveness of mental imagery supplemented with video-modeling on self-efficacy and front squat strength (three repetition maximum; 3RM). Subjects (13 male, 7 female) who had at least 6 months of front squat experience were assigned to either an experimental ( n = 10) or a control ( n = 10) group. Subjects' 3RM and self-efficacy for the 3RM were measured at baseline. Following this, subjects in the experimental group followed a structured imagery protocol, incorporating video recordings of both their own 3RM performance and a model lifter with excellent technique, twice a day for three days. Subjects in the control group spent the same amount of time viewing a placebo video. Following three days with no physical training, measurements of front squat 3RM and self-efficacy for the 3RM were repeated. Subjects in the experimental group increased in self-efficacy following the intervention, and showed greater 3RM improvement than those in the control group. Self-efficacy was found to significantly mediate the relationship between imagery and front squat 3RM. These findings point to the importance of mental skills training for the enhancement of self-efficacy and front squat performance.

Examining the Relationship between Referee Self-Efficacy and General Self-Efficacy Levels of Football, Basketball and Handball Referees

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Karaçam, Aydin; Pulur, Atilla

2017-01-01

The aim of this study is to examine the relationship between referee self-efficacy and general self-efficacy levels of football, basketball and handball referees in terms of gender, refereeing branch, age and refereeing experience. Study group was created within a convenience sampling method. 195 referees, 14% (n = 27) female and 86% (n = 168)…

Math anxiety, self-efficacy, and ability in British undergraduate nursing students.

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McMullan, Miriam; Jones, Ray; Lea, Susan

2012-04-01

Nurses need to be able to make drug calculations competently. In this study, involving 229 second year British nursing students, we explored the influence of mathematics anxiety, self-efficacy, and numerical ability on drug calculation ability and determined which factors would best predict this skill. Strong significant relationships (p anxiety, self-efficacy, and ability. Students who failed the numerical and/or drug calculation ability tests were more anxious (p < .001) and less confident (p ≤ .002) in performing calculations than those who passed. Numerical ability made the strongest unique contribution in predicting drug calculation ability (beta = 0.50, p < .001) followed by drug calculation self-efficacy (beta = 0.16, p = .04). Early testing is recommended for basic numerical skills. Faculty are advised to refresh students' numerical skills before introducing drug calculations. Copyright © 2012 Wiley Periodicals, Inc.

Tinkering self-efficacy and team interaction on freshman engineering design teams

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Richardson, Arlisa Labrie

This study utilizes Bandura's theory of self-efficacy as a framework to examine the development of tinkering skills white working on a freshman engineering design team. The four sources of self-efficacy were analyzed in the context of tinkering within the design team. The research question, 'Does tinkering self-efficacy change for female students during the Freshman Engineering Design class while working on mixed sex teams?', was addressed using quantitative data collection and field observations. Approximately 41 students enrolled in a freshman engineering design class at a public university in the southwest participated by providing self-reports about their tinkering involvement during each design project. In addition, three mixed-sex student teams were observed while working to complete the course design projects. An observation protocol based on Bandura's sources of self efficacy, was used to document tinkering interactions within the three observed teams. The results revealed that Bandura's sources of self-efficacy influenced tinkering involvement. The self-efficacy source, performance accomplishment measured through prior tinkering experience, was the most influential on tinkering involvement. Unlike Bandura's ranking of influence, verbal persuasion was shown to correlate with more tinkering behaviors than the observation of others. The number of females on a team had no impact on tinkering involvement. Tinkering involvement did not change as students progressed from one project to another. However, the competitive nature of the design project appeared to have a negative impact on tinkering involvement and the division of tasks within the team. In addition, a difference was found in the female students' perception of their tinkering involvement and observation of their tinkering involvement. The findings suggest that effective implementation of teamwork including teamwork preparation, more emphasis on the design process and the elimination of competition

Self-reported patient safety competence among Canadian medical students and postgraduate trainees: a cross-sectional survey.

