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Sample records for transcultural self-efficacy scores

  1. Transcultural Self-Efficacy of Nursing Education Leaders and Faculty Related to Non-Binary Sexual Identities

    Hoyer, Grace

    2013-01-01

    The purpose of this study was to explore transcultural self-efficacy in nursing education administrators/faculty and to gain understanding of confidence related to lesbian, gay, bisexual, transgender (LGBT) issues. The 83-item Transcultural Self-Efficacy Tool (TSET) with an additional 11 LGBT questions was administered to 535 nursing education…

  2. Self-efficacy and Resilience Are Useful Predictors of Transition Readiness Scores in Adolescents with Inflammatory Bowel Diseases

    Carlsen, Katrine; Haddad, Nichola; Gordon, Julia

    2017-01-01

    BACKGROUND: Adolescence is a vulnerable period for those afflicted with inflammatory bowel disease (IBD). There is limited knowledge of factors influencing transition readiness in this population. We sought to determine whether self-efficacy and resilience would be informative predictors of trans......BACKGROUND: Adolescence is a vulnerable period for those afflicted with inflammatory bowel disease (IBD). There is limited knowledge of factors influencing transition readiness in this population. We sought to determine whether self-efficacy and resilience would be informative predictors...... of transition readiness independent of age. METHODS: Patients with IBD aged 16 to 23 years cared for in a pediatric setting were prospectively enrolled. On entry, patients filled out the Transition Readiness Assessment Questionnaire (TRAQ); IBD Self-Efficacy Scale-Adolescent (IBD-SES-A); and the Connor...... of the patients' demographic, disease, or socioeconomic parameters informed transition readiness once self-efficacy and resilience were considered. CONCLUSIONS: This is the first study to identify a reliable predictor of transition readiness scores in adolescents with IBD that does not seem to be influenced...

  3. Determining a Cut-Off Point for Scores of the Breastfeeding Self-Efficacy Scale-Short Form: Secondary Data Analysis of an Intervention Study in Japan.

    Keiko Nanishi

    Full Text Available Breastfeeding self-efficacy can be measured with the Breastfeeding Self-Efficacy Scale-Short Form (BSES-SF. Mothers with low BSES-SF scores stop exclusive breastfeeding prematurely, but specific interventions can prevent that undesirable outcome. Because those interventions can be expensive, often one must decide which mothers will receive them. For that purpose, a cut-off BSES-SF score would be useful, but none is available. Therefore, we aimed to assess the overall accuracy of BSES-SF scores as predictors of not practicing post-discharge exclusive breastfeeding, and to choose an appropriate cut-off score for making that prediction.This is a secondary data analysis of an intervention study. Data from 378 women in two non-Baby-Friendly Hospitals were analyzed. Participants were women in their third trimester who were 16 years of age or older, were able to read and write Japanese, were expected to have a singleton birth, and had completed the BSES-SF before discharge. BSES-SF scores were measured before discharge. Breastfeeding status was assessed 4 weeks and 12 weeks postpartum. Receiver Operating Characteristic (ROC curves were used to assess the predictive ability of the BSES-SF and to inform the choice of a cut-off point.For both of the ROC curves (4 and 12 weeks postpartum the area under the curve was 0.74. To obtain a high sensitivity, a cut-off score of 50 was chosen. With that cut-off score the sensitivity was 79% and the specificity was 52% 4 weeks postpartum, and they were 77% and 52%, respectively, 12 weeks postpartum.In conclusion, the BSES-SF has moderate overall accuracy to distinguish women who will not practice exclusive breastfeeding after discharge from those who will. At non-Baby-Friendly hospitals in Japan, interventions to support exclusive breastfeeding might be considered for new mothers who have BSES-SF scores that are less than or equal to 50.

  4. The impact of reading self-efficacy and task value on reading comprehension scores in different item formats

    Solheim, Oddny Judith

    2011-01-01

    It has been hypothesized that students with low self-efficacy will struggle with complex reading tasks in assessment situations. In this study we examined whether perceived reading self-efficacy and reading task value uniquely predicted reading comprehension scores in two different item formats in a sample of fifth-grade students. Results showed that, after controlling for variance associated with word reading ability, listening comprehension, and nonverbal ability through hierarchical multiple ...

  5. Examination of Faculty Self-Efficacy Related to Online Teaching

    Horvitz, Brian S.; Beach, Andrea L.; Anderson, Mary L.; Xia, Jiangang

    2015-01-01

    Through this study we sought to gain understanding of the challenges professors face as they make the transition to teaching online. We measured professors' online teaching self-efficacy using survey research methods. Results showed that online teaching self-efficacy was high among the professors surveyed with no self-efficacy scores lower than…

  6. Educational Persistence: Self-Efficacy and Topics in a College Orientation Course

    Brewer, Susan A.; Yucedag-Ozcan, Arfe

    2013-01-01

    This study examines whether a college orientation course for online programs leads to increased self-efficacy and, if so, which course topics are related to changes in students' self-efficacy. The culminating research question explores whether self-efficacy is related to enrollment persistence. Students' self-efficacy scores improved significantly…

  7. Path analysis of self-efficacy and diving performance revisited.

    Feltz, Deborah L; Chow, Graig M; Hepler, Teri J

    2008-06-01

    The Feltz (1982) path analysis of the relationship between diving efficacy and performance showed that, over trials, past performance was a stronger predictor than self-efficacy of performance. Bandura (1997) criticized the study as statistically "overcontrolling" for past performance by using raw past performance scores along with self-efficacy as predictors of performance. He suggests residualizing past performance by regressing the raw scores on self-efficacy and entering them into the model to remove prior contributions of self-efficacy imbedded in past performance scores. To resolve this controversy, we reanalyzed the Feltz data using three statistical models: raw past performance, residual past performance, and a method that residualizes past performance and self-efficacy. Results revealed that self-efficacy was a stronger predictor of performance in both residualized models than in the raw past performance model. Furthermore, the influence of past performance on future performance was weaker when the residualized methods were conducted.

  8. Leadership, self-efficacy, and student achievement

    Grayson, Kristin

    This study examined the relationships between teacher leadership, science teacher self-efficacy, and fifth-grade science student achievement in diverse schools in a San Antonio, Texas, metropolitan school district. Teachers completed a modified version of the Leadership Behavior Description Question (LBDQ) Form XII by Stogdill (1969), the Science Efficacy and Belief Expectations for Science Teaching (SEBEST) by Ritter, Boone, and Rubba (2001, January). Students' scores on the Texas Assessment of Knowledge and Skills (TAKS) measured fifth-grade science achievement. At the teacher level of analysis multiple regressions showed the following relationships between teachers' science self-efficacy and teacher classroom leadership behaviors and the various teacher and school demographic variables. Predictors of teacher self efficacy beliefs included teacher's level of education, gender, and leadership initiating structure. The only significant predictor of teacher self-efficacy outcome expectancy was gender. Higher teacher self-efficacy beliefs predicted higher leadership initiating structure. At the school level of analysis, higher school levels of percentage of students from low socio-economic backgrounds and higher percentage of limited English proficient students predicted lower school student mean science achievement. These findings suggest a need for continued research to clarify relationships between teacher classroom leadership, science teacher self-efficacy, and student achievement especially at the teacher level of analysis. Findings also indicate the importance of developing instructional methods to address student demographics and their needs so that all students, despite their backgrounds, will achieve in science.

  9. Middle school science teachers' teaching self-efficacy and students' science self-efficacy

    Pisa, Danielle

    Project 2061, initiated by the American Association for the Advancement of Science (AAAS), developed recommendations for what is essential in education to produce scientifically literate citizens. Furthermore, they suggest that teachers teach effectively. There is an abundance of literature that focuses on the effects of a teacher's science teaching self-efficacy and a student's science self-efficacy. However, there is no literature on the relationship between the two self-efficacies. This study investigated if there is a differential change in students' science self-efficacy over an academic term after instruction from a teacher with high science teaching self-efficacy. Quantitative analysis of STEBI scores for teachers showed that mean STEBI scores did not change over one academic term. A t test indicated that there was no statistically significant difference in mean SMTSL scores for students' science self-efficacy over the course of one academic term for a) the entire sample, b) each science class, and c) each grade level. In addition, ANOVA indicated that there was no statistically significant difference in mean gain factor of students rated as low, medium, and high on science self-efficacy as measured by the SMTSL, when students received instruction from a teacher with a high science teaching self-efficacy value as measured by the STEBI. Finally, there was no statistically significant association between the pre- and post-instructional rankings of SMTSL by grade level when students received instruction from a teacher with a high science teaching self-efficacy value as measured by the STEBI. This is the first study of its kind. Studies indicated that teaching strategies typically practiced by teachers with high science teaching were beneficial to physics self-efficacy (Fencl & Scheel, 2005). Although it was unsuccessful at determining whether or not a teacher with high science teaching self-efficacy has a differential affect on students' science self-efficacy

  10. Development of a smoking abstinence self-efficacy questionnaire

    Spek, Viola; Lemmens, Fieke; Chatrou, Marlène

    2013-01-01

    BACKGROUND: Self-efficacy beliefs are an important determinant of (changes in) health behaviors. In the area of smoking cessation, there is a need for a short, feasible, and validated questionnaire measuring self-efficacy beliefs regarding smoking cessation. PURPOSE: The purpose of this study...... is to investigate the psychometric properties of a six-item questionnaire to assess smoking cessation self-efficacy. METHODS: We used longitudinal data from a smoking cessation study. A total of 513 smokers completed the Smoking Abstinence Self-efficacy Questionnaire (SASEQ) and questionnaires assessing depressive...... that self-efficacy is measured independently of these concepts. Furthermore, high baseline SASEQ scores significantly predicted smoking abstinence at 52 weeks after the quit date (OR = 1.85; 95% CI = 1.20~2.84). CONCLUSIONS: The SASEQ appeared to be a short, reliable, and valid questionnaire to assess self-efficacy...

  11. Self-Efficacy and Computers.

    Olivier, Terry A.; Shapiro, Faye

    1993-01-01

    Presents a conceptual analysis of self-efficacy and reviews the literature on self-efficacy in the microcomputer environment. Topics addressed include self-efficacy versus other theories; efficacy versus outcome expectations; and sources of efficacy information, including performance accomplishments, vicarious experiences, verbal persuasion, and…

  12. Application of self-efficacy theory in dental clinical practice.

    Kakudate, N; Morita, M; Fukuhara, S; Sugai, M; Nagayama, M; Kawanami, M; Chiba, I

    2010-11-01

    In clinical practice, self-efficacy refers to how certain a patient feels about his or her ability to take the necessary action to improve the indicators and maintenance of health. It is assumed that the prognosis for patient behaviour can be improved by assessing the proficiency of their self-efficacy through providing psychoeducational instructions adapted for individual patients, and promoting behavioural change for self-care. Therefore, accurate assessment of self-efficacy is an important key in daily clinical preventive care. The previous research showed that the self-efficacy scale scores predicted patient behaviour in periodontal patients and mother's behaviour in paediatric dental practice. Self-efficacy belief is constructed from four principal sources of information: enactive mastery experience, vicarious experience, verbal persuasion, and physiological and affective states. Thus, self-efficacy can be enhanced by the intervention exploiting these sources. The previous studies revealed that behavioural interventions to enhance self-efficacy improved oral-care behaviour of patients. Therefore, assessment and enhancement of oral-care specific self-efficacy is important to promote behaviour modification in clinical dental practice. However, more researches are needed to evaluate the suitability of the intervention method.

  13. Early Empowerment Strategies Boost Self-Efficacy to Improve Cardiovascular Health Behaviors

    Kashani, Mariam; Eliasson, Arn H; Walizer, Elaine M; Fuller, Clarie E; Engler, Renata J; Villines, Todd C; Vernalis, Marina N

    2016-01-01

    Background: Self-efficacy, defined as confidence in the ability to carry out behavior to achieve a desired goal, is considered to be a prerequisite for behavior change. Self-efficacy correlates with cardiovascular health although optimal timing to incorporate self-efficacy strategies is not well established. We sought to study the effect of an empowerment approach implemented in the introductory phase of a multicomponent lifestyle intervention on cardiovascular health outcomes. Design: Prospective intervention cohort study. Methods: Patients in the Integrative Cardiac Health Project Registry, a prospective lifestyle change program for the prevention of cardiovascular disease were analyzed for behavioral changes by survey, at baseline and one year, in the domains of nutrition, exercise, stress management and sleep. Self-efficacy questionnaires were administered at baseline and after the empowerment intervention, at 8 weeks. Results: Of 119 consecutive registry completers, 60 comprised a high self-efficacy group (scoring at or above the median of 36 points) and 59 the low self-efficacy group (scoring below median). Self-efficacy scores increased irrespective of baseline self-efficacy but the largest gains in self-efficacy occurred in patients who ranked in the lower half for self-efficacy at baseline. This lower self-efficacy group demonstrated behavioral gains that erased differences between the high and low self-efficacy groups. Conclusions: A boost to self-efficacy early in a lifestyle intervention program produces significant improvements in behavioral outcomes. Employing empowerment in an early phase may be a critical strategy to improve self-efficacy and lower risk in individuals vulnerable to cardiovascular disease. PMID:27157185

  14. Teacher self-efficacy in instruction and in parent involvement

    Peter Gavora

    2012-06-01

    Full Text Available The study investigated self-efficacy of a sample of Slovak primary schoolteachers in two areas: area of instruction and area of parent involvement. Twoinstruments were used: the 16-item Slovak version of Teacher Efficacy Scale ofGibson and Dembo, and ZdUR, a 24-item scale to measure self-efficacy of teacherin parents’ involvement, developed by authors of the present study. The correlation between scores of personal teaching efficacy dimension of TES and ZdUR was 0.58 and between general teaching efficacy of TES and ZdUR was only 0.01. Teachers inthis sample had better scores in all dimensions of ZdUR than those of TES, with theexception of engaging parents in school activities. Scores of four teachers in TES andZdUR were analysed to document the possibility of making the individual profiles ofteacher self-efficacy.

  15. Change in Self-Efficacy as a Measure of Training Effectiveness at Squadron Officer School.

    1992-09-01

    Note: Low scores indicate high self-efficacy SExt Sat E Sat ---X-- No Opin -0 Dissat • Ext Dissat Figure O.10.b Profile Plot for TALJOB 0-46...efficacy SExt Sat - Sat --X No Opin -& Dissat Ext Dissat Figure O.10.c Profile Plot for TALJOB 0-47 Communication Skills SATISFACTION WITH TALENT USE...PRE-TEST) Mean 35 Low Self-Efficacy 30 - 25l 20 ... . . 15 High Self-Efficacy 10 Before After Note: Low scores indicate high self-efficacy SExt Sat E

  16. Relations among perceived self-efficacy, self-esteem, and school achievement.

    D'Amico, Antonella; Cardaci, Maurizio

    2003-06-01

    The present research explored empirically the factorial dimensions of self-efficacy and self-esteem and associations among self-esteem, self-efficacy, and scholastic achievement as measured in 151 subjects (M age = 13.4 yr.). Five factors emerged from factorial analysis: two factors reflected the self-esteem feelings (and were, respectively, named as self-referential self-esteem and comparative self-esteem). The remaining three factors reflected the self-efficacy beliefs in the three different scholastic domains considered, linguistic-literary, logical-mathematical, and technical-practical. All self-efficacy scores were significantly correlated with scholastic achievement while no associations between self-esteem scores and scholastic performance were found. Nevertheless, self-efficacy and self-esteem dimensions shared some common aspects. In particular, each different self-esteem factor showed different magnitudes of association with domain-specific self-efficacy beliefs.

  17. Self efficacy measurement and goal attainment after pulmonary rehabilitation

    Rachel Garrod

    2008-11-01

    Full Text Available Rachel Garrod, Johanna Marshall, Fiona JonesSchool of Physiotherapy, St George’s, University of London and Kingston University Faculty of Health and Social Care Sciences, UKBackground: Little is known about self-efficacy in COPD and its role as a mediator of goal attainment after rehabilitation. We hypothesized that higher baseline self efficacy may facilitate goal attainment.Methods: 48 COPD patients completed pulmonary rehabilitation, self-efficacy was measured using the COPD Self Efficacy Scale (CSES. Personal goals were used as self reported outcome. Relationships were evaluated between CSES and St George’s Hospital Respiratory Questionnaire (SGRQ; depression; using Brief Assessment Schedule Cards (BASDEC, London Chest Activity of Daily Living Scale (LCADL and exercise tolerance; using Six-Minute Walking Distance (6MWD and muscle strength.Results: 74 Stable COPD patients, mean FEV1 1.2 (0.6 l, age 68.1 (10.2 years were recruited. 51 patients completed rehabilitation and 48 of those CSES and reported goal attainment. 94 goals were documented. Baseline self efficacy did not differ according to whether goal was achieved or not. Relationships were evident between CSES and SGRQ (r = –0.53, 6MWD (r = 0.36, BASDEC (r = –0.31, LCADL (r = –0.33 (all p ≤ 0.01, but not FEV1, pack years or muscle strength. There was a significant improvement in CSES scores pre to post rehabilitation, mean difference (95% CI 0. 27 (0.04 to 0.51.Conclusions: Self efficacy, using the CSES, improves with rehabilitation but baseline self efficacy does not appear to influence goal attainment.Keywords: self-efficacy, COPD, pulmonary rehabilitation, goal

  18. Self Efficacy: Operationalizing Challenge Education.

    McGowan, Michael L.

    1986-01-01

    Examines self-efficacy theory and how it can be utilized in describing participant change in adventure/challenge programs. Explores connection between personal experience and how people view ability to function in world around them. Discusses Bandura's theory and interaction of sources of information: performance accomplishment, vicarious…

  19. Examining Elementary Education Pre-Service Teachers’ Self-Efficacy Beliefs

    Deniz Beste ÇEVİK

    2011-04-01

    Full Text Available The purpose of this study was to investigate elementary education pre-service teachers‟ self-efficacy beliefs by gender, grade level and age. Participants were 163 elementary education pre-service teachers. An instrument titled “Music Education Self-Efficacy Scale” (Afacan, 2008 was used as a means of data collection. Descriptive statistics and t test was used to analyze the data. Results revealed that elementary education pre-service teachers‟ music education self-efficacy was, in general, moderate. Results revealed that participants‟ self-efficacy beliefs differ by gender, grade level and age. Women‟s self-efficacy beliefs were higher than men. Junior (3rd year students‟ self-efficacy was higher than sophomores (2nd year. Similarly, self-efficay scores of particiapants with an age of between 22 and 24 was higher than those with an age of between 19–21.

  20. Students' Self-Efficacy of Computer through the Use of Cognitive Thinking Style.

    Abu-Jaber, Majed; Qutami, Nayfeh

    1998-01-01

    A study of 164 undergraduate students at Sultan Qaboos University investigated self-efficacy of computer skills and cognitive thinking style and found higher self-efficacy scores for students with abstract cognitive thinking style than those with concrete and iconic thinking styles, concluding this might be attributed to higher theoretical…

  1. Evaluating Corrective Feedback Self-Efficacy Changes among Counselor Educators and Site Supervisors

    Motley, Veronica; Reese, Mary Kate; Campos, Peter

    2014-01-01

    Analysis of pretest-posttest scores on the Corrective Feedback Self-Efficacy Instrument (Page & Hulse-Killacky, [Page, B. J., 1999]) following a supervision workshop indicated a significant positive relationship between workshop training and supervisors' feedback self-efficacy in giving corrective feedback. Furthermore, the association…

  2. Examining the Practicum Experience to Increase Counseling Students' Self-Efficacy

    Ikonomopoulos, James; Vela, Javier Cavazos; Smith, Wayne D.; Dell'Aquila, Julia

    2016-01-01

    Counseling graduate students may begin practicum with low self-efficacy regarding their counseling abilities and skills. In the current study, we implemented a small-series (N = 11) single-case research design to assess the effectiveness of the practicum experience to increase counseling students' self-efficacy. Analysis of participants' scores on…

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

    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…

  4. Relationship between Counseling Self-Efficacy and Multicultural Counseling Self-Efficacy among School Counselors

    Crook, Tylon

    2010-01-01

    The purpose of this dissertation was to examine the relationship between school counselors' counseling self-efficacy and multicultural counseling self-efficacy. In addition, this study measured school counselors' levels of general school counseling self-efficacy, multicultural counseling self-efficacy, and the relationship between school counselor…

  5. Self-Efficacy: Conditioning the Entrepreneurial Mindset

    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....

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

    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.

  7. Relationship Between Self-efficacy Beliefs and Achievement Motivation in Student Nurses☆

    Ze-Ju Zhang; Chuan-Lin Zhang; Xian-Geng Zhang; Xiang-Min Liu; Hui Zhang; Jing Wang; Shuang Liu

    2015-01-01

    Objective: To investigate general self-efficacy levels and to examine the relationship between self-efficacy and achievement motivation in student nurses in China. Methods: A total of 716 student nurses were enrolled in this study from 7 hospitals in western China. Data were collected using three scales: General Data Scale, Self-Efficacy Scale ( SES) and Achievement Motivation Scale ( AMS) . There were 566 valid questionnaires. Results: The mean general self-efficacy scores of the student nurses were low. There was a sig-nificantly positive relationship between self-efficacy and achievement motivation ( r=0. 432, P=0. 000) . Conclusions: Our findings suggested that self-efficacy was related to age and educational levels, rather than gender and place of residence. Nursing managers should take measures to develop the self-efficacy of student nurses; when self-efficacy is developed, the achievement motivation may then be improved. Achievement motivation may also be improved through the improvement of self-efficacy.

  8. Interprofessional clinical training improves self-efficacy of health care students

    Nørgaard, Birgitte; Draborg, Eva; Vestergaard, Erik

    2013-01-01

    and competences to engage in fruitful interprofessional teamwork. The aim of this study was to assess the impact of an interprofessional training program on students’ self-efficacy in interprofessional collaboration. Methods: The study was designed as a quasi-experiment with an intervention group (239 students...... completed before and after the students’ clinical training. Results: In the simple statistical analysis, all four self-efficacy scores for the ICS group improved over time although one score (Q4) change did not reach statistical significance (p=0.08). After adjustment for profession, gender, baseline...... difference between the two groups and the score change for the comparison group, the ICS group’s self-efficacy score gain remained statistically significant. Conclusion: The study showed that interprofessional training improved students’ perception of self-efficacy more than traditional clinical training....