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Doyle, Patricia; VanDenKerkhof, Elizabeth G; Edge, Dana S; Ginsburg, Liane; Goldstein, David H

2015-02-01

Quality and patient safety (PS) are critical components of medical education. This study reports on the self-reported PS competence of medical students and postgraduate trainees. The Health Professional Education in Patient Safety Survey was administered to medical students and postgraduate trainees in January 2012. PS dimension scores were compared across learning settings (classroom and clinical) and year in programme. Sixty-three percent (255/406) of medical students and 32% (141/436) of postgraduate trainees responded. In general, both groups were most confident in their learning of clinical safety skills (eg, hand hygiene) and least confident in learning about sociocultural aspects of safety (eg, understanding human factors). Medical students' confidence in most aspects of safety improved with years of training. For some of the more intangible dimensions (teamwork and culture), medical students in their final year had lower scores than students in earlier years. Thirty-eight percent of medical students felt they could approach someone engaging in unsafe practice, and the majority of medical students (85%) and postgraduate trainees (78%) agreed it was difficult to question authority. Our results suggest the need to improve the overall content, structure and integration of PS concepts in both classroom and clinical learning environments. Decreased confidence in sociocultural aspects of PS among medical students in the final year of training may indicate that culture in clinical settings negatively affects students' perceived PS competence. Alternatively, as medical students spend more time in the clinical setting, they may develop a clearer sense of what they do not know. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Self-Efficacy and Entrepreneurial Intention: The Mediation Effect of Self-Regulation

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Pihie, Zaidatol Akmaliah Lope; Bagheri, Afsaneh

2013-01-01

Specifying the mechanism through which perceived self-efficacy affects one's behavior has been one of the main concerns of researchers and educators particularly in entrepreneurship domain due to the critical role that entrepreneurial self-efficacy plays in motivating and enabling individuals to establish a new venture. This study examines the…

Ability Self-Estimates and Self-Efficacy: Meaningfully Distinct?

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Bubany, Shawn T.; Hansen, Jo-Ida C.

2010-01-01

Conceptual differences between self-efficacy and ability self-estimate scores, used in vocational psychology and career counseling, were examined with confirmatory factor analysis, discriminate relations, and reliability analysis. Results suggest that empirical differences may be due to measurement error or scale content, rather than due to the…

Influence of Social Support and Self-Efficacy on Resilience of Early Career Registered Nurses.

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Wang, Lin; Tao, Hong; Bowers, Barbara J; Brown, Roger; Zhang, Yaqing

2018-05-01

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.

The relationship among self-efficacy, negative self-referent cognitions, and social anxiety in children: a multiple mediator model.

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Rudy, Brittany M; Davis, Thompson E; Matthews, Russell A

2012-09-01

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.

Self-Efficacy Manipulation Influences Physical Activity Enjoyment in Chinese Adolescents.

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Hu, Liang; Cheng, Shoubin; Lu, Jiaying; Zhu, Lele; Chen, Ling

2016-02-01

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.

Aging and health: Self-efficacy for Self-direction in Health Scale

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Albertina L Oliveira

2016-01-01

Full Text Available ABSTRACT OBJECTIVE To validate the Escala de Autoeficácia para a Autodireção na Saúde (EAAS – Self-efficacy for Self-direction in Health Scale. METHODS Non-experimental quantitative study of EAAS validation, by confirmatory factorial analyses, evaluating a sample of 508 older adults from the north and the center of Portugal with mean age of 71.67 (from 51 to 96 years, to whom the Self-efficacy for Self-direction in Health Scale, the Rosenberg Self-esteem Scale, the Positive and Negative Affect Schedule, the Satisfaction with Life Scale, and the Instrumental Activities of Daily Living Scale were applied. The EAAS was developed from the theoretical constructs of self-efficacy and from self-directed learning within the PALADIN European project framework, aiming to develop an instrument able to assess the extent to which older adults take good care of their health. RESULTS The internal consistency was 0.87 (Cronbach’s alpha and confirmatory factorial analyses enabled to find a model near the one theoretically proposed, indicating a structure consisting of four dimensions: physical exercise, healthy diet, engaging in health-related learning, and visits to health professionals. From the psychometric point of view, the model in four factors showed quite satisfactory fit indicators. CONCLUSIONS The Self-efficacy for Self-direction in Health Scale, with 16 items, is adequate to evaluate to what extent older adults have confidence in their ability to take care of their own health, with high degree of autonomy.

Job Search Self-Efficacy of East Asian International Graduate Students

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Lin, Yi-Jiun; Flores, Lisa Y.