  9. Science self-efficacy in tenth grade Hispanic female high school students

    Miller, Maria Decanio

    Historical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority populations might help increase participation in STEM field preparation during the high school career. A population of 272 students was chosen through convenience sampling methods, including 80 Hispanic females. Students were administered a 27-item questionnaire taken directly from the Smist (1993) Science Self-efficacy Questionnaire (SSEQ). Three science self-efficacy factors were successfully extracted and included Academic Engagement Self-efficacy (M=42.57), Laboratory Self-efficacy (M=25.44), and Biology Self-efficacy ( M=19.35). Each factor showed a significant positive correlation ( pself-efficacy perceptions. Asian/Pacific and Native American females had higher self-efficacy mean scores as compared to White, Black and Hispanic females on all three extracted science self-efficacy factors. Asian/Pacific females had the highest mean scores. No statistically significant correlations were found between science-self-efficacy and a measure of science achievement. Two high-ability and two low-ability Hispanic females were randomly chosen to participate in a brief structured interview. Three general themes emerged. Classroom Variables, Outside School Variables, and Personal Variables were subsequently divided into sub themes influenced by participants' views of science. It was concluded that Hispanic female science self-efficacy was among the subgroups which self-scored the lowest. Asian/Pacific and Native American females fared better than White, Black, and Hispanic female counterparts

  10. ACTIVE STRATEGIES DURING INQUIRY-BASED SCIENCE TEACHER EDUCATION TO IMPROVE LONG-TERM TEACHER SELF-EFFICACY

    Evans, Robert Harry

    2012-01-01

    products, is the personal capacity belief of self- efficacy which has been shown to be important to personal behavioral change. The purpose of this research was to develop and test a model of teacher professional development (TPD) which adds specific elements for altering teacher self-efficacies...... to existing FP7 IBST products. This model was tested for its usefulness in increasing participant self-efficacy as evidenced by short and long term quantitative measures as well as by evaluation of long terminquiry lessons. Workshops to promote IBST were conducted in five different countries. Each workshop...... included strategies for increasing participant’s self-efficacies. Pre and post assessments showed consistently improved personal self-efficacy scores in all of the workshops. In addition, and unlike other long-term studies of teachers, these self-efficacy scores did not significantly diminish over six...

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

    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…

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

    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,"…

  13. The relationship between self-efficacy and academic motivation among students of medical sciences

    Gh. Roohi

    2013-06-01

    Full Text Available Introduction: self-efficacy is referred to individual's beliefs about their abilities to learn and doing significant tasks in life. This study aims to determine the relationship between self-efficacy and academic motivation in a group of medical sciences' students. Methods: In this cross-sectional study 275 students of Golestan University of Medical Sciences (GOUMS were selected using stratified random sampling method. A questionnaire consists of questions regarding demographic, academic motivation, and self-efficacy beliefs were used to collect data. Pearson correlation coefficients, independent T-Test and one way ANOVA were applied on the data. Results: The average of students’ academic motivation was 30.3±4.0. 50.2 percent of students had self-efficacy higher than average. Self-efficacy had significant correlation with intrinsic motivation sub-scale (r=0.196, P=0.001 and total score of academic motivation scale (r=0.155, P=0.01. There were no significant correlations between self-efficacy and extrinsic motivation (r=0.054, P=0.376 and motivation sub-scale (r=0.104, P=0.08. There was no significant difference between two genders in self-efficacy. Conclusion: Improvement in self-efficacy of medical sciences' students could improve their motivation.

  14. Self-efficacy and performance of the roundhouse kick in taekwondo

    Isaac Estevan

    2014-07-01

    Full Text Available Development of self-efficacy scales allows the analysis of athletes’ perceptions and examination of the relationship between perception and performance. The aim of this paper was to: (1 develop a specific self-efficacy scale in a taekwondo task, the roundhouse kick, and (2 analyse the sport performance and its relationship with two self-efficacy scales (specific and general outcomes according to the athletes’ gender. Forty-three taekwondo athletes (33 male and 10 female participated in this study. The Physical (PSE and Specific (RKSES self-efficacy scales were administered. Performance data (impact force and total response time were acquired by athletes kicking twice to an instrumented target. Results showed that the specific self-efficacy scale has high reliability and is able to predict sport performance in males and females. Males had higher self-efficacy scores and also higher performance results than females. Females’ taekwondo psychological training should be focus on improving their self-efficacy perception in order to increase their performance in the roundhouse kick. This specific self-efficacy scale for the taekwondo roundhouse kick offers empirical information to coaches, sport psychologists and researchers that allow them to predict athletes’ sport performance in the roundhouse kick.

  15. Development of Physics Self-Efficacy Scale

    Çalişkan, Serap; Selçuk, Gamze S.; Erol, Mustafa

    2007-04-01

    In this article, we describe development of a Physics Self-Efficacy Scale (PSES) that is a self-administered measure to assess physics self-efficacy beliefs regarding one's ability to successfully perform physics tasks in physics classroom. The scale is initially composed of 56 items prepared following a brief scrutiny of relating literature on self-efficacy. It was initially administered 30 physics teacher candidates and was also examined by 6 experts of physics education, then ambiguous or incomprehensible 6 items were dismissed. This PSES was tested on 558 undergraduate students all completed fundamental physics courses. Cronbach's Alpha reliability coefficient of the PSES was calculated as 0.94. The final version of the PSES contained 30 items with 5 dimensions namely, 1. Self-efficacy towards solving physics problems, 2. Self-efficacy towards physics laboratory, 3. Self-efficacy towards learning physics, 4. Self-efficacy towards application of physics knowledge and 5. Self-efficacy towards memorizing physics knowledge.

  16. Contemplative Practices, Self-efficacy, and NCLEX-RN Success.

    Fiske, Elizabeth

    2016-10-04

    Despite program completion, not all graduates are successful on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Contemplative practices such as meditation and guided imagery were added to an NCLEX-RN preparatory course. The difference between self-efficacy scores at the beginning and end of the course was statistically significant. Students reported that the contemplative activities were beneficial, and they would use these activities again in the future.

  17. Association between self-efficacy and quality of life in women with breast cancer undergoing chemotherapy

    MZ. Kiaei

    2016-06-01

    Full Text Available Background: Self-efficacy is known as a factor which influences health behaviors, chronic diseases management and quality of life in patients with cancer. Objective: The aim of this study was to investigate the association of self-efficacy and quality of life in women with breast cancer undergoing chemotherapy. Methods: This cross sectional study was conducted in 100 women with breast cancer referred to Seyed Al-Shohada Hospital, Isfahan in 2015. The study subjects were selected by simple random sampling method. The measurement tools were the Sherer self-efficacy scale and the World Health Organization WHOQOL-BREF quality of life assessment. Data were analyzed using one-way ANOVA and Pearson’s correlation coefficient. Findings: Mean age was 48.25±11.93 years. The mean self-efficacy score and quality of life score were 55.78± 11 and 75.91±15.28, respectively and both of them were average. There was positive significant correlation between self-efficacy and quality of life. There was also significant association between self-efficacy and quality of life domains including physical health, mental health, social relationships and environment. Conclusion: With regards to the results, it seems that activities such as workshops for patients, presence of a psychologist in department of chemotherapy, and providing health facilities can be effective for increasing self-efficacy and quality of life in patients with cancer.

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

    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

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

    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.…

  20. Self-efficacy's influence on student academic achievement in the medical anatomy curriculum.

    Burgoon, Jennifer Marie; Meece, Judith L; Granger, Noelle A

    2012-01-01

    Self-efficacy is defined as a person's beliefs in his or her own abilities to successfully complete a task and has been shown to influence student motivation and academic behaviors. More specifically, anatomical self-efficacy is defined as an individual's judgment of his or her ability to successfully complete tasks related to the anatomy curriculum; these include dissecting, learning anatomical concepts, and applying anatomical knowledge to clinical situations. The purpose of this study was to investigate the influence of anatomical self-efficacy on the academic performance of students enrolled in a medical gross anatomy course. To obtain students' anatomical self-efficacy ratings, surveys containing the same anatomical self-efficacy instrument were completed by first-year medical students at a southeastern United States allopathic medical school after each of four gross anatomy assessments. Additional data collected included student demographic information, Medical College Admission Test(®) (MCAT(®)) scores, and anatomy assessment scores, both written examination and laboratory practical. To investigate the potential predictive nature of self-efficacy for academic performance on both the written examination and the laboratory practical components of medical anatomy assessments, hierarchical linear regression analyses were conducted. For these analyses, academic ability (defined as the sum of the physical sciences and biological sciences MCAT scores) was controlled. The results of the hierarchical linear regressions indicated that all four laboratory practical scores were predicted by the corresponding self-efficacy ratings, while two (i.e., thorax/abdomen and pelvis/lower limb) of the four written examination scores were predicted by the corresponding self-efficacy ratings (P ≤ 0.05).

  1. Health visitors and breastfeeding support: influence of knowledge and self-efficacy

    Kronborg, Hanne; Væth, Michael; Olsen, Jørn

    2008-01-01

    BACKGROUND: Little is known about what influences health visitors' breastfeeding support. The objective was to describe health visitors' breastfeeding experiences, beliefs, knowledge and self-efficacy in breastfeeding guidance and determine the impact of a training course on these factors, and how...... the two groups on years since education, own breastfeeding experiences, beliefs or self-efficacy in breastfeeding guidance except that health visitors in the intervention group, who had completed the course, demonstrated significantly higher scores on knowledge questions (P ... health visitors in the intervention group reported significantly higher self-efficacy in guidance on three of five breastfeeding problems (P

  2. Coach training can improve the self-efficacy of neonatal nurses. A pilot study

    Ammentorp, Jette; Kofoed, Poul-Erik

    2009-01-01

    in an intervention study evaluating the nurses' self-efficacy before and after the course. RESULTS: A total of 39/44 (89%) and 31/40 (78%) neonatal nurses answered the questionnaire before and after the course. The self-efficacy scores increased up to 14.8% and for all but 1 question, the increase was statistically...... significant. CONCLUSION: Coaching can improve nurses' self-efficacy in relation to meet the needs of the mothers and fathers. PRACTICE IMPLICATIONS: Coaching could be a method that can maximize the personal and professional potential of the staff, and prepare them for the mindful being-in-relation approach...

  3. Transculturation : writing beyond dualism

    Cheng, Mei

    2011-01-01

    This study focuses on three works by Chinese American women writers. It is an interdisciplinary and cross-cultural investigation of transculturation. The prefixes “inter-,” “cross-” and “trans-” explored throughout suggest dynamism. The narrations of the dynamics of each immigrant culture come from

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

    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…

  5. Writing Anxiety as a Predictor of Writing Self-Efficacy in English for Special Education Arab Learners

    Salam, Ashraf Atta M. S.; Al Dyiar, Mosaad Abu

    2014-01-01

    The study aimed at investigating the relationship between writing anxiety and writing self-efficacy in English for special education Arab learners of English. It also investigated the use of writing anxiety scores as a predictor of writing self-efficacy. In addition, it explored differences between males and females in both writing anxiety and…

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

    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 ...

  7. Evaluating Self-Efficacy Expected of Polytechnic Engineering Students as a Measure of Employability

    Oguche Innocent Ojonugwa

    2015-07-01

    Full Text Available In the face of increasing unemployment partly due to decreasing employability skills of Nigeria polytechnic students, many graduates of Nigeria polytechnic have a dwindle self-efficacy. 420 HND 2 polytechnic engineering students in north central states of Nigeria were surveyed. Data were collected using questionnaire consisting of 4 Likert-type statements. Student’s self-efficacy was measured by asking students to rate themselves  from 1 (“No confidence” to 4 (“Complete confidence”.The self-efficacy of engineering students in Nigeria polytechnic were examined using mean and standard deviation. The mean score for Self-appraisal, Occupational Information, Goal selection, Planning and Problem solving are as follow (3.32, (2.97, (3.28, (3.082 and (3.012 respectively with self-appraisal scoring higher than the others. These findings enhance our understanding of the importance of self-efficacy in the development of employability skills of polytechnic engineering students in Nigeria, more importantly self-appraisal had the highest mean score. The practical implication is that the teaching style will have to shift from being teacher-centred leaning to student-centred learning in order to address and accommodate the need of student’s self-efficacy.Key words: Self-efficacy; Employability; Employability skills; Nigerian polytechnics; Engineering students

  8. Social Media Self-Efficacy of Health Education Specialists: Training and Organizational Development Implications.

    Alber, Julia M; Paige, Samantha; Stellefson, Michael; Bernhardt, Jay M

    2016-11-01

    A growing number of public health organizations are applying the power of social media (SM) for health promotion and behavior change. This cross-sectional study of health education specialists (n = 353) examined which demographic and occupational factors were associated with SM self-efficacy, and evaluated SM self-efficacy related to each of the Seven Areas of Responsibility. A series of one-way analyses of variance were conducted to determine whether differences in SM self-efficacy existed by sex, age, years of work experience, and SM access at work. A multiple linear regression examined the relationship between SM self-efficacy and SM experience when controlling for demographic and occupational factors. Statistically significant differences in SM self-efficacy existed by age, F(2, 289) = 6.54, p = .002. SM experience (β = 1.43, t = 11.35, p < .001) was a statistically significant predictor of SM self-efficacy, even after controlling for age, sex, years of work experience, and level of SM access, F(5, 290) = 30.88, p < .001, R(2) = .35. Results revealed statistically significant differences in mean SM self-efficacy scores by the Areas of Responsibility, F(4.69, 1425.46) = 22.46, p < .001. Professional health organizations should have policies in place and trainings that are conducive to learning and applying SM for health education research and practice.

  9. Health Professions Students’ Lifelong Learning Orientation: Associations with Information Skills and Self Efficacy

    Misa Mi

    2016-04-01

    Full Text Available Objective – This study aimed to investigate the relationships among health professions students’ lifelong learning orientation, self-assessed information skills, and information self-efficacy. Methods – This was a descriptive study with a cross-sectional research design. Participants included 850 nursing students and 325 medical students. A total of 419 students responded to a survey questionnaire that was comprised of 3 parts: demographic information, the Jefferson Scale of Lifelong Learning (JeffSLL-HPS, and an information self-efficacy scale. Results – Findings of the study show a significant correlation between students’ lifelong learning orientation and information self-efficacy. Average JeffSLL-HPS total scores for undergraduate nursing students (M = 41.84 were significantly lower than the scores for graduate nursing students (M = 46.20. Average information self-efficacy total scores were significantly lower for undergraduate nursing students (M = 63.34 than the scores for graduate nursing students (M = 65.97. There were no significant differences among cohorts of medical students for JeffSLL-HPS total scores. However, for information self-efficacy, first year medical students (M = 55.62 and second year medical students (M = 58.00 had significantly lower scores than third/fourth year students (M = 64.42. Conclusion – Findings from the study suggest implications for librarians seeking ways to advance the value and utility of information literacy instruction in educational curricula. As such instruction has the potential to lead to high levels of information self-efficacy associated with lifelong learning; various strategies could be developed and incorporated into the instruction to cultivate students’ information self-efficacy.

  10. Adolescent Work Experience and Self-efficacy.

    Cunnien, Keith A; Martinrogers, Nicole; Mortimer, Jeylan T

    2009-01-01

    PURPOSE OF THIS PAPER: To assess the relationship between high school work experiences and self-efficacy. DESIGN/METHODOLOGY/APPROACH: OLS regressions are applied to longitudinal data from the Youth Development Study to examine work experiences and self-efficacy. FINDINGS: The analyses indicate that employment fosters self-efficacy in multiple realms, Occasional and sporadic workers exhibit less self-efficacy than steady workers. Supervisory support may be especially important in enhancing adolescents' confidence as they anticipate their future family lives, community participation, personal health, and economic achievements. RESEARCH LIMITATIONS/IMPLICATIONS: This research includes only a small set of the work dimensions that may be important for adolescents. Ethnography and in-depth interviews are recommended to further explore the subjective and emotional dimensions of youth work experiences. PRACTICAL IMPLICATIONS: In developing policies and guidance, educators, parents, and employers should be aware that steady employment and supervisory support enhance the development of adolescent self-efficacy. ORIGINAL VALUE OF PAPER: This paper finds evidence that adolescent work experiences spill over to influence youth's developing confidence in the realms of family life, community and personal health. It also suggests that sporadic and occasional work patterns can impair the development of self-efficacy in adolescence.

  11. Predictors Of Java Programming Self Efficacy Among Engineering Students In A Nigerian University

    Jegede, Philip Olu

    2009-01-01

    The study examined the relationship between Java programming self-efficacy and programming background of engineering students in a Nigerian University. One hundred and ninety two final year engineering students randomly selected from six engineering departments of the university participated in the study. Two research instruments: Programming Background Questionnaire and Java Programming Self-Efficacy Scale were used in collecting relevant information from the subjects. The resulting data were analyzed using Pearson product correlation and Multiple regression analysis. Findings revealed that Java Programming self-efficacy has no significant relationship with each of the computing and programming background factors. It was additionally obtained that the number of programming courses offered and programming courses weighed scores were the only predictors of Java self-efficacy.

  12. Exploring the Self-efficacy Beliefs among the High Achievers in Writing

    Ilyana Jalaluddin

    2014-01-01

    Full Text Available Learners form their self-efficacy beliefs by interpreting information primarily from four sources namely performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. It is important to recognize the four cognitive nature of self-efficacy because the cognitive appraisal of information from the four sources will influence self-efficacy and it cannot be evaluated based on one source per se (Lane, Jones & Stevens 2002. This article explores the four sources of self-efficacy among the high achievers in writing course. In analysing the finding, Z-scores were derived from each self-efficacy component score based on the aggregate mean and the standard deviation of the class. Findings show high frequency of negative z-value reported for Specific Progress (SPR and Social Feedback (SF. Meanwhile, high frequency of positive z-value is found in the General Progress (GPR and Physiological States (PS components. Based on the finding, pedagogical implications, limitations and directions for further research are presented. Keywords: writing self-efficacy, writing skills, L2 high achiever writers

  13. Psychometric evaluation of dietary self-efficacy and outcome expectation scales in female college freshmen.

    Kedem, Leia E; Evans, Ellen M; Chapman-Novakofski, Karen

    2014-11-01

    Lifestyle interventions commonly measure psychosocial beliefs as precursors to positive behavior change, but often overlook questionnaire validation. This can affect measurement accuracy if the survey has been developed for a different population, as differing behavioral influences may affect instrument validity. The present study aimed to explore psychometric properties of self-efficacy and outcome expectation scales-originally developed for younger children-in a population of female college freshmen (N = 268). Exploratory principal component analysis was used to investigate underlying data patterns and assess validity of previously published subscales. Composite scores for reliable subscales (Cronbach's α ≥ .70) were calculated to help characterize self-efficacy and outcome expectation beliefs in this population. The outcome expectation factor structure clearly comprised of positive (α = .81-.90) and negative outcomes (α = .63-.67). The self-efficacy factor structure included themes of motivation and effort (α = .75-.94), but items pertaining to hunger and availability cross-loaded often. Based on cross-loading patterns and low Cronbach's alpha values, respectively, self-efficacy items regarding barriers to healthy eating and negative outcome expectation items should be refined to improve reliability. Composite scores suggested that eating healthfully was associated with positive outcomes, but self-efficacy to do so was lower. Thus, dietary interventions for college students may be more successful by including skill-building activities to enhance self-efficacy and increase the likelihood of behavior change.

  14. The effect of manipulated and accurate assessment feedback on the self-efficacy of dance students.

    García-Dantas, Ana; Quested, Eleanor

    2015-03-01

    Research undertaken with athletes has shown that lower-evaluated feedback is related to low self-efficacy levels. However, the relationship between teacher feedback and self-efficacy has not been studied in the dance setting. In sports or dance contexts, very few studies have manipulated feedback content to examine its impact on performers' self-efficacy in relation to the execution of a specific movement. Therefore, the aim of this investigation was to explore the effect of manipulated upper, lower, and accurate grade feedback on changes in dancers' self-efficacy levels for the execution of the "Zapateado" (a flamenco foot movement). Sixty-one students (56 female, 5 male, ages 13 to 22 ± 3.25 years) from a Spanish dance conservatory participated in this experimental study. They were randomly divided into four feedback groups: 1. upper-evaluated, 2. objective and informational, 3. lower-evaluated, and 4. no feedback-control. Participants performed three trials during a 1-hour session and completed questionnaires tapping self-efficacy pre-feedback and post-feedback. After each trial, teachers (who were confederates in the study) were first asked to rate their perception of each dancer's competence level at performing the movement according to conventional criteria (scores from 0 to 10). The results were then manipulated, and students accurate, lower-evaluated, or upper-evaluated scores were given. Those in the accurate feedback group reported positive change in self-efficacy, whereas those in the lower-evaluated group showed no significant change in self-efficacy during the course of the trial. Findings call into question the common perception among teachers that it can be motivating to provide students with inaccurate feedback that indicates that the students' performance level is much better or much worse than they actually perceive it to be. Self-efficacy appears most likely to increase in students when feedback is accurate.

  15. Bandura's theory of self-efficacy: applications to oncology.

    Lev, E L

    1997-01-01

    Self-efficacy (Bandura, 1986) has been shown to impact on health practices as well as adaptation to illness and treatment. The purposes of this paper are to describe self-efficacy theory and review literature using self-efficacy theory to investigate prevention of cancer and adaptation to cancer. Measurement of self-efficacy is also discussed. Evidence from research examining applications of Bandura's theory of self-efficacy in oncology suggests relationships between self-efficacy and cancer prevention and self-efficacy and adaptation to cancer. Strong percepts of self-efficacy predict intention to quit smoking, increased participation in screening programs, and adjustment to cancer diagnosis. Increased self-efficacy is associated with increased adherence to treatment, increased self-care behaviors, and decreased physical and psychological symptoms. The advanced practice nurse is in an excellent position to give feedback that may help support patients' self-efficacy.

  16. Effect of the dedicated education unit on nursing student self-efficacy: A quasi-experimental research study.

    George, Lynn E; Locasto, Lisa W; Pyo, Katrina A; W Cline, Thomas

    2017-03-01

    Although the Dedicated Education Unit (DEU) has shown initial promise related to satisfaction with the teaching/learning environment, few studies have examined student outcomes related to the use of the DEU as a clinical education model beyond student satisfaction. The purpose of this quantitative, quasi-experimental study was to compare student outcomes from the traditional clinical education (TCE) model with those from the DEU model. Participants were students enrolled in a four-year baccalaureate program in nursing (n = 193) who had clinical education activities in one of three clinical agencies. Participants were assigned to either the DEU or a TCE model. Pre-clinical and post-clinical self-efficacy scores were measured for each group using an adapted Generalized Self-Efficacy Scale (Schwarzer and Jerusalem, 1995). Both groups experienced a significant increase in self-efficacy scores post clinical education. The increase in self-efficacy for the DEU students was significantly greater than the increase in self-efficacy for the traditional students. Self-efficacy is considered an important outcome of nursing education because high self-efficacy has been linked to making an easier transition from student to nursing professional. This study supports the quality of the DEU as a clinical education model by examining student self-efficacy outcomes.

  17. The development of research self-efficacy scale

    Sener Büyükoztürk

    2011-03-01

    Full Text Available The purpose of this research is to develop a scale towards identifying research-related self-efficacies of universitystudents. Research Self-Efficacy Scale (RSS has been applied to 310 students pursuing academic education at theNear East University (NEU. For structural validity of the Scale, exploratory factor analysis (EFA was performed. Asa result of the EFA, a structure with a single factor composed of 18 items and explaining 31% of the variation hasbeen identified. Structural validity has been especially observed also through the Scale scores of those groupswhose properties are known. Analysis results have shown a higher Scale point in favour of those who have takenresearch methods modules as opposed to those who have not, and those who have previous research experienceas opposed to those who do not. The analysis for concurrent validity has produced a significant negativecorrelation between the Scale scores and the scores of the research anxiety scale, and a significant positivecorrelation between the Scale scores and perceived academic achievement. The alpha coefficient of the Scalescores is .87 and the split-half reliability coefficient is .85.

  18. Does Emotional Self-Efficacy Predict Teachers' Self-Efficacy and Empathy?

    Goroshit, Mariana; Hen, Meirav

    2014-01-01

    Research has shown that teachers' self-efficacy and empathy are two of the most important variables consistently related to outcomes of positive teaching and student learning. Emotional self-efficacy refers to peoples' judgment regarding their own capacity to process emotional information accurately and effectively. It is considered a powerful…

  19. Developing the Reader Self-Efficacy Scale

    Hakan ÜLPER

    2013-04-01

    Full Text Available Reading comprehension has affective and social dimensions as well as its cognitive dimension. Thus, to understand and improve reading instruction, affective and social dimensions should be well understood. Perceived self-efficacy is one of affective issues influencing learning and it should be taken into consideration in reading instruction. With this in mind, this study aims at developing the Reader Self-Efficacy Scale with a group of 518 students as participants. Exploratory and confirmatory factor analyses revealed a 6-item scale with one factor. The Cronbach Alpha coefficient was determined to be 0.948. This new Reader Self-Efficacy Scale could easily be used for training and research purposes depending on its high validity and reliability.

  20. When functional capacity and real-world functioning converge: the role of self-efficacy.

    Cardenas, Veronica; Abel, Stephanie; Bowie, Christopher R; Tiznado, Denisse; Depp, Colin A; Patterson, Thomas L; Jeste, Dilip V; Mausbach, Brent T

    2013-07-01

    Although functional capacity is typically diminished, there is substantial heterogeneity in functional outcomes in schizophrenia. Motivational factors likely play a significant role in bridging the capacity-to-functioning gap. Self-efficacy theory suggests that although some individuals may have the capacity to perform functional behaviors, they may or may not have confidence they can successfully perform these behaviors in real-world settings. We hypothesized that the relationship between functional capacity and real-world functioning would be moderated by the individual's self-efficacy in a sample of 97 middle-aged and older adults with schizophrenia (mean age = 50.9 ± 6.5 years). Functional capacity was measured using the Brief UCSD Performance-based Skills Assessment (UPSA-B), self-efficacy with the Revised Self-Efficacy Scale, and Daily Functioning via the Specific Level of Functioning (SLOF) scale and self-report measures. Results indicated that when self-efficacy was low, the relationship between UPSA-B and SLOF scores was not significant (P = .727). However, when self efficacy was high, UPSA-B scores were significantly related to SLOF scores (P = .020). Similar results were observed for self-reported social and work functioning. These results suggest that motivational processes (ie, self-efficacy) may aid in understanding why some individuals have the capacity to function well but do not translate this capacity into real-world functioning. Furthermore, while improvement in capacity may be necessary for improved functioning in this population, it may not be sufficient when motivation is absent.

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

    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.

  2. Self-efficacy, physical activity, and aerobic fitness in middle school children: examination of a pedometer intervention program.

    Manley, Dana; Cowan, Patricia; Graff, Carolyn; Perlow, Michael; Rice, Pamela; Richey, Phyllis; Sanchez, Zoila

    2014-01-01

    Physical activity in children has been associated with a number of health benefits. Unfortunately, physical inactivity continues to increase. The purpose of this study was to examine the relationships among self-efficacy levels, physical activity, aerobic fitness, and body composition (relative body mass index [RBMI]) and to determine whether a school-based pedometer intervention program would improve those variables. The sample consisted of 116 rural 11- to 13-year-old students. Weakly positive correlations between self-efficacy, physical activity, and aerobic fitness and weakly correlated inverse relationships between self-efficacy, physical activity, aerobic fitness and RBMI were found. There was no statistical significance between the intervention and control group when analyzing outcome variables. These findings suggest that those with optimal RBMI levels have higher self-efficacy, physical activity and aerobic fitness levels. Although not statistically significant, the intervention group had greater improvements in mean self-efficacy scores, aerobic fitness levels, and RBMI.

  3. Investigation of Exercise Self - Efficacy and Stage of Exercise Behavior Change in University Students

    Celal ORAL

    2014-08-01

    Full Text Available The aim of present study was to investigate self - efficacy and stage of exercise behavior change in students who were studying in school of physical education and sport (PES and students who were studying in other faculty and departments (OFD in Akdeniz University and to evaluate their sport participation habits. Par ticipants were 360 students who were studying in Akdeniz University. Stage of Exercise Behavior Change Questionnaire and Exercise Self - Efficacy Questionnaire were applied to the participants in classroom environment. Results: Results of statistical analyse s revealed that , 27.5 % of men and 19.2% of women were in preparation stage of exercise behavior. There were no significant differences between genders ( p>.05. According to the result of exercise self - efficacy analyses, there were no significant differen ces between male and female students ( p>.05. When examining exercise self - efficacy in student studying different department, there were significant differences between the PES and OFD students (p<.05. Discussion and According to the results o f present study, it was conclude that there were no significant gender differences in both exercise self - efficacy and stage of exercise behavior change. It was found that, PES students had significantly higher score in exercise self - efficacy and in highe r stage of exercise behavior than OFD students.

  4. Predictors of self-efficacy in women on long-term sick leave.

    Andersén, Åsa; Larsson, Kjerstin; Lytsy, Per; Kristiansson, Per; Anderzén, Ingrid

    2015-12-01

    Self-efficacy has been shown to be related to sick leave and to be a predictor of return to work after sickness absence. The aim of this study was to investigate whether factors related to sick leave predict self-efficacy in women on long-term sick leave because of pain and/or mental illness. This cross-sectional study uses baseline data from 337 Swedish women with pain and/or mental illness. All included women took part in vocational rehabilitation. Data were collected through a sick leave register and a baseline questionnaire. General self-efficacy, sociodemographics, self-rated health, anxiety, depression, view of the future, and social support were measured and analyzed by univariate and multivariate linear regression analyses. The full multivariate linear regression model, which included mental health factors together with all measured factors, showed that anxiety and depression were the only predictive factors of lower self-efficacy (adjusted R2=0.46, Pself-efficacy. The mean scores of general self-efficacy were low, especially in women born abroad, those with low motivation, those with uncertainties about returning to work, and women reporting distrust. Anxiety and depression are important factors to consider when targeting self-efficacy in vocational rehabilitation.

  5. Relations between Breastfeeding Self-efficacy and Maternal Health Literacy among Pregnant Women

    Elham Charoghchian Khorasani

    2017-01-01

    Full Text Available Introduction: Breastfeeding self-efficacy show self-confidence and the ability of mothers to perform breastfeeding and maternal health literacy, ability of women to gain access to, understand, and use information in ways that promote and maintain their health and their children. Aim: this study was Measuring Associations between self-efficacy breastfeeding and maternal health literacy. Methods: This descriptive study was carried out in Mashhad health center in 2015. 185 pregnant women with first experience were selected randomly. Data were collected through health literacy maternal questionnaire and self-efficacy breastfeeding Fox & Dennis questionnaire and analyzed by descriptive and statistical tests in the SPSS/18. Results: The mean score of women's self-efficacy breastfeeding and standard deviation were 120.5 and 11.7 respectively and the mean maternal health literacy was 42.7±5.6. The results regression showed that the only variable that significantly associated with breastfeeding self-efficacy was maternal health literacy. Implications for practice: According to the results of this study, maternal health literacy must be raised to enhance breastfeeding self-efficacy, which could lead to an improvement in maternal breastfeeding in the society.

  6. Self-Efficacy and green entrepreneurship

    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.

  7. effective transcultural learning

    Jorge Mizuno

    2006-01-01

    Full Text Available El objetivo de este artículo es presentar los resultados de una investigación que analizó las características de una material multimedia que pudiera relacionarse con el aprendizaje transcultural de los estudiantes de inglés, nivel 7, en el Instituto de Idiomas de la Universidad del Norte (Barranquilla, Colombia. Se utilizó un enfoque cualitativo con diseño de estudio de casos para lograr los objetivos del estudio, empleando técnicas como observaciones de clases, entrevistas y encuestas a profesores y estudiantes y análisis de documentos.

  8. Transcultural Tectonic Connections

    Carter, Adrian

    2014-01-01

    This paper presents an understanding of Jørn Utzon, as one of the most profound exponents of a transcultural and tectonic approach to modern architecture in the late twentieth century. The paper will examine the sources of inspiration, intersections and connections in Utzon’s architecture; which...... ruins in Mexico. The Sydney Opera House’s signature sail-like roof shells derive from knowledge of boat building in his youth and ancient Chinese and Japanese temple roofs floating above a stone base. With the choice of ceramic tiles to accentuate the sculptural character of the shells, owing its...

  9. Influence of the sense of uncertainty in illness on the scores of general self-efficacy of middle and aged women with stress urinary incontinence%疾病不确定感对中老年压力性尿失禁妇女一般自我效能感评分的影响

    孙春燕; 杨宏; 李炳芬; 王坤; 李巨

    2012-01-01

    Objective: To discuss the influence of the sense of uncertainty in illness on the scores of general self - efficacy ( GSE ) of middle and aged women with stress urinary incontinence ( SUI ). Methods: 137 middle and aged women patients who had visited doctor in our hospital in recent years were selected as study objects. The Missals Disease Uncertainty Scale and general self - efficacy scale ( GSES ) were respectively used to make an assessment of the patients, comparing the test results with other 46 randomly selected people who had regular check - up at the same time. Results: The scores in each dimension and the total scores of Disease Uncertainty Scale were significantly higher in middle and aged women with SUI than those in healthy women ( P <0.01 ); the score in each item of GSES and the total scores of GSES were obviously lower in middle and aged women with SUI than those in healthy women ( P <0. 01 ,P <0. 05 ); the higher the level of uncertainty in illness was, the score in each item of GSES and the total scores of GSES were lower ( P <0. 01 ,P <0. 05 ). Conclusion: The scores of sense of uncertainty in illness in middle and aged women with SUI were negatively correlated with GSES scores, therefore medical personnel should timely assess the patient' sense of uncertainty in illness and take appropriate interventions to improve patients GSE.%目的:探讨疾病不确定感对中老年压力性尿失禁(SUI)妇女一般自我效能感(GSE)评分的影响.方法:选择近期来我院就诊的中老年SUI妇女137例,分别应用Missals疾病不确定感量表和一般自我效能感量表(GSES)进行评估,并与随机抽取的46例同期进行健康体检妇女的测试结果比较.结果:中老年SUI妇女的疾病不确定感量表各维度得分及总分均明显高于健康体检妇女(P<0.01);中老年SUI妇女GSES各问题得分及总分明显低于健康体检妇女(P<0.01,P<0.05);且疾病不确定感水平越高,GSES各

  10. Novice teachers’ classroom management self efficacy beliefs

    Türkay Nuri Tok

    2016-12-01

    Full Text Available This study aims to determine novice teachers’ classrom management self efficacy beliefs as well as the extent to which these beliefs change according to independent variables. This research which aims to determine novice teachers’ classroom management self efficacy beliefs is a survey type research. The participants of the study are 85 novice teachers on duty in their first year in Hatay Province in Turkey. Classroom Management Self-Efficacy Convictions Scale that is internally consistent and valid in measuring classroom management self-efficacy beliefs of prospective teachers devised by Çetin (2013 was used in the study. There is not any statistically significant difference in terms of school of graduation and classroom management efficacy belief and result expectation sub-dimension. There is not any statistically significant difference in classroom management efficacy belief and result expectation sub-dimension. In terms of gender, there is not any statistically significant difference in the result expectation sub-dimension but there is a statistically significant difference in classroom management efficacy belief. Male novice teachers have higher level of classroom management efficacy beliefs than female novice teachers.

  11. Self-Efficacy and Academic Listening

    Graham, Suzanne

    2011-01-01

    This paper takes as its starting point the difficulties inherent in listening in a second language. It argues that self-efficacy, broadly defined as the belief in one's ability to carry out specific tasks successfully, is crucial to the development of effective listening skills, and that listening strategy instruction has the potential to boost…

  12. Self-Efficacy and Music Performance

    McPherson, Gary E.; McCormick, John

    2006-01-01

    This study is the second in a series of investigations attempting to clarify relationships between variables that impact on a young musician's ability to perform music (as assessed on a graded music examination). Consistent with studies on school academic subjects, our previous investigation demonstrated the importance of self-efficacy in…

  13. Self-Efficacy for Creative Productivity.

    Schack, Gina

    The Efficacy Scale for Creative Productivity (ESCreP) was developed to measure students' convictions that they could be creative producers. Self-efficacy, an individual's estimation of ability to perform a behavior, is based upon performance accomplishments, vicarious experiences, verbal persuasion, and emotional or physiological arousal. Three…

  14. Ethics and Transcultural Nursing Care.

    Eliason, Michele J.

    1993-01-01

    Argues that nursing practice and theory cannot be ethical unless cultural factors are taken into consideration and that ethical/transcultural nursing is central to the philosophy and practice of nursing. (Author)

  15. The Relationship of Vocabulary Learning Strategies and Self-Efficacy with Medical English and Terminology.

    Wang, Ya-Huei; Kao, Pan-Fu; Liao, Hung-Chang

    2016-02-01

    This study examined the relationship between the use of vocabulary learning strategies and self-efficacy in medical English learning, and whether after an initial six-week course to master the basics of medical terminology, those with higher use of vocabulary learning strategies and those with a higher degree of self-efficacy would have significant score improvements in the medical English proficiency. Second-year medical students (N = 115; M age = 19.6, SD = 0.5; 82 men, 33 women) participated in the study. A one-group pretest-posttest design was used. Measures included medical English tests, the English Vocabulary Learning Strategies Survey (EVLSS), and the English Learning Self-Efficacy Scale (ELSES). Results showed that there was no significant correlation between vocabulary learning strategies and English learning self-efficacy. In addition, as a whole, vocabulary learning strategies and self-efficacy significantly predicted students' score improvements in medical English proficiency.

  16. [Self-efficacy among health learners/self-efficacy among health educators].

    Chikamoto, Y

    1998-01-01

    The Social Cognitive Theory has helped health educators develop effective health education programs that target self-efficacy among participants in changing their health behavior. Bandura has identified four resources on which individuals determine their levels of self-efficacy: (1) performance accomplishment, (2) vicarious reinforcement, (3) verbal persuasion, and (4) emotional arousal. Examples of health education strategies that utilize each of the four resources to increase participants' self-efficacy are described. Health education professionals in Japan have attempted to use programs based on the Social Cognitive Theory for Japanese populations. It is criticized that health educators that use such programs are not well trained in effective use, and that those programs have not been utilized at their maximum potentials. Using the frame-work of the Social Cognitive Theory, the importance of incorporating ways to increase self-efficacy of health educators in providing health education services into education and training of health educators is discussed.

  17. Engagement, Flow, Self-Efficacy, and Eustress of University Students: A Cross-National Comparison Between the Philippines and Argentina.

    Mesurado, Belén; Richaud, María Cristina; Mateo, Niño José

    2016-01-01

    This study examined how self-efficacy, eustress, and flow interact with academic engagement. First, it aimed to test a theoretical model that proposes that self-efficacy and eustress promote both flow and engagement and that, in turn, the state of flow promotes academic engagement in undergraduate student. We hypothesized that the theoretical model would be invariant for two countries: the Philippines and Argentina. Secondly, this research aimed to compare the levels of self-efficacy, eustress, study-flow and academic engagement experiences in students from both countries. One hundred seventy-six Filipinos and 171 Argentinean students participated in the study by completing inventories using the Utrecht Student Engagement Scale (Schaufeli, Martínez, et al., 2002), Optimal Experience Survey (Mesurado, 2008), Self-efficacy Scale (O'Sullivan, 2011), and Eustress Scale (O'Sullivan, 2011). Results show that the theoretical model fits the data well in both countries and is invariant across the Philippines and Argentina. Self-efficacy has a positive effect on flow and engagement, whereas eustress has a significant positive relationship with flow but is not directly associated with engagement. However, eustress has an indirect effect, through flow, on student engagement. On the other hand, there are different levels of engagement, flow, self-efficacy, and eustress. Argentinean students scored higher on absorption, dedication, self-efficacy, and flow. Filipino students, meanwhile, scored higher on eustress.

  18. Toward making the invisible visible: Studying science teaching self-efficacy beliefs

    Perkins, Catherine J.

    what events or experiences the participants felt influenced their survey answers. This methodological approach was chosen to add clarity to the STEBI scores and to add another layer in the ongoing process of instrument validation. Unlike some studies in science teaching self-efficacy, both participants' STEBI scores continued to increase as they transitioned from preservice to beginning teachers. The participant responses to the focused interview probes also validated their STEBI scores 77% of the time.

  19. Personal definitions of science and the self-efficacy and classroom practice of elementary school teachers

    Hanson, Deborah L.

    Science is a subject that many elementary teachers struggle to teach. One of the reasons documented in the literature is the low science teaching self-efficacy of many elementary teachers. This study investigated possible connections between how a teacher defines science (her personal definition of science) and her science teaching self-efficacy. Thirteen teachers participating in Science EDUCATES, a professional development program that emphasized NOS, scientific inquiry and physical science content knowledge, were investigated to see how their science teaching self-efficacy was impacted as changes to their personal definition of science occurred. Two of these teachers were selected for further study; in addition, two teachers, outside the professional development, were also studied. Personal definitions of science were gathered using the VNOS-D2 and VOSI-E survey instruments while science teaching self-efficacy was measured by the STEBI survey. Interviews and classroom observations were conducted to see the patterns that emerged between the teachers' personal definition of science, their science self-efficacy and their classroom practices. The teachers in the professional development did increase their science teaching self-efficacy and contributed this increase to their enhanced knowledge about NOS and how scientific knowledge is generated. This increased science content knowledge led to a statistically significant difference in the PSTE scores of the teachers. Teachers with low to mid science teaching self-efficacy levels seem to have various elements embedded within their personal definition of science that prevents them from engaging fully in science. Their science practices seem to pattern those subjects, like social studies or language arts, they are more comfortable teaching. Understanding NOS helped the teachers to change their personal definitions of science and place their classroom practices more in line with the recommendations in the national reform

  20. Using self-efficacy theory to educate a patient with chronic obstructive pulmonary disease: A case study of 1-year follow-up.

    Kaşıkçı, Magfiret K

    2011-02-01

    Self-efficacy is important in determining which activities or situations an individual will perform or avoid. This is a case study report to explore the utility of structured education programme on strengthening self-efficacy in an older adult with chronic obstructive pulmonary disease (COPD). To comprehensively evaluate this intervention, a combined qualitative and quantitative approach was used. Although qualitative data were collected following the interview guide, quantitative data were collected by the demographic data form and the COPD Self-Efficacy Scale (CSES) at the preprogramme and postprogramme stage. The patient's self-efficacy scores improved after 8 weeks of the structured education programme and remained relatively constant on all the repeated measurements after education. Qualitative data were identified as 'difficulties' and 'facilities'. This study indicates that, by applying a self-efficacy theory, a planned education programme could be useful in improving both short-term and long-term self-efficacy in patients with COPD.

  1. A transcultural experiment

    Lucian Chișu

    2016-08-01

    Full Text Available The project of creating a graphic and cartoons archive (portraits of the great Romanian writers from various literary eras, accomplished with the support of dedicated artists around the world, has gained a new historical-literary dimension, as a result of the huge interest it has stirred up. After a certain geographical and qualitative selection, two editions have been published on paper: one in Romanian and one in English, each of them comprising 3600 images by artists from all continents (112 countries. This unprecedented book, called A History of the Romanian Literature drawn by the Great Illustrators of the World (Romanian Literature Museum Press, 2011 presents transcultural aspects that are well worthy of attention from literature historians, biographers, word and image artists (writers, graphic designers, cartoonists, but also from cultural studies specialists (anthropology, semiotics, mentalities, due to the unusual form of open dialogue.

  2. Examining Preservice Teachers' Culturally Responsive Teaching Self-Efficacy Doubts

    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…

  3. Examining Dimensions of Self-Efficacy for Writing

    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…

  4. Effects of Self-Efficacy on Fear Arousal and Performance.

    Suarez, Yolanda; Crowe, Michael J.

    While self-efficacy has been described as a basic mechanism underlying arousal and performance, the hypothesis that belief of higher self-efficacy should produce lower anticipatory arousal and distress has not been proven. This study assessed perceived self-efficacy, self-report measures of fear and arousal, performance across sex, and a…

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

    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.

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

    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.

  7. EXAMINATION OF EMOTIONAL INTELLIGENCE LEVEL, TEACHER'S SELF-EFFICACY BELIEFS AND GENERAL SELF-EFFICACY BELIEFS OF TEACHERS

    Ender; Hakkı; İlhan

    2014-01-01

    The aim of this study is to examine emotional intelligence level, general self-efficacy beliefs and teacher's self-efficacy beliefs of teachers. The study hypothesises which consists of emotional intelligence, general self-efficacy and teacher's self-efficacy. 278 teachers from different fields participated in the study. Collected data was analysed with Pearson Product Correlation, one-way ANOVA, and Independent t-test. The hypothesised model was analysed in AMOS (Analysis of Moment Structure...

  8. The reliability of an education-related self-efficacy scale for people with psychiatric disabilities.

    Harris, Meredith; Gladman, Beverley; Hennessy, Nicole; Lloyd, Chris; Mowry, Bryan; Waghorn, Geoffrey

    2011-04-01

    We investigated the reliability of the Education-related Self Efficacy Scale (ESS-40), a measure of self-efficacy at a core task level designed for people with psychiatric disabilities. Sixty community residents with schizophrenia or schizoaffective disorder participated. The ESS-40 was administered twice via telephone interview. Short cycle test-retest reliability was very good for the total score and most items. The measure demonstrated signs of a coherent internal structure, adequate face validity, good client acceptability, and promising utility. The reliability evidence supports its use in community mental health services and in psychiatric rehabilitation settings. Sensitivity and predictive validity require further investigation.

  9. Social and emotional self-efficacy at work.

    Loeb, Carina; Stempel, Christiane; Isaksson, Kerstin

    2016-04-01

    Research has shown that self-efficacy is often one of the most important personal resources in the work context. However, because this research has focused on cognitive and task-oriented self-efficacy, little is known about social and emotional dimensions of self-efficacy at work. The main aim of the present study was to investigate social and emotional self-efficacy dimensions at work and to compare them to a cognitive and task-oriented dimension. Scales to measure social and emotional self-efficacy at work were developed and validated and found to be well differentiated from the cognitive task-oriented occupational self-efficacy scale. Confirmatory factor analyses of data from 226 Swedish and 591 German employees resulted in four separate but correlated self-efficacy dimensions: (1) occupational; (2) social; (3) self-oriented emotional; and (4) other-oriented emotional. Social self-efficacy explained additional variance in team climate and emotional self-efficacy in emotional irritation and emotional exhaustion, over and above effects of occupational self-efficacy. Men reported higher occupational self-efficacy, whereas social and emotional self-efficacy revealed no clear gender differences. The scales have strong psychometric properties in both Swedish and German language versions. The positive association between social self-efficacy and team climate, and the negative relationships between self-oriented emotional self-efficacy and emotional irritation and emotional exhaustion may provide promising tools for practical applications in work settings such as team-building, staff development, recruitment or other training programs aiming for work place health promotion. The next step will be to study how social and emotional self-efficacy relate to leadership, well-being and health over time.