2013-01-01

Using a sample of 86 East Asian international graduate students, this study examined Bandura's perceived self-efficacy model (1986) in the domain of job search self-efficacy and tested the mediating effects of job search self-efficacy in the relationship between efficacy source variables and job search behaviors. Results show that both performance…

The Adoption and Integration of Technology Within the Classroom: Teacher Self-Efficacy Beliefs

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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.

Analysis System for Self-Efficacy Training (ASSET). Assessing treatment fidelity of self-management interventions

DEFF Research Database (Denmark)

Zinken, Katarzyna M.; Cradock, Sue; Skinner, T. Chas

2008-01-01

Objective: The paper presents the development of a coding tool for self-efficacy orientated interventions in diabetes self-management programmes (Analysis System for Self-Efficacy Training, ASSET) and explores its construct validity and clinical utility. Methods: Based on four sources of self-eff...

Changes in Self-Efficacy and Task Value in Online Learning

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Lee, Cheng-Yuan

2015-01-01

This study was designed to investigate whether course content self-efficacy, online technologies self-efficacy, and task value change over the course of a semester. Sixty-nine participating students from four classes provided data through two instruments: (1) the self-efficacy instrument and (2) the task value instrument. Students' self-efficacy…

Strengthening Your Surgical Hand: Strengths-Based Profiling and Coaching of Surgical Trainees

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D.A.L. Macafee

2012-01-01

Full Text Available Introduction As scientific and professional disciplines, medicine and surgery have a tendency to focus on deficiencies, namely what trainees do not know or are not good at doing. The philosophy of Positive Psychology and the notion of “Strengths” takes a different stance. It is an inherently positive process, seeing each trainee as an individual bringing a unique set of strengths to every situation. There is clear evidence from the commercial sector regarding improved performance and well-being when focusing on one's strengths. We were therefore keen to investigate its potential role in the global development of trainee surgeons. Methods Surgical trainees from Core Training 1 to Specialty Training 8 in one training region of the United Kingdom were invited to voluntarily undertake the online Strengthscope™ assessment tool. The computer-generated report was reviewed by an Occupational Psychologist and trainees were then invited to have a strengths-focused feedback discussion on that report, either face-to-face or via telephone. Results Thirty four surgical trainees ranging from CT1 to ST6 completed the tool and 28 undertook the voluntary feedback sessions. Decisiveness, self-improvement, efficiency, emotional control and critical thinking were common strengths identified. Less commonly represented were leading, creativity and developing others. Trainees found that the tool and feedback helped them identify their strengths and embrace them, rather than fitting the surgical mould. It further aided the recognition of strengths in-overdrive and for some trainees it helped explain difficulties they had experienced in previous jobs. It provided insight into individual motivations and character whilst also highlighting how others in the workplace might perceive them. Trainees liked the emphasis on the building up of positive attributes and utilizing innate skills and strengths. The feedback consultation from an accredited coach trained in the

Trainee Teachers with Dyslexia: Personal Narratives of Resilience

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Glazzard, Jonathan; Dale, Kirsty

2013-01-01

This paper tells the stories of two trainee teachers and their personal experiences of dyslexia. Both informants were English and training to be primary school teachers in England. Through drawing on their own experiences of education, the stories illustrate how dyslexia has shaped the self-concept, self-esteem and resilience of each informant.…

The role of self-regulatory efficacy, moral disengagement and guilt on doping likelihood: A social cognitive theory perspective.

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Ring, Christopher; Kavussanu, Maria

2018-03-01

Given the concern over doping in sport, researchers have begun to explore the role played by self-regulatory processes in the decision whether to use banned performance-enhancing substances. Grounded on Bandura's (1991) theory of moral thought and action, this study examined the role of self-regulatory efficacy, moral disengagement and anticipated guilt on the likelihood to use a banned substance among college athletes. Doping self-regulatory efficacy was associated with doping likelihood both directly (b = -.16, P self-regulatory efficacy influences the likelihood to use banned performance-enhancing substances both directly and indirectly via moral disengagement.

Validation of the Self-Efficacy for Managing Chronic Disease Scale: A Scleroderma Patient-Centered Intervention Network cohort study

NARCIS (Netherlands)

Riehm, K.E.; Kwakkenbos, C.M.C.; Carrier, M.E.; Bartlett, S.J.; Malcarne, V.L.; Mouthon, L.; Nielson, W.R.; Poiraudeau, S.; Nielsen, K.; Baron, M.; Frech, T.; Hudson, M.; Pope, J.; Sauvé, M.; Suarez-Almazor, M.E.; Wigley, F.M.; Thombs, B.D.