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

    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…

  11. Effect of Robotics on Elementary Preservice Teachers' Self-Efficacy, Science Learning, and Computational Thinking

    Jaipal-Jamani, Kamini; Angeli, Charoula

    2016-12-01

    The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers' (n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science methods course. Data collection methods included pretests and posttests on science content, prequestionnaires and postquestionnaires for interest and self-efficacy, and four programming assignments. Statistical results showed that preservice teachers' interest and self-efficacy with robotics increased. There was a statistically significant difference between preknowledge and postknowledge scores, and preservice teachers did show gains in learning how to write algorithms and debug programs over repeated programming tasks. The findings suggest that the robotics activity was an effective instructional strategy to enhance interest in robotics, increase self-efficacy to teach with robotics, develop understandings of science concepts, and promote the development of computational thinking skills. Study findings contribute quantitative evidence to the STEM literature on how robotics develops preservice teachers' self-efficacy, science knowledge, and computational thinking skills in higher education science classroom contexts.

  12. Internet Self-Efficacy Perceptions of Prospective Teachers (Case of Fırat University

    Mehmet Nuri GÖMLEKSİZ

    2013-04-01

    Full Text Available The aim of this study is to determine if prospective teachers’ perception of internet self-efficacy differ related to gender, faculty, frequency of internet access and accession place variables. Population of the study includes fourth year students enrolled at Education, Science and Humanitarian & Social Sciences Faculties. The sample consists of 661 students. A 25-item five-point Likert type scale was developed and used. Percent, frequency, item test correlation, mean score, independent samples t test, Anova, LSD, KWH and MWU tests were used to analyze the data. Students’ views differed related to gender, faculty, frequency of internet access and accession place variables. Male prospective teachers have higher level of self-efficacy towards internet than females. Education Faculty students’ self-efficacy levels are higher than the other two faculties. The students who connect internet more have higher level of self-efficacy than those who connect less. Those who connect internet at internet cafes have lower level of self-efficacy.

  13. Effect of Robotics on Elementary Preservice Teachers' Self-Efficacy, Science Learning, and Computational Thinking

    Jaipal-Jamani, Kamini; Angeli, Charoula

    2017-04-01

    The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers' ( n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science methods course. Data collection methods included pretests and posttests on science content, prequestionnaires and postquestionnaires for interest and self-efficacy, and four programming assignments. Statistical results showed that preservice teachers' interest and self-efficacy with robotics increased. There was a statistically significant difference between preknowledge and postknowledge scores, and preservice teachers did show gains in learning how to write algorithms and debug programs over repeated programming tasks. The findings suggest that the robotics activity was an effective instructional strategy to enhance interest in robotics, increase self-efficacy to teach with robotics, develop understandings of science concepts, and promote the development of computational thinking skills. Study findings contribute quantitative evidence to the STEM literature on how robotics develops preservice teachers' self-efficacy, science knowledge, and computational thinking skills in higher education science classroom contexts.

  14. Factors Related to Sexual Self-Efficacy among Thai Youth Living with HIV/AIDS.

    Viseskul, Nongkran; Fongkaew, Warunee; Settheekul, Saowaluck; Grimes, Richard M

    2015-01-01

    Studies of sexual behavior among HIV-infected Thai youth show conflicting results due to the different ages of the respondents. This study examined the relationships between sexual self-efficacy and risk behaviors among 92 HIV-positive Thai youth aged 14 to 21 years. A questionnaire previously validated in Thailand measured sexual self-efficacy. There were low levels of sexual activity with 13 respondents having sex in the last 6 months. The sexual self-efficacy scales were inversely related to the risk behaviors of having sex, having multiple partners, and drinking alcohol in the last 6 months. The scores of the sexual self-efficacy scale and its subscales were significantly lower in those aged 17 to 21 than in 14 to 16. Sexual risk behaviors were significantly higher in those aged 17 to 21 than in 14 to 16. These findings suggest that interventions to increase sexual self-efficacy should be emphasized as HIV-infected Thai youth reach late adolescence.

  15. The effects of tailoring knowledge acquisition on colorectal cancer screening self-efficacy.

    Jerant, Anthony; To, Patricia; Franks, Peter

    2015-01-01

    Interventions tailored to psychological factors such as personal and vicarious behavioral experiences can enhance behavioral self-efficacy but are complex to develop and implement. Information seeking theory suggests tailoring acquisition of health knowledge (without concurrent psychological factor tailoring) could enhance self-efficacy, simplifying the design of tailored behavior change interventions. To begin to examine this issue, the authors conducted exploratory analyses of data from a randomized controlled trial, comparing the effects of an experimental colorectal cancer screening intervention tailoring knowledge acquisition with the effects of a nontailored control on colorectal cancer screening knowledge and self-efficacy in 1159 patients comprising three ethnicity/language strata (Hispanic/Spanish, 23.4%, Hispanic/English, 27.2%, non-Hispanic/English, 49.3%) and 5 recruitment center strata. Adjusted for study strata, the mean postintervention knowledge score was significantly higher in the experimental group than in the control group. Adjusted experimental intervention exposure (B = 0.22, 95% CI [0.14, 0.30]), preintervention knowledge (B = 0.11, 95% CI [0.05, 0.16]), and postintervention knowledge (B = 0.03, 95% CI [0.01, 0.05]) were independently associated with subsequent colorectal cancer screening self-efficacy (p self-efficacy, with potential implications for tailored intervention design, but this implication requires confirmation in studies specifically designed to examine this issue.

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

    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.

  17. The moderating effect of self-efficacy on normal-weight, overweight, and obese children's math achievement: a longitudinal analysis.

    Kranjac, Ashley Wendell

    2015-03-01

    Increased body weight is associated with decreased cognitive function in school-aged children. The role of self-efficacy in shaping the connection between children's educational achievement and obesity-related comorbidities has not been examined to date. Evidence of the predictive ability of self-efficacy in children is demonstrated in cognitive tasks, including math achievement scores. This study examined the relationship between self-efficacy and math achievement in normal weight, overweight, and obese children. I hypothesized that overweight and obese children with higher self-efficacy will be less affected in math achievement than otherwise comparable children with lower self-efficacy. I tested this prediction with multilevel growth modeling techniques using the ECLS-K 1998-1999 survey data, a nationally representative sample of children. Increased self-efficacy moderates the link between body weight and children's math achievement by buffering the risks that increased weight status poses to children's cognitive function. My findings indicate that self-efficacy moderates math outcomes in overweight, but not obese, children.

  18. Situated Self-efficacy in Introductory Physics Students

    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 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.

  19. Discourse in freshman engineering teams: The relationship between verbal persuasions, self-efficacy, and achievement

    Yasar, Senay

    Collaborative teamwork is a common practice in both science and engineering schools and workplaces. This study, using a mixed-methods approach, was designed to identify which team discourse characteristics are correlated with changes in student self-efficacy and achievement. Bandura's self-efficacy theory constitutes the theoretical framework. Seven teams, consisting of first-year engineering students, took the pre- and post-surveys and were video- and audio-recorded during a semester-long Introduction to Engineering Design course. Three instruments were developed: a self-efficacy survey, a team interaction observation protocol, and a team interaction self-report survey. The reliability and validity of these instruments were established. An iterative process of code development and refinement led to the development of thirty-five discourse types, which were grouped under six discourse categories: task-oriented, response-oriented, learning-oriented, support-oriented, challenge-oriented, and disruptive. The results of the quantitative data analysis showed that achievement and gain in self-efficacy were significantly correlated ( r=.55, p<.01). There was also a positive correlation between support-orientated discourse and post self-efficacy scores ( r=.43, p<.05). Negative correlations were observed between disruptive discourse behaviors and post self-efficacy (r=-.48, p<.05). Neither being challenged by peers nor receiving negative feedback revealed significant correlations with student self-efficacy. In addition, no direct correlations between the team discourse characteristics and achievement were found. These findings suggest that collaborative teamwork can lead to achievement to the extent that it supports self-efficacy. They also suggest that interactions such as receiving positive or negative feedback have less impact on self-efficacy than does the overall constructive behavior of the group. The qualitative component of the study, which focused on three case

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

    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.

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

    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.

  2. A path model of the relationship between career indecision, androgyny, self-efficacy, and self-esteem.

    Wulff, M B; Steitz, J A

    1999-06-01

    Utilizing a path model, this study investigated the relationship between Androgyny and career decision-making among 91 high school girls. The constructs included in the model were Androgyny as assessed by the Bem Sex-role Inventory, Self-esteem as assessed by the Rosenberg Self-esteem Scale, Self-efficacy as assessed by the Wulff-Steitz Career Self-efficacy Scale, and Career Indecision as assessed by the Osipow Career Decision Scale. The results indicated that Androgyny scores were significantly associated with those on Self-esteem, Self-esteem with Self-efficacy, and Self-efficacy with Career Indecision. The results are discussed in terms of the usefulness of path models in clarifying complex interrelationships.

  3. Do Maternal Oral Health-Related Self-Efficacy and Knowledge Influence Oral Hygiene Behavior of their Children?

    Raheleh Soltani

    2016-07-01

    Full Text Available Background This study aimed to assess the effects of maternal self-efficacy and oral health-related knowledge on pre-school children oral hygiene behavior. Materials and Methods This cross-sectional study was conducted on 301 mothers with children aged 2–6 years old randomly selection from health centers of Tabriz, Iran.  Data were collected using self-report questionnaires including demographic characteristics, maternal self-efficacy, oral health-related knowledge, and children’s oral hygiene behavior. Data were analyzed using SPSS 16 using one-way ANOVA, Independent samples t-test, and multiple linear regressions at 95% significant level. Results The mean age of children was 4.1(standard deviation [SD] =1.4; range: 2–6 years. The mean score (SD of children oral hygiene behavior was 5.4 (1.9. The mean score (SD of mothers knowledge and self-efficacy were 4.9 (1.8 and 46.6 (14.8, respectively. 44.2% (133/301 of mothers had low self-efficacy and 55.8% (168/301 high self-efficacy. The children oral hygiene behavior was significantly and positively associated with maternal self-efficacy (r = 0.517, P < 0.001 and oral health-related knowledge (r = 0.363, P < 0.001. Conclusion According to the results of this study, mothers’ self-efficacy and knowledge was the strongest predicator of children oral hygiene behavior. So, educational interventions to improve maternal self-efficacy and knowledge may be beneficial for children oral health habits.

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

    Dou, Remy; Brewe, Eric; Zwolak, Justyna P.; Potvin, Geoff; Williams, Eric A.; Kramer, Laird H.

    2016-12-01

    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.

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

    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.

  6. The level of emotion control, anxiety, and self-efficacy in the elderly in Bialystok, Poland

    Cybulski, Mateusz; Cybulski, Lukasz; Krajewska-Kulak, Elzbieta; Cwalina, Urszula

    2017-01-01

    Purpose The aim of the study was to assess the level of emotion control, anxiety, and self-efficacy in the inhabitants of Bialystok (Poland) aged above 60. Patients and methods The study included 300 people above the age of 60, inhabitants of Bialystok and its neighborhoods: 100 residents of public nursing home, 100 participants of the University of the Third Age in Bialystok, and 100 students of the University of Healthy Senior. The three standardized psychometric scales were used in the study: Courtauld Emotional Control Scale (CECS), State-Trait Anxiety Inventory (STAI), and General Self-Efficacy Scale (GSES). Results The median of the overall score of CECS equaled 54 points, which is considered average in terms of negative emotions acceptance. The mean score of perceiving anxiety as the condition of STAI (X1) was 48 points, while anxiety as a trait of STAI (X2) was 49 points. The overall score for GSES proved that respondents had a subjective feeling of self-efficacy at the level of 29 points out of 40 points possible, which means that their self-efficacy was rather at the high level in their self-assessment. In women, a negative correlation was revealed between the sense of self-efficacy and age (r=−0.320, Page among the elderly residents of public nursing home (r=−0.408, Page) analyzed in the study were found to be correlated significantly with the control of negative emotions, the level of anxiety, and self-efficacy. The study group affiliation was a key variable conditioning the relations between the analyzed features. The elderly residents of public nursing home belonged to the group distinguishing negatively compared to other two study groups. The study respondents were characterized by the relatively high perception of anxiety, which may be as a result of the health and social problem present in this age group. In order to improve the quality of life, the study population should reduce level of perceived anxiety and increase the control of negative

  7. Covariates of Self-Efficacy: Caregiver Characteristics Related to Mental Health Services Self-Efficacy

    Reich, S.; Bickman, L.; Heflinger, C. A.

    2004-01-01

    Increasingly, professionals are recognizing the need to involve parents and other caregivers in the mental health treatment of children. However, parents and caregivers may not feel efficacious when participating in mental health care. Self-efficacy is a mechanism of human agency that describes people's beliefs about their capabilities to exercise…

  8. Adapting Computer Programming Self-Efficacy Scale and Engineering Students' Self-Efficacy Perceptions

    Korkmaz, Özgen; Altun, Halis

    2014-01-01

    Students might have different type and different level of perceptions: Positive or negative perceptions on programming; a perception on benefit of programming, perceptions related to difficulties of programming process etc. The perception of student on their own competence is defined as self-efficacy. Based on the discussions reported in…

  9. Treatment Summaries and Follow-Up Care Instructions for Cancer Survivors: Improving Survivor Self-Efficacy and Health Care Utilization

    Kvale, Elizabeth A.; Rocque, Gabrielle B.; Demark-Wahnefried, Wendy; Martin, Michelle Y.; Jackson, Bradford E.; Meneses, Karen; Partridge, Edward E.; Pisu, Maria

    2016-01-01

    Background. Treatment summaries and follow-up care plan information should be provided to cancer survivors. This study examines the association of receiving summaries and care plans with cancer survivor self-efficacy for chronic illness management, and whether self-efficacy was associated with health care utilization. Methods. Four hundred forty-one cancer survivors (≥2 years from diagnosis and had completed treatment) ≥65 years old from 12 cancer centers across 5 states completed telephone surveys. Survivors responded to three questions about receiving a written treatment summary, written follow-up plan, and an explanation of follow-up care plans. Respondents completed the Stanford Chronic Illness Management Self-Efficacy Scale and reported emergency room visits and hospitalizations in the past year. Three multiple linear regression models estimated the association of written treatment summary, written follow-up care plan, and verbal explanation of follow-up plan with total self-efficacy score. Log-binomial models estimated the association of self-efficacy scores with emergency room visits and hospitalizations (yes/no). Results. Among survivors, 40% and 35% received a written treatment summary and follow-up care plan, respectively. Seventy-nine percent received an explanation of follow-up care plans. Receiving a verbal explanation of follow-up care instructions was significantly associated with higher self-efficacy scores (β = 0.72, p = .009). Higher self-efficacy scores were significantly associated with lower prevalence ratios of emergency room visits (prevalence ratio, 0.92; 95% confidence interval, 0.88–0.97) and hospitalizations (prevalence ratio, 0.94; 95% confidence interval, 0.89–0.99). Conclusion. Explanation of the follow-up care plan, beyond the written component, enhances survivor self-efficacy for managing cancer as a chronic condition—an important mediator for improving health care utilization outcomes. Implications for Practice: Older

  10. Academic self-efficacy: from educational theory to instructional practice.

    Artino, Anthony R

    2012-05-01

    Self-efficacy is a personal belief in one's capability to organize and execute courses of action required to attain designated types of performances. Often described as task-specific self-confidence, self-efficacy has been a key component in theories of motivation and learning in varied contexts. Furthermore, over the last 34 years, educational researchers from diverse fields of inquiry have used the notion of self-efficacy to predict and explain a wide range of human functioning, from athletic skill to academic achievement. This article is not a systematic review of the empirical research on self-efficacy; instead, its purpose is to describe the nature and structure of self-efficacy and provide a brief overview of several instructional implications for medical education. In doing so, this article is meant to encourage medical educators to consider and explicitly address their students' academic self-efficacy beliefs in an effort to provide more engaging and effective instruction.

  11. Transculturals, Transnationals: The New Diaspora.

    Willis, David B.; And Others

    1994-01-01

    The dispersion of highly qualified people to many lands due to transnational employment is a new kind of diaspora. A long-term study of an international school in Japan suggests that foreign-national students may be forerunners of a kind of transcultural/transnational identity needed for the world to transcend ultranationalism and ethnocentrism.…

  12. [Parental self-efficacy in family-centered early intervention].

    Sarimski, Klaus; Hintermair, Manfred; Lang, Markus

    2012-01-01

    Parental self-efficacy is seen as an important concern in family-centered early intervention. This article reports the data from 125 parents of young children with intellectual disabilities, hearing impairment or visual impairment. The relationship between parental self-efficacy, parental stress and several parent and child variables is analyzed. The results support the relevance of parental self-efficacy for parental coping. Some recommendations for promoting their experience of participation and partnership in early intervention services are discussed.

  13. Social Capital, Socioeconomic Status and Self-efficacy

    Jing Han; Xiaoyuan Chu; Huicun Song; Yuan Li

    2015-01-01

    This study internalized social capital on the basis of traditional study of the influence of economic factors on self-efficacy, and studied the relationship among the family socio-economic status, social capital and self-efficacy. Based on the theoretical analysis, with first-hand data collection and using multiple regression models, the paper studied the intermediate effect of social capital in the relationship between the socioeconomic status and self-efficacy. We draw on the following conc...

  14. Self-efficacy at work : Social, emotional, and cognitive dimensions

    Loeb, Carina

    2016-01-01

    Research has shown that self-efficacy is one of the most important personal resources in the work context. However, research on working life has mainly focused on a cognitive and task-oriented dimension of self-efficacy representing employees’ perceptions of their capacity to successfully complete work tasks. Thus, little is known about the influence that believing in one’s social and emotional competence could have. This thesis aims to expand previous theory regarding self-efficacy in the wo...

  15. Self-efficacy in the context of organizational psychology

    Maja Fesel Martinčevič

    2004-01-01

    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 organizatio...

  16. Influence of Self-Efficacy on Compliance to Workplace Exercise

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

    2012-01-01

    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......). 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...

  17. The importance of self-efficacy by children

    BRAUNOVÁ, Lenka

    2015-01-01

    The dessertation essay is aimed at the importance of self-efficacy by children.It is specifically aimed at personality factors, psychical progression of a child and prosocial faktors and especially for school children. It is aimed at elementary school duties and source of self-efficacy. The practical part of this essay is based on questionnaire research, that is concerned with the children of 5th class and their self-efficacy. The questionnaire investigates the self-efficacy, belief in their ...

  18. Health Behavior Knowledge and Self-efficacy as Predictors of Body Weight.

    Faghri, Pouran; Buden, Jennifer

    Obesity is a public health concern with significant economic costs affecting employers. Worksite wellness programs benefit from developing tailored interventions that consider employees' health-related knowledge and self-efficacy to change behavior. Correction is a high stress occupation with elevated rates of overweight and obesity. Poor stress management and barriers to achieve optimal health in the work environment increases the need for adequate knowledge and self-efficacy, or the level of confidence to eat healthy and be physically active. This cross-sectional pilot study used a sample of sixteen correctional employees who participated in a Nutrition and Physical Activity Questionnaire. This survey assesses knowledge and self-efficacy for nutrition and physical activity and current health behaviors, such as current dietary habits and level of physical activity. Demographic and anthropometric data were also collected for statistical analyses. Participants were primarily male correction officers working first shift with a mean (±SE) BMI of 29 (±1.05) kg/m(2), classified as overweight. Multiple regression analyses revealed that knowledge and self-efficacy scores predicted variation in BMI when controlling for other scores in the model. Findings from this study may be applicable for future health promotion interventions in high-risk occupations. In high-risk occupations such as corrections, understanding environmental and organizational barriers to achieving good health and reducing chronic disease risk is important. However, in addition to reducing these barriers, increasing knowledge, improving skills and self-efficacy to achieve good health are also critical in order to develop effective interventions for this population.

  19. Influences of Two Types of Self-Efficacy on the Teaching Aspirations of Teachers-in-Training : Job-hunting self-efficacy and job self-efficacy

    児玉, 真樹子; 平尾, 朋子

    2014-01-01

    The purpose of this study was to examine the influence of job-hunting self-efficacy and job self-efficacy on the teaching aspirations of students in teacher-education courses, using Social Cognitive Career Theory. A questionnaire was distributed to 129 university students (84 second-year students and 45 third-year students) enrolled in a teacher-training course. Analyses showed the following: 1) the influence of job-hunting self-efficacy on students’ teaching aspirations was greater than that...

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

    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.

  1. The development and psychometric evaluation of a self-efficacy scale for practicing pelvic floor exercises

    Cinara Sacomori

    2013-08-01

    Full Text Available BACKGROUND: Self-efficacy has been shown to be a predictor of many health-related behaviors, including the practice of pelvic floor exercises with a focus on prevention or cure. OBJECTIVES: To describe the process of construction and the psychometric properties of the scale of self-efficacy for the practice of pelvic floor exercises (EAPEAP. METHOD: A cross-sectional study of validation was carried out with 81 from community and 96 postpartum women, 54.8% of them complained of urinary leakage. An exploratory factor analysis and internal consistency analysis was performed. To check predictive capacity, we analyzed the adherence at 3 months post - intervention and compared the scores of self-efficacy between adherent and non-adherent women. Reliability was analyzed by split half procedure. RESULTS: The instrument showed α=0.923, and revealed three factors: performance expectation considering the action, performance expectation considering the preparation for action and outcome expectations. These factors accounted for 65.32% of the total variance. The instrument was able to differentiate between women who adhere and have not adhered to the exercises (U=352, p=0.013 and there was strong correlation between the two halves of the instrument (rho=0.889, p<0.001. CONCLUSION: The scale is a valid and reliable tool to measure self-efficacy to practice pelvic floor exercises.

  2. Planning and self-efficacy can increase fruit and vegetable consumption: a randomized controlled trial.

    Kreausukon, Pimchanok; Gellert, Paul; Lippke, Sonia; Schwarzer, Ralf

    2012-08-01

    Fruit and vegetable consumption represents a nutritional goal to prevent obesity and chronic illness. To change dietary behaviors, people must be motivated to do so, and they must translate their motivation into actual behavior. The present experiment aims at the psychological mechanisms that support such changes, with a particular focus on dietary self-efficacy and planning skills. A randomized controlled trial compared a theory-based psychological intervention with a health education session in 114 participants. Dependent variables were fruit and vegetable consumption, intention to consume more fruit and vegetables, planning to consume more, and dietary self-efficacy, assessed before the intervention, 1 week afterwards, and at 6-week follow up. Significant group by time interactions for all four dependent variables documented superior treatment effects for the psychological intervention group, with substantially higher scores at posttest and follow-up for the experimental group, although all students benefited from participation. To identify the contribution of the main intervention ingredients (self-efficacy and planning), regression analyses yielded mediator effects for these two factors. A social-cognitive intervention to improve fruit and vegetable consumption was superior to a knowledge-based education session. Self-efficacy and planning seem to play a major role in the mechanisms that facilitate dietary changes.

  3. Emotional intelligence, self-efficacy, and occupational therapy students' fieldwork performance.

    Andonian, Lynne

    2013-07-01

    This study explored the relationship of emotional intelligence level and self-efficacy to fieldwork performance for occupational therapy students. Occupational therapy students (n = 199) from 36 occupational therapy programs in the United States completed the two surveys, the Mayer-Salovey-Caruso Emotional Intelligence Test and the Student Confidence Questionnaire, during their professional Level 2 fieldwork placements. The surveys were compared to the Fieldwork Performance Evaluation for the Occupational Therapy Student completed by the fieldwork educators. Results showed that degree of emotional intelligence, having a choice in the fieldwork setting, and having professional experience in a related setting were positively correlated to Fieldwork Performance scores. Students' self-efficacy was not related to Fieldwork Performance scores. This suggests fostering students' emotional intelligence and capacity for accurate skill appraisal supports fieldwork success.

  4. Social desirability effects on measures of adjustment to university, independence from parents, and self-efficacy.

    Silverthorn, N A; Gekoski, W L

    1995-03-01

    Results of regression analyses on data from 96 first-year undergraduates indicated that social desirability (Jackson and Marlowe-Crowne Social Desirability Scales), particularly scores on the Jackson scale, is related strongly to scores on measures of adjustment (Student Adaptation to College Questionnaire), self-efficacy (Hale-Fibel Generalized Expectation for Success Scale), and independence (Psychological Separation Inventory) from mother, but not from father. In addition, both the Jackson and Marlowe-Crowne scales were correlated highly. Independence from parents and self-efficacy each continued to show a relationship with adjustment to university after social desirability effects were removed. Failure to remove the effect(s) of social desirability from the present measures is likely to lead to inflated estimates of their relation to each other or to other measures.

  5. Self-Efficacy and Burnout in Professional School Counselors

    Gunduz, Bulent

    2012-01-01

    This study investigated the relationships between burnout and self-efficacy among school counselors. Also, the level of their burnout and self-efficacy was examined in terms of the social support, task perception and the number of students. A sample of 194 school counselors filled out the Maslach Burnout Inventory, The School Counselors…

  6. Self-Efficacy and Interest: Experimental Studies of Optimal Incompetence.

    Silvia, Paul J.

    2003-01-01

    To test the optimal incompetence hypothesis (high self-efficacy lowers task interest), 30 subjects rated interest, perceived difficulty, and confidence of success in different tasks. In study 2, 33 subjects completed a dart-game task in easy, moderate, and difficult conditions. In both, interest was a quadratic function of self-efficacy,…

  7. Questioning the Utility of Self-Efficacy Measurements for Indians

    Rushi, Purva J.

    2007-01-01

    This study examined the influence of academic self-efficacy and social support on the academic success of Indian-American and Caucasian-American undergraduate students. 200 Indian-American and Caucasian-American students completed a demographic form and five surveys. The data showed that academic self-efficacy had a significant effect on college…

  8. Development of Self-Efficacy towards Using Alternative Assessment Scale

    Buldur, Serkan; Tatar, Nilgun

    2011-01-01

    Determining the candidate teachers' opinions regarding self-efficacy towards alternative assessment will be beneficial in that this will improve their competencies while using these approaches in their applications within the classroom. In this article, the development and validation of the "Self-efficacy towards Using Alternative Assessment…

  9. Memory self-efficacy and psychosocial factors in stroke

    L. Aben (Laurien); J.J. van Busschbach (Jan); R.W.H.M. Ponds (Rudolf W. H. M.); G.M. Ribbers (Gerard)

    2008-01-01

    textabstractObjective: To explore whether Memory Self-efficacy is related to depression, neuroticism and coping in patients after stroke, as it is in healthy elderly subjects. Design: A cross-sectional design. The relation between Memory Self-efficacy and psychosocial factors was analysed using a Ma

  10. Assessing Regulatory Emotional Self-Efficacy in Three Countries

    Caprara, Gian Vittorio; Giunta, Laura Di; Eisenberg, Nancy; Gerbino, Maria; Pastorelli, Concetta; Tramontano, Carlo

    2008-01-01

    The Regulatory Emotional Self-Efficacy (RESE) scale was developed to assess perceived self-efficacy in managing negative (NEG) and in expressing positive (POS) affect (G. V. Caprara & M. Gerbino, 2001). In this study of young adults, the factorial structure of the RESE scale was found to be similar in Italy, the United States, and Bolivia: In…

  11. Self-Efficacy, Stress, and Academic Success in College

    Zajacova, Anna; Lynch, Scott M.; Espenshade, Thomas J.

    2005-01-01

    This paper investigates the joint effects of academic self-efficacy and stress on the academic performance of 107 nontraditional, largely immigrant and minority, college freshmen at a large urban commuter institution. We developed a survey instrument to measure the level of academic self-efficacy and perceived stress associated with 27…

  12. Academic Self-Efficacy and Prospective ELT Teachers' Achievement

    Sariçoban, Arif; Behjoo, Bahram Mohammadi

    2016-01-01

    This study aims to scrutinize the possible relationship between academic self-efficacy beliefs and foreign language achievement among prospective ELT teachers. To do so, the data for the study were collected through a questionnaire, "College Academic Self-Efficacy Scale" adapted from Owen & Froman (1988), consisting of 33 items…

  13. Physical Activity and Perceived Self-Efficacy in Older Adults.

    Langan, Mary E.; Marotta, Sylvia A.

    2000-01-01

    The purpose of this study was to examine predictors of self-efficacy in older adults, with physical activity, age, and sex as the predictor variables. Regression analyses revealed physical activity to be the only statistically significant predictor of self-efficacy. These findings may be of interest to counselors who work with older people.…

  14. Regulation of Cognitive Processes through Perceived Self-Efficacy.

    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)

  15. Student Self-Efficacy and Gender-Personality Interactions

    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…

  16. Music Teachers' Computer Anxiety and Self-Efficacy

    Kiliç, Deniz Beste Çevik

    2015-01-01

    This study aims to examine the computer anxiety and self-efficacy of music teachers in terms of different variables. The research is implemented on 124 music teachers. A personal information form and scales of Computer Anxiety and Self Efficacy are implemented on 124 music teachers. Data are analyzed with one way analysis of variance (ANOVA) and…

  17. Collaborative curriculum design to increase science teaching self-efficacy

    Velthuis, C.H.

    2014-01-01

    The focus in this study is on developing a teacher training program for improving teachers’ science teaching self-efficacy. Teachers with a high sense of self-efficacy will set higher goals for themselves, are less afraid of failure and will find new strategies when old ones fail. If their sense of

  18. Pre-Service Teacher Self-Efficacy in Digital Technology

    Lemon, Narelle; Garvis, Susanne

    2016-01-01

    Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5-12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and…

  19. Exploring the Development of Novice Teachers' Self-Efficacy

    Mongillo, Maria Boeke

    2011-01-01

    Teacher self-efficacy has been linked to multiple positive student outcomes and teacher practices (Ashton & Webb, 1986; Grant, 2006; Klassen, et al., 2009; Perrachione, Rosser, & Petersen, 2008). However, few studies, have explored teacher self-efficacy qualitatively (Manuel, 2003; Tschannen-Moran & Hoy, 2007; Tschannen-Moran, Hoy,…

  20. Academic Gender Bias and Women's Behavioral Agency Self-Efficacy.

    Ancis, Julie R.; Phillips, Susan D.

    1996-01-01

    Examined 67 upper-level college women enrolled in traditional, nontraditional, and gender-neutral majors to study the relationship between academic gender bias and female students' agentic self-efficacy expectations. Results indicate that perceived academic gender bias predicted agentic self-efficacy expectations, beyond the contributions of sex…

  1. Self-Efficacy, Affectivity and Smoking Behavior in Adolescence

    Veselska, Zuzana; Geckova, Andrea Madarasova; Reijneveld, Sijmen A.; van Dijk, Jitse P.

    2011-01-01

    Background: Research on health-related behaviors confirms the contribution of self-efficacy and affective factors to the initiation and continuation of smoking behavior. The aim was to assess the degree to which affectivity contributes to the association between self-efficacy and smoking behavior in

  2. Gender Differences in Self-Efficacy among Latino College Freshmen

    Lopez, J. Derek

    2014-01-01

    This study examines the changes in self-efficacy among Latinos during the freshman year in a highly selective institution. Results indicate that gender differences exist during this period. Males rate themselves high in self-efficacy at the beginning of the year, while females rate themselves low. An interaction effect occurs at the end of the…

  3. Self-Efficacy and Anxiety within an EFL Context

    Dogan, Cemile

    2016-01-01

    The current study is a quantitative research that aims to investigate the university students' self-efficacy levels and their relation to their anxiety within an EFL context. To do this, a quantitative research was conducted to scrutinize the self-efficacy and anxiety levels of students at a state university. The participants of the study were 150…

  4. Does Digital Game Interactivity Always Promote Self-Efficacy?

    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.

  5. Career Self-Efficacy: Exemplary Recent Research and Emerging Directions

    Betz, Nancy E.

    2007-01-01

    This article discusses what the author views as exemplary work illustrating important directions in research on the applications of Bandura's self-efficacy theory to career theory, assessment, and counseling. The author begins with research on measuring career self-efficacy, following which research testing the postulated behavioral consequences…

  6. Disruptive Student Behavior, Perceived Self-Efficacy, and Teacher Burnout.

    Brouwers, Andre; Tomic, Welko

    This study tested a model in which perceived self-efficacy in classroom management explained the influence of student disruptive behavior on teacher burnout. Dutch secondary teachers completed the Maslach Burnout Inventory, Self-Efficacy Scale for Classroom Management and Discipline, and Order and Organization subscale of the Classroom Environment…

  7. Factor Structure of the Exercise Self-Efficacy Scale

    Cornick, Jessica E.

    2015-01-01

    The current study utilized exercise self-efficacy ratings from undergraduate students to assess the factor structure of the Self-Efficacy to Regulate Exercise Scale (Bandura, 1997, 2006). An exploratory factor analysis (n = 759) indicated a two-factor model solution and three separate confirmatory factor analyses (n = 1,798) supported this…

  8. Mathematics Self-Efficacy: Stereotype Threat versus Resilience

    Schweinle, Amy; Mims, Grace A.

    2009-01-01

    Children's academic self-efficacy is one of the strongest predictors of achievement (Wigfield and Eccles, "Contemporary Educational Psychology" 25(1): 68-81, 2000). The present research examined mathematics self-efficacy and the relationship of racial context from the perspective of two competing bodies of research. Stereotype threat theory would…

  9. Validation of the Sexual Communication Self-Efficacy Scale

    Quinn-Nilas, Christopher; Milhausen, Robin R.; Breuer, Rebecca; Bailey, Julia; Pavlou, Menelaos; DiClemente, Ralph J.; Wingood, Gina M.

    2016-01-01

    This study assessed a newly developed Sexual Communication Self-Efficacy Scale designed to measure the sexual communication self-efficacy of adolescent men and women. Three-hundred and seventy-four U.K. adolescents completed this new scale, along with several other validity measures. Factor analysis revealed that the Sexual Communication…

  10. Research Self-Efficacy, Publication Output, and Early Career Development

    Hemmings, Brian; Kay, Russell

    2010-01-01

    Purpose: This paper has two aims: to investigate the relationship of self-efficacy beliefs in terms of research on publication output; and, to identify the relationship of self-efficacy beliefs about research to the publishing outputs of neophyte lecturers. Design/methodology/approach: A questionnaire was utilised to obtain responses from…

  11. Do Personality Traits Contribute to Vocational Self-Efficacy?

    Larson, Lisa M.; Borgen, Fred H.

    2006-01-01

    Although personality is viewed as a precursor to self-efficacy and interest development (e.g., Lent, Brown, & Hackett, 1994), little research concerns linkages between personality and self-efficacy. This article bridges the relation by presenting the pattern of findings across four university samples. Three general and 11 specific personality…

  12. Neighborhood Processes, Self-Efficacy, and Adolescent Mental Health

    Dupere, Veronique; Leventhal, Tama; Vitaro, Frank

    2012-01-01

    Self-efficacy beliefs are central to mental health. Because adolescents' neighborhoods shape opportunities for experiences of control, predictability, and safety, we propose that neighborhood conditions are associated with adolescents' self-efficacy and, in turn, their internalizing problems (i.e., depression/anxiety symptoms). We tested these…

  13. Self-Efficacy in Second/Foreign Language Learning Contexts

    Raoofi, Saeid; Tan, Bee Hoon; Chan, Swee Heng

    2012-01-01

    This study reviews the empirical literature of self-efficacy, a central component of social cognitive theory, in the area of second language learning by focusing on two research questions: first, to what extent, has self-efficacy, as a predicting variable, been explored in the field of second language learning? Second, what factors affect…

  14. Treatment Implications Derived from Self-Efficacy Research with Children.

    Roth, William G.

    Self-efficacy, a person's perceived capacity to execute a behavior required to produce a desired oucome, can affect motivation and behavior. It appears that individuals gain self-efficacy information from performance accomplishments, vicarious experience, verbal persuasion, and emotional arousal. Effective clinical interventions must promote…

  15. Self-Efficacy and Statistics Performance among Sport Studies Students

    Lane, Andrew M.; Hall, Ross; Lane, John

    2004-01-01

    The present study explored predictive paths between performance accomplishments, self-efficacy, and performance among Sport Studies students taking a Level 1 statistics module. Fifty-eight Level 1 Sport Studies undergraduate degree students completed a 44-item self-efficacy measure and an assessment of perceived academic success at the start of…

  16. Study Skills Course Impact on Academic Self-Efficacy

    Wernersbach, Brenna M.; Crowley, Susan L.; Bates, Scott C.; Rosenthal, Carol

    2014-01-01

    Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education…

  17. Fear of Movement and Low Self-Efficacy Are Important Barriers in Physical Activity after Renal Transplantation.

    Dorien M Zelle

    Full Text Available Physical activity (PA and exercise are commonly used as preventive measures for cardiovascular disease in the general population, and could be effective in the management of post-transplantation cardiovascular risk. PA levels are low after renal transplantation and very few renal transplant recipients (RTR meet the PA guidelines. Identification of barriers to regular PA is important to identify targets for intervention to improve PA levels after renal transplantation. We investigated fear of movement and physical self-efficacy as barriers to PA in RTR.RTR were investigated between 2001-2003. The Tampa Score of Kinesiophobia-Dutch Version (TSK-11 was used to assess fear of movement. Physical self-efficacy was measured with the LIVAS-scale. PA was assessed using validated questionnaires (Tecumseh Occupational Activity Questionnaire and the Minnesota Leisure Time Physical Activity Questionnaire.A total of 487 RTR (age 51±12 years, 55% men were studied. Median score [interquartile range] on TSK-11 was 22 [17-26]. Low physical self-efficacy (Exp B:0.41[0.31-0.54], p<0.001 and history of myocardial infarction, transient ischemic attack and cerebrovascular accident (Exp B:1.30[1.03-1.63],p = 0.03 were independent determinants for fear of movement. Fear of movement was associated with lower daily PA, occupational, sports and leisure time PA. Mediation-analysis showed that a large part (73% of the effect of fear of movement on PA was explained by low physical self-efficacy.This study was the first to examine fear of movement and self-efficacy in relation to PA in RTR. Fear of movement was associated with a low PA level, and the larger part of this relation was mediated by low physical self-efficacy. Both fear of movement and physical self-efficacy level are important targets for intervention during rehabilitation after renal transplantation.

  18. Fear of Movement and Low Self-Efficacy Are Important Barriers in Physical Activity after Renal Transplantation

    Zelle, Dorien M.; Corpeleijn, Eva; Klaassen, Gerald; Schutte, Elise; Navis, Gerjan; Bakker, Stephan J. L.

    2016-01-01

    Background Physical activity (PA) and exercise are commonly used as preventive measures for cardiovascular disease in the general population, and could be effective in the management of post-transplantation cardiovascular risk. PA levels are low after renal transplantation and very few renal transplant recipients (RTR) meet the PA guidelines. Identification of barriers to regular PA is important to identify targets for intervention to improve PA levels after renal transplantation. We investigated fear of movement and physical self-efficacy as barriers to PA in RTR. Methods RTR were investigated between 2001–2003. The Tampa Score of Kinesiophobia–Dutch Version (TSK-11) was used to assess fear of movement. Physical self-efficacy was measured with the LIVAS-scale. PA was assessed using validated questionnaires (Tecumseh Occupational Activity Questionnaire and the Minnesota Leisure Time Physical Activity Questionnaire). Results A total of 487 RTR (age 51±12 years, 55% men) were studied. Median score [interquartile range] on TSK-11 was 22 [17–26]. Low physical self-efficacy (Exp B:0.41[0.31–0.54], p<0.001) and history of myocardial infarction, transient ischemic attack and cerebrovascular accident (Exp B:1.30[1.03–1.63],p = 0.03) were independent determinants for fear of movement. Fear of movement was associated with lower daily PA, occupational, sports and leisure time PA. Mediation-analysis showed that a large part (73%) of the effect of fear of movement on PA was explained by low physical self-efficacy. Conclusions This study was the first to examine fear of movement and self-efficacy in relation to PA in RTR. Fear of movement was associated with a low PA level, and the larger part of this relation was mediated by low physical self-efficacy. Both fear of movement and physical self-efficacy level are important targets for intervention during rehabilitation after renal transplantation. PMID:26844883

  19. Measuring and Supporting Pre-Service Teachers' Self-Efficacy towards Computers, Teaching, and Technology Integration

    Killi, Carita; Kauppinen, Merja; Coiro, Julie; Utriainen, Jukka

    2016-01-01

    This paper reports on two studies designed to examine pre-service teachers' self-efficacy beliefs. Study I investigated the measurement properties of a self-efficacy beliefs questionnaire comprising scales for computer self-efficacy, teacher self-efficacy, and self-efficacy towards technology integration. In Study I, 200 pre-service teachers…

  20. Instructional design considerations promoting engineering design self-efficacy

    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 showed that students perceive team inclusion and feedback as significant contributors to their self-efficacy beliefs, while team diversity was not related to self-efficacy. Separate models for each predictor demonstrated good fit. Recommendations are made based on the corresponding nature of engineering design self-efficacy and creative thinking self-efficacy: strategies encouraging self-efficacy in these domains may be transferrable. Instructors are made aware of the significant impact of classroom

  1. Witness self-efficacy: development and validation of the construct.

    Cramer, Robert J; Neal, Tess M S; DeCoster, Jamie; Brodsky, Stanley L

    2010-01-01

    Despite the application of Self-Efficacy Theory (Bandura, 1977, 2000) to many areas of psychology, there is a lack of research on self-efficacy in the ability to testify in court. The present study fills this gap by incrementally developing the construct of Witness Self-Efficacy and establishing its psychometric properties. Study I features exploratory and confirmatory factor analyses yielding a two-factor Witness Self-Efficacy Scale (WSES). The two components are Poise and Communication Style. Study II uses a second data collection to show that both WSES domains possess convergent, divergent, and predictive validity relations consistent with those expected using an SET framework. Notably, WSES components predicted perceptions of witness credibility and sentencing outcomes above and beyond witness extraversion, general self-efficacy, and general self-confidence. Implications for SET and witness preparation training are discussed. Copyright © 2010 John Wiley & Sons, Ltd.

  2. Shadow education: Effects on students’ self-efficacy in science

    Darryl Roy Tabasa Montebon

    2016-01-01

    Full Text Available This study aims to investigate the effect of shadow education on students’ self-efficacy. Shadow education or tutoring mimics the mainstream form of education (Bray, 1999 while self-efficacy is a personal judgment of one’s capability to plan and execute a course of action to achieve a certain goal (Bandura, 1977 as cited by Zimmerman, 2000. Results of this study described the tutorial background of the respondents and their self-efficacy levels. It has been found out that students’ self-efficacy due to exposure to shadow education is high. The self-efficacy of students does not necessarily vary when compared by gender, grade level, and the length of time that respondents have been going to tutorial sessions.

  3. The Challenge of Transcultural Diversities

    Kevin Robins

    2008-09-01

    Full Text Available The economic and social dynamics of globalisation have brought with them a new kind of migration movement that can no longer be approached within the traditional framework of the Nation-State and its limits. Starting from the idea of the importance of transcultural diversity as a democratic social resource that should be emphasised and preserved through cultural political intervention, the author of the article stresses the need for a change of paradigm in drafting cultural policies. The case of Europe is a clear example of the process of complexisation and diversification of this transnational space and of the need for the continuation of the process of Europeisation for some kind of accommodation between national and cosmopolitan principles. In this way, the author –basing his argument on reports from the Council of Europe– calls for a transnational cultural policy to defend transcultural diversity; a policy in which the Council will have to play a key role.

  4. Learners with Low Self-Efficacy for Information Literacy Rely on Library Resources Less Often But Are More Willing to Learn How to Use Them

    Dominique Daniel

    2014-09-01

    Full Text Available Objectives – To determine whether there is a relationship between self-efficacy (i.e., confidence regarding information literacy skills and self-efficacy for distance learning; and to compare the use of electronic resources by high and low information literacy self-efficacy distance learners and their interest in learning more about searching. Design – Online survey. Setting – A small public university in the United States of America. Subjects – Undergraduate and graduate students enrolled in one or more online courses. Most respondents were in their twenties, 76% were female, 59% were undergraduates, and 69% were full time students. Methods – Students were asked six demographic questions, eight questions measuring their self-efficacy for information literacy, and four questions measuring their self-efficacy for online learning. All self-efficacy questions were adapted from previous studies and used a one to five Likert scale. The response rate was 6.2%. Correlational analysis was conducted to test the first two hypotheses (students who have higher self-efficacy for information seeking are more likely to have higher self-efficacy for online learning and for information manipulation. Descriptive analysis was used for the remaining hypotheses, to test whether students who have higher information literacy self-efficacy are more likely to have high library skills (hypothesis three and are more interested in learning about how to use library resources (hypothesis four. Among respondents high information literacy self-efficacy and low self-efficacy groups were distinguished, using the mean score of information literacy self-efficacy. Main Results – There was a significant correlation between self-efficacy for information seeking and self-efficacy for online learning (r = .27, as well as self-efficacy for information manipulation (r = .79. Students with high information seeking self-efficacy were more likely to use library databases (28

  5. A PSYCHOLINGUISTICS CASE STUDY: A TOOL FOR MEASURING SELF-EFFICACY IN EFL AT TERTIARY LEVEL IN BALKANS

    Hakan AYDOĞAN

    2016-08-01

    Full Text Available The aim of this study is to examine psychometrical properties of the Selfefficacy in English language learning and using scale (SEELUS. The second aim is to investigate differences in self-efficacy due to gender, level of education (international high school's last grade students and university attendance, and nationality (Bosnian and Turks. This research was conducted with 129 students in Europe. The results revealed a two-factor latent structure of the SEELUS. Hence, there are two types of self-efficacy: positive and negative ones.The reliability of the SEELUS is very good as are the reliabilities of its subscales. The distribution of participants' scores on the Positive self-efficacy subscale is left-skewed while the distribution of their scores on the Negative self-efficacy subscale is rightskewed. Similarly, Turkish and Bosnian students did not differ significantly in their levels of self-efficacy despite the fact that p-value in this case was close to threshold of p = .05.

  6. Mismatching Perspectives and Pacific Transculturality

    Anne Holden Rønning

    2013-01-01

    Full Text Available Increased critical consciousness and awareness of interculturality in a global and glocal context at the beginning of the twenty-first century has increasingly used the concept of transculturation when discussing modernities. Politically transculturation can be used to describe processes of negotiation in contemporary society that lead to social awareness and solidarity, as well as ensuring the continuity of societies. The fusing of cultural forms leads to a mismatching of perspectives, hence some critics have preferred to use the terms translation and/or transliteracy to describe this concept. Transculturation is related to the “normal processes of artistic borrowing and influence, by which any culture makes part of its contribution to the conversation of mankind,” as Les Murray maintained, and “it engages multiple lines of difference simultaneously” with overlapping boundaries (Rogers 491. Referring to various authors and linking it to cultural appropriation and border crossings, this article examines how the narrative expression of Both Sides of the Moon, to cite the title of Alan Duff’s book, is a key feature of Pacific writing, in an area where centuries of migration from near and far have exposed different cultures to each other on social, political, linguistic and aesthetic levels. These ‘contact zones’, to use Mary Pratt’s words, provide the reader with constantly moving translated identities, cultural hybridity and a use of language that has a highly local significance in a global context.