2016-01-01

Objective: Self-management programs for patients with chronic illnesses, including rheumatic diseases, seek to enhance self-efficacy for performing health management behaviors. No measure of self-efficacy has been validated for patients with systemic sclerosis (SSc; scleroderma). The objective of

Academic Procrastination of Undergraduates: Low Self-Efficacy to Self-Regulate Predicts Higher Levels of Procrastination

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Klassen, Robert M.; Krawchuk, Lindsey L.; Rajani, Sukaina

2008-01-01

This article reports two studies exploring the academic procrastination of 456 undergraduates. Study 1 explores the relationships among academic procrastination, self-regulation, academic self-efficacy, self-esteem, and self-efficacy for self-regulation. Results reveal that although other self-variables are related to procrastination,…

Self-Efficacy versus Perceived Enjoyment as Predictors of Physical Activity Behavior

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Lewis, Beth A.; Williams, David M.; Frayeh, Amanda L.; Marcus, Bess H.

2015-01-01

Objective Self-efficacy and physical activity (PA) enjoyment are related to PA behavior, but it is unclear which is more important and how they interrelate. The purpose of this study was to examine how these two constructs interrelate to influence PA behavior. Design Participants were low active adults (n=448) participating in a RCT examining the effect of a PA promotion intervention. Participants completed physical activity, enjoyment, and self-efficacy measures at baseline, six, and 12 months. Results Self-efficacy and enjoyment at both baseline and six months predicted PA at 12 months. However, enjoyment was a stronger predictor than self-efficacy in that self-efficacy no longer predicted PA behavior when included alongside enjoyment. In follow-up mediation analyses, enjoyment at six months did not mediate the effect of baseline self-efficacy on 12-month PA; however, six-month self-efficacy mediated the effect of baseline enjoyment on 12-month PA. Conclusion Our results indicate that interventions should perhaps initially focus on increasing enjoyment of physical activity. Greater PA enjoyment appears to influence individuals’ self-reported ability to engage in regular PA (i.e., higher self-efficacy ratings). Additional research is needed to better understand the interrelationships between self-efficacy and enjoyment and how these constructs affect PA. PMID:26541890

Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement

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Hanners, Grace D.

Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement ( r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.

Development and psychometric evaluation of the arterial puncture self-efficacy scale.

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Hernández-Padilla, José Manuel; Granero-Molina, José; Márquez-Hernández, Verónica V; Suthers, Fiona; Fernández-Sola, Cayetano

2016-05-01

Arterial puncture for arterial blood gases (ABG) analysis can be a risky, painful, difficult-to-perform procedure that is often insufficiently practised and generates stress and discomfort amongst patients and healthcare professionals. Self-efficacy is a key component in the acquisition of procedural skills. Therefore, professionals' self-efficacy in arterial puncture should be measured before attempting the procedure on real patients. To develop and psychometrically assess a self-efficacy scale in arterial puncture. An observational cross-sectional design was used in this study. Faculty of Education Sciences, Nursing and Physiotherapy in a higher education institution in the south of Spain. A convenience sample of 342 nursing students entered and completed the study. All participants met the following inclusion criteria: (1) ≥18years old and (2) enrolled in a nursing degree programme during the 2014/2015 academic year. Participants were 74% female (n=254) and their age ranged from 18 to 50, with a mean age of 21.74years (SD=5.14). The Arterial Puncture Self-Efficacy Scale (APSES) was developed and psychometrically tested. Reliability and content validity were studied. Predictive validity and concurrent validity assessed criterion validity. In addition, principal component analysis and known-group analysis evaluated construct validity. Principal component analysis revealed the two-subscale structure of the final 22-item version of the Arterial Puncture Self-Efficacy Scale (APSES). A total Cronbach's alpha coefficient of 0.97 showed its high reliability. The APSES' content validity index was excellent (S-CVI/Ave=0.95). Predictive and concurrent validity analysis demonstrated the good criterion validity of the tool. Supporting the APSES' sensitivity and specificity, known-groups analysis evidenced significant differences (pgood psychometric properties for measuring self-efficacy in arterial puncture for ABG analysis. Copyright © 2016 Elsevier Ltd. All rights

Influence of career self-efficacy beliefs on career exploration ...