  7. Transcultural nursing. A source guide.

    Mahon, P Y

    1997-01-01

    The concept of transcultural nursing is relatively new to the nursing literature. It had been less than 30 years since Madeleine Leininger first began to develop a theory of transcultural nursing as part of a doctoral study in anthropology. Much has changed in that time, and nursing staff development and inservice educators need to provide educational offerings within a multicultural context in a timely manner. Cultural diversity is the standard in the mid-1990s, and those nursing staff development programs that are sensitive to this fact produce employees with advantages over those from settings that do not prepare staff for practice in a constantly changing world. This annotated bibliography about transcultural nursing details key references for staff development and inservice programs. It is not intended as an exhaustive review but rather focuses on the most relevant, timely, and useful of the ever increasing number of publications concerning this important subject. Six major books and four of the most pertinent recent journal articles are included. Conclusions and implications for nursing staff educators are offered.

  8. The Relationships between Academic Self-Efficacy, Computer Self-Efficacy, Prior Experience, and Satisfaction with Online Learning

    Jan, Shazia K.

    2015-01-01

    This study investigated the relationships between academic self-efficacy (ASE), computer self-efficacy (CSE), prior experience, and satisfaction with online learning and explored how ASE, CSE, and satisfaction vary with age and gender. One hundred and three graduate students enrolled in purely online courses in January 2014 at a university in the…

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

    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…

  10. Intercultural Allusion in Transcultural Identity Narratives

    Sell, Jonathan P. A.

    2004-01-01

    This paper attempts to provide a theoretical framework for the use of intercultural allusion in narratives of transcultural identity. Identity is taken to be narrative in performance, one element of which, intercultural allusion, serves pragmatically to broker the transcultured subject's insertion into the host culture. The paper then shows how…

  11. The association between foot-care self efficacy beliefs and actual foot-care behaviour in people with peripheral neuropathy: a cross-sectional study

    Swerissen Hal

    2009-02-01

    Full Text Available Abstract Background People with diabetes and peripheral neuropathy often do not implement the foot-care behavioural strategies that are suggested by many health professionals. The concept of self-efficacy has been shown to be an effective predictor of behaviour in many areas of health. This study investigated the relationships between foot-care self-efficacy beliefs, self-reported foot-care behaviour and history of diabetes-related foot pathology in people with diabetes and loss of protective sensation in their feet. Methods Ninety-six participants were included in this cross-sectional study undertaken in a regional city of Australia. All participants had diabetes and clinically diagnosed loss of protective sensation in their feet. The participants completed a self-report pen-paper questionnaire regarding foot-care self efficacy beliefs (the "Foot Care Confidence Scale" and two aspects of actual foot-care behaviour-preventative behaviour and potentially damaging behaviour. Pearson correlation coefficients were then calculated to determine the association between foot-care self-efficacy beliefs and actual reported foot-care behaviour. Multiple analysis of variance was undertaken to compare mean self-efficacy and behaviour subscale scores for those with a history of foot pathology, and those that did not. Results A small positive correlation (r = 0.2, p = 0.05 was found between self-efficacy beliefs and preventative behaviour. There was no association between self-efficacy beliefs and potentially damaging behaviour. There was no difference in self-efficacy beliefs in people that had a history of foot pathology compared to those that did not. Conclusion There is little association between foot-care self-efficacy beliefs and actual foot-care behaviour. The usefulness of measuring foot-care self-efficacy beliefs to assess actual self foot-care behaviour using currently available instruments is limited in people with diabetes and loss of protective

  12. Young Children's Self-care and Independence Tasks: Applying Self-efficacy Theory.

    Hildebrand, Verna

    1988-01-01

    Discusses the theory of self-efficacy, the ways in which young children learn self-care and self-efficacy, and methods parents and other caregivers can use to encourage self-efficacy in young children. (RJC)

  13. Breastfeeding Self-efficacy: A Critical Review of Available Instruments.

    Tuthill, Emily L; McGrath, Jacqueline M; Graber, Melanie; Cusson, Regina M; Young, Sera L

    2016-02-01

    Increasing breastfeeding rates in the United States is a national priority. Yet, initiation and duration of breastfeeding remains below national targets. Breastfeeding self-efficacy has been shown to be a strong predictor of both breastfeeding initiation and duration and is therefore an important characteristic to be able to measure. However, there is currently a myriad of instruments for measuring breastfeeding self-efficacy, which makes selection of an appropriate instrument difficult. Thus, our aim was to identify, compare, and critically review available breastfeeding self-efficacy instruments. In a systematic review, 6 breastfeeding self-efficacy instruments were identified. The instruments' purposes, theoretical framework, final scale development, and application in 5 most recent settings were analyzed. The 6 breastfeeding self-efficacy instruments apply a number of theoretical and conceptual frameworks in their development, with Bandura's social cognitive theory being most common. Content, construct, and predictive validity were strong for most scales. Some, but not all, have been successfully adapted to novel settings. In sum, there are several measurements of breastfeeding self-efficacy that can and should be employed to better understand reasons for suboptimal breastfeeding rates and the effects of interventions on breastfeeding self-efficacy. Instrument selection should be based on domains of primary interest, time available, peripartum timing, and assessment of previous adaptations. Failure to apply appropriate measures in research may garner results that are inconclusive, inaccurate, or nonrepresentative of true study effects.

  14. Measuring and Supporting Pre-Service Teachers’ Self-Efficacy Towards Computers, Teaching, and Technology Integration

    Kiili, Carita; Kauppinen, Merja; Coiro, Julie; Utriainen, Jukka

    2016-01-01

    This paper reports on two studies designed to examine pre-service teachers’ self-efficacy beliefs. Study I investigated the measurement properties of a self-efficacy beliefs questionnaire comprising scales for computer self-efficacy, teacher self-efficacy, and self-efficacy towards technology integration. In Study I, 200 pre-service teachers completed the self-efficacy questionnaire. Confirmatory factor analyses resulted in a modified measurement model consisting of the three hypothesized sel...

  15. Emotional intelligence as a predictor of self-efficacy among students with different levels of academic achievement at Kermanshah University of Medical Sciences

    AMENEH GHARETEPEH

    2015-04-01

    Full Text Available Introduction: studies have indicated that emotional intelligence is positively related to self-efficacy and can predict the academic achievement. The present study aimed to investigate the role of emotional intelligence in identifying self-efficacy among the students of Public Health School with different levels of academic achievement. Methods: This correlational study was conducted on all the students of Public Health School. 129 students were included in the study through census method. Data were collected using Emotional Intelligence and self-efficacy questionnaires and analyzed using descriptive statistics and regression analysis by SPSS 14. Results: The average score of students with high academic achievement was higher in self-efficacy (39.78±5.82 and emotional intelligence (117.07±10.33 variables and their components than that of students with low academic achievement (39.17±5.91, 112.07±13.23. The overall emotional intelligence score to predict self-efficacy explanation was different among students with different levels of academic achievement (p<0.001. Self-efficacy structure was explained through self-awareness and self-motivation components in students with low academic achievement (r=0.571. In students with high academic achievement, self-awareness, selfmotivation and social consciousness played an effective role in explaining self-efficacy (r=0.677, p<0.001. Conclusion: Emotional intelligence and self-efficacy play an important role in achieving academic success and emotional intelligence can explain self-efficacy. Therefore, it is recommended to teach emotional intelligence skills to students with low academic achievement through training workshops.

  16. College Student Motivation to Lead in Relation to Basic Psychological Need Satisfaction and Leadership Self-Efficacy

    Cho, YoonJung; Harrist, Steve; Steele, Misty; Murn, Lindsay T.

    2015-01-01

    We investigated basic need satisfaction and leadership self-efficacy as psychological antecedents of college students' motivation to lead (MTL), while controlling for individual differences by gender and academic class. Preliminary analyses revealed significant gender differences with males scoring higher than females on calculative MTL and…

  17. Self-Efficacy, Stress, and Acculturation as Predictors of First Year Science Success among Latinos at a South Texas University

    McNamara, Mark W.

    2012-01-01

    The study tested the hypothesis that self-efficacy, stress, and acculturation are useful predictors of academic achievement in first year university science, independent of high school GPA and SAT scores, in a sample of Latino students at a South Texas Hispanic serving institution of higher education. The correlational study employed a mixed…

  18. Primary teachers’ and primary pre-service teachers’ self-efficacy beliefs and attitudes toward teaching profession

    Cemalettin İpek

    2012-10-01

    Full Text Available Normal 0 21 false false false MicrosoftInternetExplorer4 Abstract The main purpose of this study is to compare the primary teachers and pre-service primary teachers’ self-efficacy beliefs and attitudes toward teaching profession in Turkey. Descriptive method was used in the study and the study was carried out on 180 first grade and 107 fourth grade primary pre-service teachers at the Faculty of Education in Rize University and 131 primary teachers working in the primary schools located in Çayeli (Rize district. The Attitude Scale towards Teaching Profession (Özgür, 1994 and the Turkish form of the Ohio State Teacher Efficacy Scale (Baloğlu and Karadağ, 2008 were used as data gathering instrument in the study. The study results revealed that the first grade primary pre-service teachers’ scores on the attitudes towards teaching professions were statistically higher than the scores of the fourth grade primary pre-service teachers and of the primary teachers. However, the study results indicated that the teaching self-efficacy scores of the first grade pre-service teachers were statistically lower than the teaching self-efficacy scores of the fourth grade pre-service teachers and primary teachers. On the other hand, the study results showed that females’ attitudes towards teaching profession were higher than the attitudes of their male counterparts whereas self-efficacy scores did not differentiate due to the gender of the primary pre-service teachers and primary teachers. Moreover, the study results indicated that there were not any significant correlation between the self-efficacy and attitudes scores of the pre-service teachers and primary teachers.

  19. University students’ self-efficacy and achievement in derivative concept

    Kula Fulya

    2016-01-01

    Full Text Available The purpose of the current study was to explore the relationship between self-efficacy and achievement in the derivative concept in university level. University students from education, engineering and science faculties attended the study. 1660 students’ data were gathered and the study has demonstrated that the there is a moderate and positive relationship between university students’ self-efficacy levels and their achievement in derivative concept. It is suggested that university level students’ self-efficacy levels be addressed when considering their achievement in the derivative concept.

  20. Danish version of 'The COPD self-efficacy scale'

    Emme, Christina; Mortensen, Erik L; Rydahl-Hansen, Susan

    2012-01-01

    Scand J Caring Sci; 2012; 26; 615-623 Danish version of 'The COPD self-efficacy scale': translation and psychometric properties The aim of the study was to translate 'The COPD self-efficacy scale' (CSES) into Danish and to evaluate the psychometric properties of the Danish version (CSES-DK). CSES...... enables assessment of self-efficacy in individuals with chronic obstructive pulmonary disease (COPD). The scale consists of 34 items, describing situations which may cause dyspnoea in patients with COPD. The CSES was translated into Danish using a standard forward-backward translation procedure...

  1. KETERKAITAN SELF EFFICACY DAN SELF ESTEEM TERHADAP PRESTASI BELAJAR MAHASISWA

    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

  2. Relationship between knowledge, attitude, behavior, and self-efficacy on the radiation safety management of radiation workers in medical institutions

    Han, Eun Ok [Daegu Health College, Daegu (Korea, Republic of)

    2007-06-15

    Radiation safety managements in medical institutions are needed to protect certain radiation damages as a part of National Coalition. This study investigates the characteristics of self-efficacy that become the major factor on the knowledge, attitude, and behavior on the radiation safety management of radiation workers as an approach of educational aspects and analyzes the relationship between such factors to provide basic materials for improving the activity level of radiation safety managements. In order to implement the goal of this study, a survey was performed for 1,200 workers who were engaged in radiation treatments in medical centers, such as general hospital, university hospital, private hospital, and public health center for 42 days from July 23, 2006. Then, the results of the analysis can be summarized as follows: 1. Average scores on knowledge, attitude, and behavior in the radiation safety management were presented as 75.76{+-}11.20, 90.55{+-}8.59, 80.58{+-}11.70, respectively. Also, the average score of self-efficacy was recorded as 73.55{+-}9.82. 2. Knowledge levels in the radiation safety management showed significant differences according to the sex, age, marriage, education, and experience. Also, males of married, older, highly educated, and largely experienced represented high knowledge levels. Attitude levels in the radiation safety management showed certain significant differences according to the type of medical centers in which private hospitals showed a relatively low level compared to that of high levels in university hospitals. Behavior levels in the radiation safety management also represented significant differences according to the age, marriage, education, experience, and types of medical centers. Factors in married, general hospital, older, highly educated, and largely experienced showed high behavior levels. In addition, the self-efficacy showed certain differences according to the marriage and types of medical centers. Factors in

  3. Self-efficacy, foreign language anxiety as predictors of academic performance among professional program students in a general English proficiency writing test.

    Chen, M C; Lin, Huey-Ju

    2009-10-01

    Questionnaires were administered to 120 students. Cluster analysis was used to examine whether specific groups could be described by a writing self-efficacy scale, English writing anxiety scale, and a written General English Proficiency Test. Three clusters were observed. Demographic variables were compared for each cluster, including age, sex, program of study, years of English instruction, native language, and number of English speaking acquaintances. Efforts to reduce writing anxiety and promote writing self-efficacy could enhance writing scores of participants.

  4. Effects of single sex lab groups on physics self-efficacy, behavior, and academic performance

    Hunt, Gary L.

    The purpose of this study was to investigate the relationships between the gender composition of a laboratory group and student behaviors, self-efficacy, and quiz performance, within the college physics laboratory. A student population was chosen and subdivided into two groups, which were assigned either same-sex or coed laboratory teams while executing identical laboratory activities and instruction. Assessments were carried out prior to instruction, during the course, and at the end of one semester worth of instruction and laboratory activities. Students were assessed in three areas: behaviors exhibited during laboratory activities, self-efficacy, and scores on laboratory quizzes. Analyses considered the differences in outcomes after a single semester of physics laboratories that differed only in team gender organization. The results indicated that there were no statistically significant differences in behavior variable, self-efficacy or laboratory quiz scores between same sex teams and coed teams. There were also no statistically significant differences between genders, and no interaction effect present. In a post-hoc analysis of the individual behaviors data, it was noted that there is present a practical difference in the individual behaviors exhibited by males and females. This difference implies a difference in how males and females successfully engage in the laboratory activities.

  5. Comparison of Coping Strategies, Perfectionism and Self-Efficacy in Individuals with Substance Use Disorder and Normal Individuals

    Farzeneh Ranjbar, N

    2013-05-01

    Full Text Available Aim: The aim of the present study was to compare the coping strategies, perfectionism (positive and negative and self-efficacy in individuals with substance use disorder and normal individuals. Method: In this casual-comparative study, 200 persons (100 individuals with substance use disorder and 100 normal individuals were selected by cluster random sampling. The groups were matched with consideration of demographic characteristics (age, gender, marital status and education and they completed the Lazarus and Folkman coping strategies inventory (1984, Terry-Short perfectionism scale (1995 and Schwartz and Jerusalem general self-efficacy questionnaire (1981. Results: Findings of the study showed that the two groups had significant differences on subscales of coping strategies namely: avoidance, self-control, responsibility, avoidance-escape and problem solving. In addition, substance abuse group had also lower scores on the positive perfectionism in comparison of normal group. A significant difference on the level of self-efficacy was observed between the two groups, in this regard, self-efficacy in normal group was more than substance abuse group. Conclusion: The selection of improper coping style, unrealistic and excessive expectations about the abilities and low levels of self-efficacy are factors that can lead to more substance abuse and finally addiction.

  6. Transportation Self-Efficacy and Social Problem-Solving of Persons Who Are Blind or Visually Impaired.

    Crudden, Adele; Antonelli, Karla; O'Mally, Jamie

    2016-01-01

    Social problem-solving skills and transportation self-efficacy were assessed for 48 vocational rehabilitation consumers with visual disabilities who required assistance securing work transportation. Social problem solving was at the upper end of the normed average; transportation self-efficacy averaged 101.5 out of 140. Level of vision loss was not associated with score differences; urban residence related to slightly higher self-efficacy than suburban or rural residency. Participants appeared to have the skills necessary to secure employment transportation, but were less confident about transportation-seeking activities that required more initiative of social interaction. Training and information might help consumers gain confidence in these tasks and increase viable transportation options.

  7. Improvement in Stress, General Self-Efficacy, and Health Related Quality of Life following Patient Education for Patients with Neuroendocrine Tumors: A Pilot Study

    Trude Haugland

    2013-01-01

    Full Text Available The purpose of the study was to evaluate changes in general self-efficacy, health related quality of life (HRQoL, and stress among patients with neuroendocrine tumors (NET following a multidisciplinary educational intervention. Forty-one patients were enrolled in this exploratory pilot study. A total of 37 patients completed the full 26-week intervention based on the principles of self-efficacy. General self-efficacy was measured by the General Self-Efficacy Scale, HRQoL was measured with the SF-36, and stress was measured with the Impact of Event Scale. Mixed effect models were used to evaluate changes in general self-efficacy, mental and physical components of HRQoL, and stress adjusting for demographic and clinical variables. Results showed significant improvements in patients’ general self-efficacy (β = 0.71; P<0.05, physical component scores of HRQoL (β = 3.09; P<0.01, and stress (β=-2.10, P=0.008. Findings suggest that patients with NET have the capacity to improve their ability to cope with their disease, problem-solve, improve their physical status, and reduce their stress following an educational intervention based on the principles of self-efficacy. These preliminary data provide a basis for future randomized controlled trials to test interventions to improve HRQoL for patients with NET.

  8. Negative self-efficacy and goal effects revisited.

    Bandura, Albert; Locke, Edwin A

    2003-02-01

    The authors address the verification of the functional properties of self-efficacy beliefs and document how self-efficacy beliefs operate in concert with goal systems within a sociocognitive theory of self-regulation in contrast to the focus of control theory on discrepancy reduction. Social cognitive theory posits proactive discrepancy production by adoption of goal challenges working in concert with reactive discrepancy reduction in realizing them. Converging evidence from diverse methodological and analytic strategies verifies that perceived self-efficacy and personal goals enhance motivation and performance attainments. The large body of evidence, as evaluated by 9 meta-analyses for the effect sizes of self-efficacy beliefs and by the vast body of research on goal setting, contradicts findings (J. B. Vancouver, C. M. Thompson, & A. A. Williams, 2001; J. B. Vancouver, C. M. Thompson, E. C. Tischner, & D. J. Putka 2002) that belief in one's capabilities and personal goals is self-debilitating.

  9. Approaching Environmental Sustainability: Perceptions of Self-Efficacy and Changeability.

    Schutte, Nicola S; Bhullar, Navjot

    2017-04-03

    This paper describes a model focused on the role of self-efficacy and belief in changeability of behavior in motivating environmentally sustainable behavior. The model was tested in two studies. The first study found that participants who had greater self-efficacy for sustainability behavior and a greater belief in their changeability of sustainability behavior had a higher level of approach motivation toward sustainability behavior and reported more such actual behavior. The second study investigated the effect of brief interventions intended to increase perception of self-efficacy for sustainability-related purchasing and changeability of sustainability-related purchasing. The intervention that focused on enhancing self-efficacy for making sustainability-related purchases had the strongest impact on intention to purchase. These findings have implications for interventions intended to change behavior related to environmental sustainability.

  10. Teacher self-efficacy in new nurse educators.

    Nugent, K E; Bradshaw, M J; Kito, N

    1999-01-01

    The purpose of this study was to determine the variables that influence teacher self-efficacy in faculty with five or fewer years of teaching experience. Specifically, the relationship between formal educational courses and teacher self-efficacy in the teaching domains of course preparation, instructor behavior, evaluation and examination, and clinical teaching were examined. Findings showed that the 346 new nurse educators in this study had a strong sense of teacher self-efficacy. Results of multiple regression analysis indicated that formal education courses, teaching experience in nursing, and other teaching experience influenced the level of teacher self-efficacy. This study has implications for the mentoring of new faculty in the teaching role.

  11. Transcultural Space and the Writer

    Inez Baranay

    2016-05-01

    Full Text Available (1 As a long time writer, I always found, even before I began to publish, that my work was difficult to categorise, even while categories seemed essential for publication, reception and visibility. (2 In this personal essay, I apply the notion of the transcultural to a short writing [auto]biography. The methodology adopted for this purpose is a form of autoethnography: “a form of self-reflection and writing that explores the researcher’s personal experience and connects this autobiographical story to wider cultural, political, and social meanings and understandings”1 to explore how my immigrant background and transcultural lived experience is reflected in my creative writing, and to give an account of how my literary output has been placed in various but always restrictive pre-existing categories. I am also encouraged by Mikhail Epstein’s proposed “scriptorics”, the study of the one who writes Each section of the essay is divided into two: the first sections provide a succinct version of the issues in a developing writer’s life, framed by the need for the practice and production to “belong” somewhere; the second sections take them to a posited “Transcultural Space” where the work seems more authentically to have originated and in which it seems to be more perceptively read. (3 The result is not so much a conventional academic article as a fiction writer’s reflection on her work in the embrace of an inclusive and meaning-making realm.

  12. The Effect of Message-Framing on Breastfeeding Self-Efficacy Among Nulliparous Women in Shushtar, Iran

    Merdasi, Fatemeh; Araban, Marzieh; Saki, Malehi Amal

    2017-01-01

    Introduction Exclusive breastfeeding for 6 months and continuing it for 2 years, along with complementary feeding, are the primary objectives of public health plans and nutrition around the world. Self-efficacy is a theoretical framework that could be a strong predictive for breastfeeding. This study aimed to determine the effect of message-framing on self-efficacy of breastfeeding in nulliparous women in Shushtar. Methods This quasi-experimental study was conducted in 2015 on 210 nulliparous women in Shushtar (Iran). The participants were randomly allocated into intervention and control groups. The study tool was the short form of breastfeeding self-efficacy scale that was completed on arrival of the study (days 3–5), at the end of week four and at the end of week eight. Data were analyzed by SPSS 19, using Chi-square, ANOVA, and repeated measurements. Results Mean age of participants was 24.52 years old with standard deviation of 95.4. Mean score of breastfeeding self-efficacy in gain-framed group at days 3–5, week four and week eight was 47.94, 57.43 and 52.8 respectively; in loss-framed group it was 47.76, 56.11 and 52.64 respectively; and in control group it was 45.16, 48.68 and 45.31 respectively. No significant difference was observed between the score of average self-efficacy of days 3–5 and week eight in control group (p=0.93). However, in gain-framed group (p=0.001) and loss-framed group (p=0.004), a significant difference was observed. Conclusion Results of this study showed that message-framing promotes breastfeeding self-efficacy in nulliparous women and in this regard, there is no difference between gain-framed and loss-framed messages. PMID:28243406

  13. Emotional intelligence and self-efficacy among physical education teachers

    Mouton, Alexandre; Hansenne, Michel; Delcour, Romy; Cloes, Marc

    2013-01-01

    Research has documented a positive association between Emotional Intelligence (EI) and well-being, performance and self-efficacy. The purpose of the current study was to examine potential associations between EI and self-efficacy among physical education teachers. The Trait Emotional Intelligence Questionnaire (TEIQue) and the Teacher Sense of Efficacy Scale (TSES) were administered to a sample of 119 physical education teachers. The main results show a positive association ...