African Journals Online (AJOL)

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 ...

Multidimensional Self-Efficacy and Affect in Wheelchair Basketball Players

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Martin, Jeffrey J.

2008-01-01

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…

Self-esteem, political efficacy, and perceived parental attitudes

OpenAIRE

Okçu, Tuba Nur; Okcu, Tuba Nur

2007-01-01

This thesis proposes to test the following three hypotheses: perceived political efficacy positively correlates with self-esteem; self-esteem positively correlates with perceived democratic parental attitude; and, lastly, self-esteem negatively correlates with perceived protective-demanding and perceived authoritarian parental attitudes. Two questionnaires (Q1 and Q2), each measure perceived political efficacy, selfesteem,and perceived parental attitudes. In Q2, the items of self-esteem and p...

Self-attitude awareness training: An aid to effective performance in microgravity and virtual environments

Science.gov (United States)

Parker, Donald E.; Harm, D. L.; Florer, Faith L.

1993-01-01

This paper describes ongoing development of training procedures to enhance self-attitude awareness in astronaut trainees. The procedures are based on observations regarding self-attitude (perceived self-orientation and self-motion) reported by astronauts. Self-attitude awareness training is implemented on a personal computer system and consists of lesson stacks programmed using Hypertalk with Macromind Director movie imports. Training evaluation will be accomplished by an active search task using the virtual Spacelab environment produced by the Device for Orientation and Motion Environments Preflight Adaptation Trainer (DOME-PAT) as well as by assessment of astronauts' performance and sense of well-being during orbital flight. The general purpose of self-attitude awareness training is to use as efficiently as possible the limited DOME-PAT training time available to astronauts prior to a space mission. We suggest that similar training procedures may enhance the performance of virtual environment operators.

Self-Efficacy and Chemistry Students' Academic Achievement in Senior Secondary Schools in North-Central, Nigeria

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Baanu, Titilayo Funmisho; Oyelekan, Oloyede Solomon; Olorundare, Adekunle Solomon

2016-01-01

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…

The Combined Effects of Classroom Teaching and Learning Strategy Use on Students' Chemistry Self-Efficacy

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Cheung, Derek

2015-01-01

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…

[Improving the collective self-efficacy of the teams of nurse trainers at IFSI through professional didactics].

Science.gov (United States)

Nagels, Marc

2011-03-01

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.

Student Self-Efficacy and Gender-Personality Interactions

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Fallan, Lars; Opstad, Leiv

2016-01-01

The present study examines the self-efficacy levels and self-efficacy strength for male and female students in a course in Principle of Economics. The groups of male and female students may be mutually heterogeneous when it comes to personality types in a business school (Fallan & Opstad, 2014). This study does not treat the gender groups as…

Self-regulatory processes and exercise adherence in older adults: executive function and self-efficacy effects.

Science.gov (United States)

McAuley, Edward; Mullen, Sean P; Szabo, Amanda N; White, Siobhan M; Wójcicki, Thomas R; Mailey, Emily L; Gothe, Neha P; Olson, Erin A; Voss, Michelle; Erickson, Kirk; Prakash, Ruchika; Kramer, Arthur F

2011-09-01

Self-efficacy and the use of self-regulatory strategies are consistently associated with physical activity behavior. Similarly, behavioral inhibition and cognitive resource allocation-indices of executive control function-have also been associated with this health behavior. The purpose of this study was to examine the hypothesis that self-efficacy mediates the relationship between self-regulatory processes, such as executive function, and sustained exercise behavior. Older adults (N=177, mean age=66.44 years) completed measures of executive function, self-reported use of self-regulatory strategies, and self-efficacy prior to and during the first month of a 12-month exercise intervention. Percentage of exercise classes attended over the following 11 months was used to represent adherence. Data were collected from 2007 to 2010 and analyzed in 2010-2011. Structural equation models were tested examining the effect of executive function and strategy use on adherence via efficacy. As hypothesized, results showed significant direct effects of two elements of executive function and of strategy use on self-efficacy and of efficacy on adherence. In addition, there were significant indirect effects of strategy use and executive function on adherence via self-efficacy. Higher levels of executive function and use of self-regulatory strategies at the start of an exercise program enhance beliefs in exercise capabilities, which in turn leads to greater adherence. Copyright © 2011 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Self-Efficacy and Postpartum Depression Teaching Behaviors of Hospital-Based Perinatal Nurses

OpenAIRE

Logsdon, M. Cynthia; Foltz, Melissa Pinto; Scheetz, James; Myers, John A.