  14. Relationship between self-efficacy, transformational leadership and leader effectiveness

    Mešterová Jana; Procházka Jakub; Vaculík Martin; Smutný Petr

    2015-01-01

    The aim of this research is to empirically investigate the relationship between a leader’s self-efficacy, transformational leadership and leader effectiveness. On the basis of the literature and current leadership research review, the theoretical model, in which transformational leadership mediates the relationship between a leader’s self- efficacy and effectiveness, is proposed. The research was conducted within a three-month-long management simulation game at two Czech universities. A total...

  15. Self-efficacy in the context of organizational psychology

    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.

  16. Science self-efficacy of African American middle school students: Relationship to motivation self-beliefs, achievement, gender, and gender orientation

    Britner, Shari Lynn

    Motivation researchers have established that students' self-efficacy beliefs, the confidence they have in their academic capabilities, are related to academic outcomes. Self-efficacy has been amply researched in mathematics and language arts and nearly exclusively with White students. African American students and the area of science have each received scant attention. Typically, gender differences favor boys in mathematics and girls in language arts. Researchers have also found that these differences may be a function of gender orientation beliefs. The purpose of this study was to extend findings in science self-efficacy and to African American middle school students. I sought to determine whether self-efficacy assessed at differing levels of specificity (lab skills versus science grades) would each predict science achievement assessed at corresponding levels, to discover whether mean scores in academic motivation and achievement would differ by gender, and to determine whether these differences are a function of gender orientation (N = 268). Science grade self-efficacy was positively associated with the grades obtained by boys and by girls. For girls, grades were also associated positively with science self-concept and negatively with value of science. For reasons resulting from problematic instructional practices, lab skills self-efficacy was not associated with lab grades. Girls reported stronger science self-efficacy and received higher grades in science class. Gender orientation beliefs did not account for these differences, but masculinity and femininity were each associated with science grade self-efficacy, suggesting that androgyny is an adaptive orientation for the science self-efficacy beliefs of African American students. Findings are interpreted within the framework of A. Bandura's (1986) social cognitive theory.

  17. Rasch Analysis of the General Self-Efficacy Scale in Workers with Traumatic Limb Injuries.

    Wu, Tzu-Yi; Yu, Wan-Hui; Huang, Chien-Yu; Hou, Wen-Hsuan; Hsieh, Ching-Lin

    2016-09-01

    Purpose The purpose of this study was to apply Rasch analysis to examine the unidimensionality and reliability of the General Self-Efficacy Scale (GSE) in workers with traumatic limb injuries. Furthermore, if the items of the GSE fitted the Rasch model's assumptions, we transformed the raw sum ordinal scores of the GSE into Rasch interval scores. Methods A total of 1076 participants completed the GSE at 1 month post injury. Rasch analysis was used to examine the unidimensionality and person reliability of the GSE. The unidimensionality of the GSE was verified by determining whether the items fit the Rasch model's assumptions: (1) item fit indices: infit and outfit mean square (MNSQ) ranged from 0.6 to 1.4; and (2) the eigenvalue of the first factor extracted from principal component analysis (PCA) for residuals was Rasch scores. Conclusions The results indicated that the items of GSE are unidimensional and have acceptable person reliability in workers with traumatic limb injuries. Additionally, the raw sum scores of the GSE can be transformed into Rasch interval scores for prospective users to quantify workers' levels of self-efficacy and to conduct further statistical analyses.

  18. Measuring pain self-efficacy and health related quality of life among hemodialysis patients in Greece: a cross-sectional study

    Paraskevi Theofilou

    2013-09-01

    Full Text Available Patients suffering from end-stage kidney disease often complain about pain. It is also known that the presence of chronic pain greatly impacts upon patients’ quality of life (QOL and can play a crucial role in the co-morbidity of mental health symptoms such as depression and anxiety. The main aim of this study protocol is the investigation of pain self-efficacy, QOL as well as their relation in patients undergoing hemodialysis treatment. The final sample size will be around 70-80 patients. Each subject’s QOL and pain self-efficacy will be measured using the following instruments: i the Missoula-ITAS Quality of Life Index-15 and ii the Pain Self-Efficacy Questionnaire. QOL is expected to be related to pain self-efficacy scores. This probable association will be indicated performing regression as well as correlation analysis after controlling for gender, age, education and marital status.

  19. Gender, experience, and self-efficacy in introductory physics

    Nissen, Jayson M.; Shemwell, Jonathan T.

    2016-12-01

    [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 physics course to be similar to

  20. Anxiety, Self Efficacy Expectation and Social Support in Patients after Coronary Angioplasty and Coronary Bypass

    T Dehdari

    2008-12-01

    Full Text Available "nBackground: Coronary artery bypass grafting surgery (CABG and precutaneous transluminal coronary intervention (PCI are safe and effective in the treatment of coronary artery disease. The aim of this study was to determine and compare anxi­ety, self efficacy expectation and perceived social support between CABG patients and PCI patients referral to receiving car­diac rehabilitation programs."nMethods: In this descriptive- analytical study 150 patients with CABG and PCI were selected. The Spilberger state trait anxi­ety inventory, general self efficacy scale and perceived social support scale three instruments for collecting data in the pre­sent study."nResults: PCI patients as compared to CABG patients experience higher anxiety (P= 0.02 and lower perceived social sup­port (P= 0.02. Self efficacy score in the PCI patients was higher than CABG patients (P= 0.01."nConclusion: It is necessary to be more considerate to psychological problems in the PCI patients.

  1. An experimental study of an educational intervention to promote maternal self-efficacy in breastfeeding

    Regina Cláudia Melo Dodt

    2015-08-01

    Full Text Available AbstractObjective: to build, validate and assess an educational intervention using the flip chart titled "I Can Breastfeed My Child."Method: an experimental study using a pretest, intervention and posttest, as well as a control group. A total of 201 women, who had been hospitalized immediately, for at least 6 hours, postpartum. The mothers were allocated to the intervention (100 women or control groups (101 women according to the length of their hospital stay. The effectiveness of the flip chart was assessed by applying the Breastfeeding Self-Efficacy Scale - Short-Form at admission, discharge and by telephone in the second month postpartum. The intervention and control groups were similar in their socio-demographic, obstetric and gynecological variables.Results: the intervention was beneficial because mothers in the intervention group had higher self-efficacy scores, more mothers continued breastfeeding and mothers had a longer duration of exclusive breastfeeding, both at the time of hospital discharge and at the second month postpartum, with statistically significant associations.Conclusions: this experimental study assessed the educational strategy mediated via the flip chart titled "I Can Breastfeed My Child" as being effective both in increasing self-efficacy and increasing the duration of breastfeeding.

  2. An experimental study of an educational intervention to promote maternal self-efficacy in breastfeeding 1

    Dodt, Regina Cláudia Melo; Joventino, Emanuella Silva; Aquino, Priscilla Souza; Almeida, Paulo César; Ximenes, Lorena Barbosa

    2015-01-01

    Abstract Objective: to build, validate and assess an educational intervention using the flip chart titled "I Can Breastfeed My Child." Method: an experimental study using a pretest, intervention and posttest, as well as a control group. A total of 201 women, who had been hospitalized immediately, for at least 6 hours, postpartum. The mothers were allocated to the intervention (100 women) or control groups (101 women) according to the length of their hospital stay. The effectiveness of the flip chart was assessed by applying the Breastfeeding Self-Efficacy Scale - Short-Form at admission, discharge and by telephone in the second month postpartum. The intervention and control groups were similar in their socio-demographic, obstetric and gynecological variables. Results: the intervention was beneficial because mothers in the intervention group had higher self-efficacy scores, more mothers continued breastfeeding and mothers had a longer duration of exclusive breastfeeding, both at the time of hospital discharge and at the second month postpartum, with statistically significant associations. Conclusions: this experimental study assessed the educational strategy mediated via the flip chart titled "I Can Breastfeed My Child" as being effective both in increasing self-efficacy and increasing the duration of breastfeeding. PMID:26444176

  3. American rural women's exercise self-efficacy and awareness of exercise benefits and safety during pregnancy.

    Melton, Bridget; Marshall, Elaine; Bland, Helen; Schmidt, Michael; Guion, W Kent

    2013-12-01

    Though the positive link between physical activity and maternal health is well documented, physical activity declines during pregnancy and, internationally, rural mothers are less likely than urban mothers to engage in physical activity. Some evidence suggests that self-efficacy is related to sustained engagement in physical activity. The purpose of this study was to examine self-efficacy, perceived benefits, and knowledge of safe exercise among 88 rural pregnant women in a southeastern region of the United States. Exercise self-efficacy was significantly related to maternal age and gestation. Women over age 26 years, and those in the second and third trimesters, scored significantly higher than younger women or those in the first trimester. Fifty-two percent (n = 46) of participants perceived that activity would decrease energy levels, 37.5% (n = 33) did not know that exercise can decrease the risk of gestational diabetes, and 47.6% (n = 41) were unaware that a mother who is overweight is more likely to have an overweight child. Results confirm a need for education to improve women's knowledge about health benefits and safety information related to physical activity during pregnancy.

  4. Impact of Journaling on Students’ Self-Efficacy and Locus of Control

    Krista K. Fritson, PsyD

    2008-08-01

    Full Text Available While considerable research has examined the academic and cognitive value of journaling, little has examined the psychological impact of journaling on the personal development of college students. Research on cognitive-behavioral therapy indicates that journaling can have a positive impact on individuals’ self-growth and intrapersonal characteristics. The purpose of this study is to examine the impact of classroom-based journaling on students’ self-efficacy and locus of control. Students in two undergraduate courses were required to complete weekly journal assignments; one class received targeted information on cognitive-behavioral therapy (CBT and one class did not. Students completed pre-, mid-, and postcourse assessments on self-efficacy, locus of control, and learning. Results revealed that self-efficacy scores for both groups significantly improved after the early journaling assignments; however, there were no differences between those who received direct CBT instruction and those who did not. These findings indicate that journaling may have important psychological benefits above and beyond its expected academic and cognitive outcomes.

  5. Impact of Journaling on Students’ Self-Efficacy and Locus of Control

    Krista K. Fritson

    2008-08-01

    Full Text Available While considerable research has examined the academic and cognitive value of journaling, little has examined the psychological impact of journaling on the personal development of college students. Research on cognitive-behavioral therapy indicates that journaling can have a positive impact on individuals’ self-growth and intrapersonal characteristics. The purpose of this study is to examine the impact of classroom-based journaling on students’ self-efficacy and locus of control. Students in two undergraduate courses were required to complete weekly journal assignments; one class received targeted information on cognitive-behavioral therapy (CBT and one class did not. Students completed pre-, mid-, and post-course assessments on self-efficacy, locus of control, and learning. Results revealed that self-efficacy scores for both groups significantly improved after the early journaling assignments; however, there were no differences between those who received direct CBT instruction and those who did not. These findings indicate that journaling may have important psychological benefits above and beyond its expected academic and cognitive outcomes.

  6. The effect of site-based preservice experiences on elementary science teaching self-efficacy beliefs

    Wingfield, Mary E.

    Current reform in science education has focused on the need for improvement of preservice teacher training (National Science Education Standards, 1996). As a situation specific construct (Bandura, 1977), self-efficacy studies have been conducted to investigate factors that impact preservice teachers' sense of confidence as it relates to their ability to become successful science teachers. This descriptive study identified factors in the site based experiences that affected preservice elementary teachers' self-efficacy as measured by the Science Teaching Efficacy Belief Instrument (STEBL-B) (Enochs and Riggs, 1990). The sample consisted of the entire population of undergraduate elementary preservice teachers in the site based teacher education program during the fall semester of 1997 at a large south central urban university. The 131 paired, pretest posttests of the entire STEBL-B and the two constructs were analyzed for significance in mean score gains. Results of the paired t test yielded a t value of 11.52 which was significant at p Bandura identified as sources of information used to determine self-efficacy. These include performance accomplishments through authentic teaching experiences, vicarious experiences through observation of the site based teachers, and verbal persuasion and physiological states from feedback given by the university coordinators. The majority of these preservice teachers started the semester with a negative attitude toward teaching science, but ended the semester with a positive view of themselves as effective science teachers in the future.

  7. Practicum Experiences as Sources of Pre-Service Teachers' Self-Efficacy

    Martins, Maria; Costa, João; Onofre, Marcos

    2015-01-01

    This study examines physical education pre-service teachers' (PTs) self-efficacy and practicum experiences as self-efficacy sources through a mixed-method approach. For the quantitative phase, a self-efficacy questionnaire was applied to 141 PTs. Results showed a stronger self-efficacy in the relationship with students and discipline promotion.…

  8. Building Self-Efficacy for Exercise among Rural High School Students: It Takes Ongoing Practice

    Hortz, Brian; Petosa, R. Lingyak; Grim, Melissa L.; Stevens, Emily

    2015-01-01

    Background: Self-efficacy has been associated with adolescent exercise. Previous studies have revealed that self-efficacy is relatively resistant to change. Effective strategies to build self-efficacy among adolescents are needed. Purpose: To describe the changes in self-efficacy and leisure time exercise produced by the "Planning to be…

  9. Relationship between Breakfast Consumption and Self-Efficacy, outcome Expectations, Evaluation and Knowledge in Elementary Students

    Fatemeh Sadr Hashemi

    2017-01-01

    Full Text Available Background: The breakfast is the most important meal of the day that its regular consumption is effective on individuals' physical, psychological and social health. Given the high prevalence of irregular consumption of breakfast among students, this study has been designed to investigate breakfast consumption behavior and its related factors within social cognitive theory framework.Materials and Methods: This cross-sectional study was carried out on 360 primary school students female (52.3% and 154 male (47.7% who were out schools of Isfahan using cluster-random sampling The data were collected in a self-reporting form by researcher made questionnaire with a significant reliability and validity The data were analyzed by SPSS software using independent t-test, one way ANOVA, Pearson correlation coefficient, and multiple regression analysis.Results: The average breakfast consumption (in a week score of 2.4 with a standard deviation of 1.7. The 10.5% of students were eating breakfast every day. There was a significant relationship between breakfast consumption and self-efficacy, outcome expectation and outcome evaluation. There was an inverse relationship between students' age, and economic situation and breakfast consumption. The results of multiple regression test showed that there is a significant relationship between self-efficacy (0.145 beta, type of school (0.631 beta, and student age (0.402 beta and having breakfast and it predicted 24.3% of breakfast consumption variance.Conclusion: The results of this study showed that eating breakfast is not desirable in students. Self-efficacy is a predictor of breakfast consumption in students. Therefore, educational intervention seems necessary to increase self-efficacy and breakfast consumption rate.

  10. The association between self-efficacy and sick-leave among men and women: a cross-sectional study of the general working population in Sweden

    Kristina E M Holmgren

    2013-11-01

    Full Text Available Background: The aim of this study was to investigate if low self-efficacy was associated with increased risk for sickness absence, in a general population of employed women and men. The aim was also to analyse differences in self-efficacy concerning age, education, income, and socio-economic position.Methods: This cross-sectional study was based on data collected in western Sweden, 2008. The study population consisted of 2,900 employed sick-listed individuals (E-SL and 2,649 random working population individuals (R-WP. Both mailed questionnaire, including the General Self-Efficacy Scale (GSE and register data on age, education, income and socio-economic position were used. A continuous mean score of the total GSE was calculated for each individual. A low GSE-score indicated low general self-efficacy.Results: Lower general self-efficacy had an increased odds ratio (OR of belonging to a sick-listed general working population among both men (OR=1.60; 95% CI 1.32–1.94 and women (OR=1.26; 95% CI 1.08–1.47. The OR remained significant after adjustments for socio-demographic variables. Yet, men in the R-WP and women in both the R-WP and E-SL with lower education, income or socio-economic position had lower general self-efficacy compared with those in each cohort with higher education, income or socio-economic position.Conclusions: Low self-efficacy was associated with increased probability to belong to a sick-listed general working population. Although more research is needed, it seems highly relevant to take both self-efficacy and socio-economic factors into account, in preventive and rehabilitation work targeting persons on sickness absence.

  11. Sources of science self-efficacy beliefs of middle school students

    Britner, Shari L.; Pajares, Frank

    2006-05-01

    The purpose of this study was to investigate the degree to which A. Bandura's ([1997]) hypothesized sources of self-efficacy predict the science self-efficacy beliefs of middle school students (N = 319), to replicate previous findings that science self-efficacy predicts science achievement, and to explore how science self-efficacy and its antecedents differ by gender. Significant correlations were found between mastery experiences, vicarious experiences, social persuasions, physiological arousal, and self-efficacy. Only mastery experiences significantly predicted science self-efficacy. Girls reported stronger science self-efficacy than did boys. Findings support and extend the theoretical tenets of Bandura's social cognitive theory.

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

    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...

  13. Self-efficacy scale for Brazilians with type 1 diabetes

    Daniela Alves Gastal

    2007-03-01

    Full Text Available CONTEXT AND OBJECTIVE: Diabetes is a public health problem and good glycemic control is able to prevent or contain its complications. Self-efficacy is a key factor in successfully achieving behavior goals. The aim of this study was to analyze the psychometric properties of the insulin management diabetes self-efficacy scale (IMDSES on type 1 diabetes patients from southern Brazil. DESIGN AND SETTING: Validation study in two cities in southern Brazil. METHODS: The psychometric properties of IMDSES were evaluated in a population of type 1 diabetes patients (n = 213, from September to December 2004, who were attended within the Brazilian public healthcare system. Principal component analysis was conducted to develop the subscales. Cronbach’s alpha was used as the reliability coefficient. RESULTS: The analysis of psychometric properties resulted in an IMDSES consisting of 20 items and three subscales: diet (alpha: 0.83, insulin (alpha: 0.92 and general management (alpha: 0.78 and accounted for 53% of the variance. Criteria validity was investigated through two parameters: glycohemoglobin, which showed significant association with self-efficacy on the insulin subscale (p = 0.04, and the variable "adherence", which was significantly associated with self-efficacy on two subscales (p < 0.05. CONCLUSIONS: This study shows that the IMDSES is valid and reliable, and can be used to measure results from diabetes educational programs and to measure self-efficacy relating to diabetes management, for possible interventions.

  14. Exercise Video Games and Exercise Self-Efficacy in Children

    Hildemar Dos Santos MD, DrPH

    2016-04-01

    Full Text Available The aim of this article was to investigate the use of exergaming in promoting exercise behavior among children and to examine the impact of the intervention on participants’ exercise self-efficacy, in addition to assessing physiological changes. A sample of 55 children enrolled in the Family Fit program, where participants were categorized into 2 groups: healthy weight and overweight. Measures were taken at baseline, after the 7-week program, at the 12-week follow-up, and at the 24-month follow-up. Positive changes in exercise self-efficacy were significant for the overweight group, while the healthy weight group maintained their exercise self-efficacy. At the 24-month follow-up, 97% children reported being interested in participating in a future fitness program, and 96% children who did not play sports before the intervention started practicing sports. Exercise self-efficacy is a predictor of physical activity, and incorporating exergaming in a structured program may lead to increased self-efficacy in participants.

  15. Exercise Video Games and Exercise Self-Efficacy in Children.

    Dos Santos, Hildemar; Bredehoft, Margaret Dinhluu; Gonzalez, Frecia M; Montgomery, Susanne

    2016-01-01

    The aim of this article was to investigate the use of exergaming in promoting exercise behavior among children and to examine the impact of the intervention on participants' exercise self-efficacy, in addition to assessing physiological changes. A sample of 55 children enrolled in the Family Fit program, where participants were categorized into 2 groups: healthy weight and overweight. Measures were taken at baseline, after the 7-week program, at the 12-week follow-up, and at the 24-month follow-up. Positive changes in exercise self-efficacy were significant for the overweight group, while the healthy weight group maintained their exercise self-efficacy. At the 24-month follow-up, 97% children reported being interested in participating in a future fitness program, and 96% children who did not play sports before the intervention started practicing sports. Exercise self-efficacy is a predictor of physical activity, and incorporating exergaming in a structured program may lead to increased self-efficacy in participants.

  16. Computer Self-Efficacy among Senior High School Teachers in Ghana and the Functionality of Demographic Variables on Their Computer Self-Efficacy

    Sarfo, Frederick Kwaku; Amankwah, Francis; Konin, Daniel

    2017-01-01

    The study is aimed at investigating 1) the level of computer self-efficacy among public senior high school (SHS) teachers in Ghana and 2) the functionality of teachers' age, gender, and computer experiences on their computer self-efficacy. Four hundred and Seven (407) SHS teachers were used for the study. The "Computer Self-Efficacy"…

  17. Assessing Perceived Empathic and Social Self-Efficacy Across Countries.

    Di Giunta, Laura; Eisenberg, Nancy; Kupfer, Anne; Steca, Patrizia; Tramontano, Carlo; Caprara, Gian Vittorio

    2010-01-01

    The Perceived Empathic Self-Efficacy Scale (PESE) and the Perceived Social Self-Efficacy Scale (PSSE) were developed to assess, respectively, individuals' self-efficacy beliefs regarding both empathic responding to others' needs or feelings and managing interpersonal relationships. In this study of young adults, a unidimensional factorial structure of both scales was found in Italy, the United States, and Bolivia. Complete invariance at the metric level and partial invariance at the scalar level were found across gender and countries for both scales. The construct and incremental validity of both PESE and PSSE were further examined in a different sample of Italian young adults. Patterns of association of the PESE or PSSE with self-esteem, psychological well-being, and the use of adaptive and maladaptive coping strategies were found, often over and beyond their associations with empathy or extraversion, respectively.

  18. Understanding Women's Success in Physics through Self-Efficacy

    Sawtelle, Vashti

    2015-03-01

    The underrepresentation of women in physics has been well documented and is a source of concern for both policy makers and educators. Considerable research has shown a connection between students' confidence in their ability to perform well (also known as self-efficacy) and persistence in science fields. In this presentation I will build from research that suggests men and women draw from different types experiences when evaluating their self-efficacy. I will demonstrate through a logistic regression analysis that self-efficacy is a positive predictor of success for women and men in introductory physics, and that the sources these students draw upon differ by gender. Through qualitative data, I will also present a variety of ways that students may develop their confidence in their ability to succeed in physics.

  19. The relationships between self-efficacy, internet addiction and shame

    Giuseppe Craparo

    2014-01-01

    Full Text Available Background: Internet addiction (IAD is one of the most diffuse mental disorders among adolescents. Aims: The aim of our study was to evaluate the relationships between shame, self-efficacy and Internet addiction. Materials and Methods: We recruited a total of 670 college students (males = 164, 24.5%; females = 506, 75.5%. The subjects were aged between 18 and 36 years (M = 20.93, SD = 2.52; males: M = 21.43, SD = 2.95; females: M = 20.76, SD = 2.35. We administered the following instruments: Experience of Shame Scale; Perceived Social Self-Efficacy Scale - Adult Version; Perceived Self-Efficacy in Handling Negative Emotions Scales; Internet Addiction Test. Statistics Analysis: We applied multivariate analyses of variance (MANOVA, Pearson′s correlation indices and linear regression analysis. Results and Conclusion: We found a significant inter-relation between Internet addiction and shame. Shame could be a good predictor of Internet addiction.