2010-01-01

Based upon the Self-Efficacy Theory, this study examined the relationship between self-efficacy, self-efficacy-related variables, and postpartum depression teaching behaviors of hospital-based perinatal nurses. Findings revealed that teaching new mothers about postpartum depression is related to a perinatal nurse's self-efficacy in postpartum-depression teaching, self-esteem, and the following self-efficacy-related variables: social persuasion (supervisor's expectations for teaching); mastery...

The relationship between self-efficacy and diabetic foot self-care

Directory of Open Access Journals (Sweden)

Stacey Wendling, MSN, RN, FNP, CFCN

2015-03-01

Conclusions: This study adds to the body of knowledge regarding self-efficacy and diabetic foot self-care behaviors. Further research is needed to explore the relationship of gender, diabetes education attendance, and foot self-care behaviors as influencing factors in LEA prevention.

HUBUNGAN ANTARA TRAIT KEPRIBADIAN DAN IKLIM PSIKOLOGIS SEKOLAH DENGAN SELF-EFFICACY

Directory of Open Access Journals (Sweden)

Lufiana Harnany Utami

2018-02-01

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.

Academic self-efficacy for high school scale: search for psychometrics evidence

Directory of Open Access Journals (Sweden)

Soely Polydoro

2015-05-01

Full Text Available This article aims to present the adaptation and the search for psychometrics evidence of an academic self-efficacy scale. High school students (N = 453 participated of the research (mean age 15.93; SD 1.2. The Academic Self-efficacy Scale for High School is an adapted scale composed of 16 items and organized into three factors: self-efficacy for learning, self-efficacy to act in school life, and self-efficacy for the career decision. Through exploratory factor analysis, a KMO = 0.90 was verified, and 56.57% of the variance was explained. The internal consistency was 0.88. The scale demonstrated good conditions to identify academic self-efficacy of high school students.

The Relationships between Self-Regulated Learning Skills, Causal Attributions and Academic Success of Trainee Teachers Preparing to Teach Gifted Students

Science.gov (United States)

Leana-Tascilar, Marilena Z.

2016-01-01

The purpose of this research is to examine the self-regulated learning skills and causal attributions of trainee teachers preparing to teach gifted pupils, and also to study the predictive relationships between these skills and attributions, on one hand, and academic success, on the other hand. The research was conducted on 123 students attending…

Westinghouse European trainee program

International Nuclear Information System (INIS)

Jimenez, G.

2010-01-01

with managers. The third session occurred in September 2008 in Madrid, Spain. During four days, the Trainees attended presentations about the business of Westinghouse in Spain, as well as various technical and management courses. Highlights of the week included the visit of 'El Cabril', the Spanish low-level waste disposal and Cordoba, one of Spain's most beautiful cities. The next session took place in Nivelles, Belgium, in December 2008. During five days the Trainees took some useful management courses and got a good overview of the activities of Westinghouse Belgium. The Trainees also visited one of the most important research centers in Europe: the SKC-CEN as well as the controlled area of Field Services. The last session took place in Mannheim, Germany, in February 2009. During four days the Trainees took some further management-related courses and got to know Westinghouse Germany a little more. They also had the opportunity to visit a nuclear power plant in operation, which was both really interesting and very useful. For the last six months of the program, the Trainees were able to choose a location for their international assignment: two Trainees went to the US, two went to Belgium, two went to Spain and one each went to Sweden, Germany, UK and France. In October 2009 a new wave of the European Trainee Program started, with trainees from Sweden, Spain, Germany, Belgium and France as well. The program has the same basic outline as before. The Trainees have the opportunity to become acquainted with Westinghouse during 18 months with the most part of the program spent in the country of hire, and the last six months on abroad assignment. The European Trainee Program gave the trainees the chance to work in an international environment for one year and a half. During the time based in their country of hire, they all tried different departments and projects to get to know more about the work being performed. It gave them also the chance to work with different managers

Breastfeeding Self-efficacy: A Critical Review of Available Instruments