  20. 高等数学学习自我效能感的调查分析%Investigation and Analysis of Advanced Mathematics Self-efficacy

    田仕芹

    2011-01-01

    大学生的高等数学学习自我效能感总体上处于中等水平;不同性别和家庭背景的大学生高等数学学习自我效能感不存在显著差异,不同专业和数学成绩的大学生高等数学学习自我效能感存在显著差异;高等数学学习自我效能感及其3个维度均与数学成绩呈现显著正相关.培养高等数学学习自我效能感,要实施分层教学,开展合作学习,实施发展性评价,加强数学思想方法教学,采取适当措施降低学生焦虑水平.%Through the investigation of undergraduate advanced mathematics self-efficacy,analyzed the results by using technique of t-test,variance analysis,correlation analysis and regression analysis,conclusion follows:(1) Undergraduate advanced mathematics self-efficacy was at the medium level as a whole.(2) Among the undergraduate of different sex and family background there existed no significant difference on advanced mathematics self-efficacy,among undergraduate of different major and score there existed significant difference on advanced mathematics self-efficacy.(3) There exist the positive relation between advanced mathematics self-efficacy and score,also between three dimensions of advanced mathematics self-efficacy and score.At last we give five suggestions of cultivating advanced mathematics self-efficacy.

  1. Assessing Regulatory Emotional Self-Efficacy in Three Countries

    Caprara, Gian Vittorio; Di Giunta, Laura; Eisenberg, Nancy; Gerbino, Maria; Pastorelli, Concetta; Tramontano, Carlo

    2008-01-01

    The Regulatory Emotional Self-Efficacy (RESE) scale was developed to assess perceived self-efficacy in managing negative (NEG) and in expressing positive (POS) affect (G. V. Caprara & M. Gerbino, 2001). In this study of young adults, the factorial structure of the RESE scale was found to be similar in Italy, the United States, and Bolivia: In addition to a factor for POS, NEG was represented by a second-order factor of 2 different negative affects: despondency-distress (DES) and anger-irritat...

  2. Mentoring Program as an Instrument of Enhancing Mentees’ Self- Efficacy

    Azman Ismail

    2015-06-01

    Full Text Available This study investigates the correlation between mentoring program and mentees‘ selfefficacy. Self-report questionnaires were employed to collect data from undergraduate business students at a research university in Malaysia. The results of SmartPLS path model showed two essential findings: firstly, communication was positively and significantly correlated with mentees‘ self-efficacy. Secondly, support was positively and significantly correlated with mentees‘ selfefficacy. The result demonstrates that mentoring program does act as an important determinant of mentees‘ self-efficacy in the organizational sample. Further, the paper provides discussion, implications and conclusion.

  3. Case studies of community college non-science majors: Effects of self-regulatory interventions on biology self-efficacy and biological literacy

    Maurer, Matthew J.

    Science literacy has been at the heart of current reform efforts in science education. The focus on developing essential skills needed for individual ability to be literate in science has been at the forefront of most K--12 science curricula. Reform efforts have begun to stretch into the postsecondary arena as well, with an ever increasing dialogue regarding the need for attention to science literacy by college students, especially non-science majors. This study set out to investigate how the use of self-regulatory interventions (specifically, goal setting, concept mapping, and reflective writing) affected student biology self-efficacy and biological literacy. This study employed a qualitative research design, analyzing three case studies. Participants in the study received ten self-regulatory interventions as a set of portfolio assignments. Portfolio work was qualitatively analyzed and coded for self-efficacy, as well as evidence of biological literacy. A biology self-efficacy survey was administered pre- and post- to provide a means of self-efficacy data triangulation. Literacy data was supported via a biological literacy rubric, constructed specifically for this study. Results indicated that mastery experiences were the source of biology self-efficacy. Self-efficacy for specific tasks increased over time, and changes in self-efficacy were corroborated by the self-efficacy survey. Students were found to express biological literacy at nominal, functional, or conceptual levels depending on the specific task. This was supported by data from the biological literacy rubric scores. Final conclusions and implications for the study indicated the need for further research with more samples of students in similar and different contexts. Given the fact that the literature in this area is sparse, the results obtained here have only begun to delve into this area of research. Generalization to other biology courses or contexts outside of the one presented in this study was

  4. Development and initial validation of the Multicultural Counseling Self-Efficacy Scale--Racial Diversity Form.

    Sheu, Hung-Bin; Lent, Robert W

    2007-03-01

    Drawing upon social-cognitive theory and the multicultural counseling competency literature, the Multicultural Counseling Self-Efficacy Scale-Racial Diversity Form (MCSE-RD) was developed to assess perceived ability to counsel racially diverse clients. Data were collected from 181 graduate students in counseling-related programs, 41 undergraduate psychology students, and 22 graduate students enrolled in a prepracticum course. Results of an exploratory factor analysis retained 37 items and identified three underlying factors: Multicultural Intervention, Multicultural Assessment, and Multicultural Session Management. MCSE-RD subscale and total scores produced adequate internal consistency and test-retest reliability estimates. Initial validity findings indicated theory-consistent relations of MCSE-RD scores with general counseling self-efficacy, multicultural counseling competency, social desirability, therapist demographics, and educational/training variables. Participation in prepracticum was associated with positive change in MCSE-RD scores. Implications for training and future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

  5. Supporting the students most in need: academic self-efficacy and perceived teacher support in relation to within-year academic growth.

    Mercer, Sterett H; Nellis, Leah M; Martínez, Rebecca S; Kirk, Megan

    2011-06-01

    Academic self-efficacy and perceived teacher support in relation to academic skill growth across one academic year were examined in the study. Participants included 193 5th-grade students. Teachers collected curriculum-based measures (CBM) of reading and math on three occasions as part of routine academic benchmarks, and researchers collected student-reported measures of academic self-efficacy and perceived teacher support in the spring of the same academic year. Results indicated that academic self-efficacy was positively related to fall reading and math CBM scores and that perceived teacher support was unrelated to fall scores or growth across the academic year. Academic self-efficacy and perceived teacher support interacted in relation to math CBM growth such that low levels of perceived teacher support were related to greater growth, particularly for students with high academic self-efficacy. Follow-up analyses indicated that students with the lowest fall CBM scores and smallest growth rates reported higher levels of perceived teacher support, suggesting that teachers support the students most in need.

  6. Cultural Adaptation and Psychometric Properties of the Persian Version of Self-Efficacy in Chronic Disease Patients

    Eslami, AhmadAli; Daniali, Seyde-Sharbanoo; Mohammadi, Karim; Reisi-Dehkordi, Negar; Mostafavi-Darani, Firoozeh

    2017-01-01

    Introduction: Self-efficacy is an essential factor for effective self-management in chronic-disease patients. Therefore, the measurement of self-efficacy with a valid and reliable instrument is required. In this study, cultural adaptation and psychometric properties of the Persian version of “Self-Efficacy for Managing Chronic Disease” (SES6G) are illustrated in a sample of Iranian chronic-disease patients. Materials and Methods: This was a cross-sectional study in which translation and backward translation was performed by bilingual translators. The final version of the Persian scale was assessed to determine the content validity index (CVI) and the content validity ratio (CVR). A panel of experts reviewed items of the scale. Factor analysis was performed for the final version of the Persian scale to assess internal consistency and construct validity among chronic-disease patients attending government health care centers from March 2015 to June 2015 in Isfahan, Iran (n = 483). Results: CVI and CVR scores were 0.87 and 0.89, respectively. There were no eliminated items in the cross-cultural adaptation process. Internal consistency met the criterion for a reliable measure (Cronbach's alpha = 0.89). An initial factor analysis produced a one-dimensional scale (6 items) with Eigenvalues more than 1 that explained 69.49% of the extracted variance. Conclusions: The SES6G is a reliable and valid instrument to assess patients’ self-efficacy for managing chronic diseases in Persian language. Because the self-efficacy score determines the educational strategies to have effective educational programs, the use of this simple and brief scale could be considered among Persian patients. PMID:28382060

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

    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.

  8. Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities.

    Hen, Meirav; Goroshit, Marina

    2014-01-01

    Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA.

  9. Evaluating undergraduate nursing students' self-efficacy and competence in writing: Effects of a writing intensive intervention.

    Miller, Louise C; Russell, Cynthia L; Cheng, An-Lin; Skarbek, Anita J

    2015-05-01

    While professional nurses are expected to communicate clearly, these skills are often not explicitly taught in undergraduate nursing education. In this research study, writing self-efficacy and writing competency were evaluated in 52 nontraditional undergraduate baccalaureate completion students in two distance-mediated 16-week capstone courses. The intervention group (n = 44) experienced various genres and modalities of written assignments set in the context of evidence-based nursing practice; the comparison group (n = 8) received usual writing undergraduate curriculum instruction. Self-efficacy, measured by the Post Secondary Writerly Self-Efficacy Scale, indicated significant improvements for all self-efficacy items (all p's = 0.00). Writing competency, assessed in the intervention group using a primary trait scoring rubric (6 + 1 Trait Writing Model(®) of Instruction and Assessment), found significant differences in competency improvement on five of seven items. This pilot study demonstrated writing skills can improve in nontraditional undergraduate students with guided instruction. Further investigation with larger, culturally diverse samples is indicated to validate these results.

  10. The Role of Informal Science Centers in Science Education: Attitudes, Skills, and Self-efficacy

    Irit Sasson

    2014-09-01

    Full Text Available Informal learning relates to activities that occur outside the school environment. These learning environments, such as visits to science centers provide valuable motivational opportunities for students to learn science. The purpose of this study was to investigate the role of the pre-academic center in science education and particularly to explore its effects on 750 middle-school students' attitudes toward science, their scientific thinking skills and self-efficacy. Pre and post-case based questionnaires were designed to assess the students’ higher order thinking skills – inquiry, graphing, and argumentation. In addition, a five-point Likert scale questionnaire was used to assess students' attitudes and self-efficacy. The research results indicated a positive effect of the pre-academic science center activities on scientific thinking skills. A significant improvement in the students' inquiry and graphing skills was found, yet non significant differences were found in argumentation skill. The students significantly improved their ability to ask research questions based on reading a scientific text, and to describe and analyze research results that were presented graphically. While no significant differences were found between girls and boys in the pre-questionnaire, in the post-questionnaire the girls' scores in inquiry skill were significantly higher than boys' scores. Increases in students' positive attitudes toward science and self-efficacy were found but the results were not statistically significant. However, the program length was found to be an important variable that affects achievement of educational goals. A three-dimension-based framework is suggested to characterize learning environments: organizational, psychological, and pedagogical.

  11. Increasing self-efficacy and quality lesson planning using Lesson-Study with elementary preservice teachers

    Mitchell, Elizabeth Ann

    This qualitative, quasi-experimental study examined if lesson-study could be a successful approach in improving lesson plan quality and increasing self-efficacy levels toward teaching science at the preservice elementary teacher level in North Mississippi. Lesson-Study can be defined as a cycle of instructional improvement in which small groups work together to design and teach a lesson, revising again as needed over the course of a semester. This study described the experiences of two sections of preservice teachers enrolled in a science methods course as they engaged in lesson-study at a comprehensive university in Northeast Mississippi. One section of the class served as the control group while the other section, as the treatment group, received lesson-study over the course of the semester. Data was gathered in the form of interviews, observations, and a self-efficacy survey (STEBI-B). Lesson plans were also graded using a rubric to determine quality level. Findings indicated that, while not statistically significant, the treatment groups scores on the self-efficacy instrument increased more on average than the control groups' scores. There were also positive comments about the lesson study process from the teacher candidates in the treatment group as well as positive behaviors recorded by the researcher. Additionally, according to the external evaluators who graded the final drafts of the lessons, the treatment group had greater gains than the control class on average. These conclusions suggested the lesson study process implemented during the preservice teaching level can be beneficial.

  12. Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET).

    Ruble, Lisa A; Toland, Michael D; Birdwhistell, Jessica L; McGrew, John H; Usher, Ellen L

    2013-09-01

    The purpose of the current study was to evaluate a new measure, the Autism Self-Efficacy Scale for Teachers (ASSET) for its dimensionality, internal consistency, and construct validity derived in a sample of special education teachers (N = 44) of students with autism. Results indicate that all items reflect one dominant factor, teachers' responses to items were internally consistent within the sample, and compared to a 100-point scale, a 6-point response scale is adequate. ASSET scores were found to be negatively correlated with scores on two subscale measures of teacher stress (i.e., self-doubt/need for support and disruption of the teaching process) but uncorrelated with teacher burnout scores. The ASSET is a promising tool that requires replication with larger samples.

  13. Relationships between nutrition-related knowledge, self-efficacy, and behavior for fifth grade students attending Title I and non-Title I schools.

    Hall, Elisha; Chai, Weiwen; Albrecht, Julie A

    2016-01-01

    The Social Cognitive Theory (SCT) is a widely used theory for nutrition education programming. Better understanding the relationships between knowledge, self-efficacy, and behavior among children of various income levels can help to form and improve nutrition programs, particularly for socioeconomically disadvantaged youth. The purpose of this study was to determine the relationships between knowledge, self-efficacy, and behavior among fifth grade students attending Title I (≥40% of students receiving free or reduced school meals) and non-Title I schools (self-efficacy, and behavior scores between groups were assessed using t test and adjusted for variations between participating schools. Regression analysis was used to determine the relationships between knowledge, self-efficacy, and behavior. In adjusted models, the Title I group had significantly lower scores on several knowledge items and summary knowledge (P = 0.04). The Title I group had significantly lower scores on several behavior variables including intakes of fruits (P = 0.02), vegetables (P = 0.0005), whole grains (P = 0.0003), and lean protein (P = 0.047), physical activity (P = 0.002) and summary behavior (P = 0.001). However the Title I group scored higher on self-efficacy for meal planning (P = 0.04) and choosing healthy snacks (P = 0.036). Both self-efficacy (β = 0.70, P self-efficacy remained significant in the Title I group (self-efficacy, β = 0.82, P = 0.0003; knowledge, β = 0.11, P = 0.59). Results demonstrate disparities in nutrition knowledge and behavior outcomes between students surveyed from Title I and non-Title I schools, suggesting more resources may be necessary for lower income populations. Findings suggest that future nutrition interventions should focus on facilitating the improvement of children's self-efficacy.

  14. Multidimensional Self-Efficacy and Affect in Wheelchair Basketball Players

    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…

  15. The Relationship between Computer Anxiety and Computer Self-Efficacy

    Simsek, Ali

    2011-01-01

    This study examined the relationship between computer anxiety and computer self-efficacy of students and teachers in elementary and secondary schools. The sample included a total of 845 subjects from two private school systems in Turkey. The Oetting's Computer Anxiety Scale was used to measure computer anxiety whereas the Murphy's Computer…

  16. Factors Affecting Students' Self-Efficacy in Higher Education

    van Dinther, Mart; Dochy, Filip; Segers, Mien

    2011-01-01

    Researchers working in educational settings are increasingly paying attention to the role students' thoughts and beliefs play in the learning process. Self-efficacy, a key element of social cognitive theory, appears to be an important variable because it affects students' motivation and learning. This article investigates empirical literature…

  17. Students' Research Self-Efficacy during Online Doctoral Research Courses

    Baltes, Beate; Hoffman-Kipp, Peter; Lynn, Laura; Weltzer-Ward, Lisa

    2010-01-01

    This study will explore student skill development and research self-efficacy as related to online doctoral students' first core research course experience. Findings from this study will be used to inform instructors in effective ways to support doctoral students during their early research experiences. This support will ensure that online graduate…

  18. Self-efficacy beliefs of youth entering the labour market

    Kot Paweł

    2012-01-01

    Full Text Available This article presents the psychological meaning of school-to-work transition. Transition to taking up new social roles entails numerous difficulties, and that is why young people see it as a crisis point. According to researchers one of the predictors of effective transition to the labour market is self-efficacy.

  19. Classroom Environment Influence on Student Self-Efficacy in Mathematics

    Croissant, Hillary P.

    2014-01-01

    This study aimed to find the characteristics of public school math classrooms and how they influence self-efficacy of students. Data were collected on math students in grades 4 through 12 in a North Texas school district. Two surveys were administered to students in the district. Within 10 days, the students completed a classroom environment…

  20. Can Process Portfolios Affect Students' Writing Self-Efficacy?

    Nicolaidou, Iolie

    2012-01-01

    Can process portfolios that support students in goal setting, reflection, self-evaluation and feedback have a positive impact on students' writing self-efficacy? This article presents the findings of a yearlong study conducted in three 4th grade elementary classes in Cyprus where paper-based and web-based portfolios were implemented to help…

  1. The patient-centeredness self-efficacy questionnaire

    Zachariae, Robert; O Connor, Maja; Lassesen, Berit

    2014-01-01

    was to develop a questionnaire to assess medical student and physician patient-centeredness self-efficacy (PCSEQ) and explore its reliability and validity. METHODS: A preliminary 88-item version, based on a review of the literature on patient centeredness and student portfolios on patient communication...

  2. Self-Efficacy: Toward a Unifying Theory of Behavioral Change

    Bandura, Albert

    1977-01-01

    This research presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of "self-efficacy". (Editor/RK)

  3. Anxiety, Self-Efficacy, and College Exam Grades

    Barrows, Jennifer; Dunn, Samantha; Lloyd, Carrie A.

    2013-01-01

    A student's level of self-efficacy and test anxiety directly impacts their academic success (Abdi, Bageri, Shoghi, Goodarzi, & Hosseinzadeh, 2012; Hassanzadeh, Ebrahimi, & Mahdinejad, 2012). When a student doubts themself and their own ability to test well, the students' sole focus becomes worrying about poor grades and cannot focus on…

  4. Exploring Factors Related to Preschool Teachers' Self-Efficacy

    Guo, Ying; Justice, Laura M.; Sawyer, Brook; Tompkins, Virginia

    2011-01-01

    This study examined how teacher (teaching experience, perceptions of teacher collaboration and teacher influence) and classroom (children's engagement) characteristics predicted teacher self-efficacy for 48 preschool teachers in the U.S. Results showed a significant interaction effect between teachers' perceptions of collaboration and children's…

  5. Teachers' Self-Efficacy vs. Parental Involvement: Prediction and Implementation

    Fisher, Yael; Kostelitz, Yifat

    2015-01-01

    This research examines the influence of teachers' views regarding parental involvement on their perception of self-efficacy. Data were collected from a sample of 319 Israeli elementary schools teachers. A path analysis procedure was employed to test the mediating effect of personal background and organizational variables and perceived parental…

  6. Teachers' Technological Pedagogical Content Knowledge Self-Efficacies

    Kazu, Ibrahim Yasar; Erten, Pinar

    2014-01-01

    The aim of this study was to determine teachers' views on technological pedagogical content knowledge (TPACK), their self-efficacy, and whether these views changed according to sex, age, period of service, faculty graduated from, branch, access to the internet, the use of technology level, and access to in-service training which is oriented to the…

  7. Background Characteristics as Predictors of Greek Teachers' Self-Efficacy

    Gkolia, Aikaterini; Dimitrios, Belias A.; Koustelios, Athanasios

    2016-01-01

    Purpose: The purpose of this paper is to investigate the relationship between elementary and secondary teachers' background characteristics and constructs of self-efficacy, using the Teachers' Sense of Efficacy Scale--TSES, during a difficult economic period for Greece and other European countries. Design/methodology/approach Equation modeling…

  8. The Relationship between Principals' and Teachers' Self-Efficacy Beliefs

    Nikolas, Julie Marie

    2013-01-01

    The purpose of this research was to investigate the relationship between principals' and teachers' self-efficacy beliefs. The study focused on the efficacy beliefs in instructional leadership, instructional strategies, school management, classroom management, and the effect of specific demographics on efficacy beliefs. The study, conducted during…

  9. Food Insecurity Associated with Self-Efficacy and Acculturation.

    Kamimura, Akiko; Jess, Allison; Trinh, Ha N; Aguilera, Guadalupe; Nourian, Maziar M; Assasnik, Nushean; Ashby, Jeanie

    2017-02-01

    Food insecurity is a significant public health issue that affects the physical and mental health of people of all ages. Higher levels of self-efficacy may reduce levels of food insecurity. In addition, acculturation is potentially an important factor for food insecurity among immigrant populations. The purpose of this study is to examine food insecurity associated with self-efficacy and acculturation among low-income primary care patients in the United States. A self-administered survey was administered in May and June 2015 to uninsured primary care patients (N = 551) utilizing a free clinic that provides free primary care services to low-income uninsured individuals and families in the United States. On average, participants reported low food security. Higher levels of self-efficacy were associated with lower levels of food insecurity. Higher levels of heritage language proficiency were related to lower levels of food insecurity. US-born English speakers, women, and unmarried individuals potentially have higher risks of food insecurity and may need interventions to meet their specific needs. Self-efficacy should be included in nutrition education programs to reduce the levels of food insecurity. Future studies should further examine why these groups have a high risk to better understand needs for interventions.

  10. Correlates of Special Educators' Self-Efficacy Beliefs.

    Safran, Stephen P.

    1985-01-01

    Forty-six special education teachers completed a questionnaire on factors significantly correlated with general efficacy and self-efficacy beliefs. Results indicate no significant correlation of general efficacy with any of the variables analyzed. However, six items: years employed, school level, class size, class structure, teacher role and…

  11. Preservice Agricultural Education Teachers' Sense of Teaching Self-Efficacy

    Stripling, Christopher; Ricketts, John C.; Roberts, T. Grady; Harlin, Julie F.

    2008-01-01

    The purpose of this study was to perform a longitudinal examination of the teaching self-efficacy of preservice agricultural education teachers. Data were collected for two years at The University of Georgia and Texas A&M University during the Fall 2004 and Spring 2005 and the Fall 2005 and Spring 2006 semesters (N = 102). Data were collected at…

  12. Older workers : stereotypes and occupational self-efficacy

    Chiesa, Rita; Toderi, Stefano; Dordoni, Paola; Henkens, Kene; Fiabane, Elena Maria; Setti, Ilaria

    2016-01-01

    Purpose - The purpose of this paper is to explore the relationship between organizational age stereotypes and occupational self-efficacy. First, the authors intend to test the measurement invariance of Henkens's (2005) age stereotypes scale across two age group, respectively, under 50 and 50 years a

  13. Older workers: stereotypes and occupational self-efficacy

    Chiesa, R.; Toderi, S.; Dordoni, P.; Henkens, K.; Fiabane, E.M.; Setti, I.

    2016-01-01

    Purpose The present study aims to explore the relationship between organizational age stereotypes and occupational self-efficacy. First, we intend to test the measurement invariance of Henkens (2005)’s age stereotypes scale across two age group, respectively under 50 years and 50 years and older. Th

  14. Social activities, self-efficacy, game attitudes, and game addiction.

    Jeong, Eui Jun; Kim, Doo Hwan

    2011-04-01

    This study examines whether social activities with parents, online and offline social self-efficacy, and attitudes toward gaming are associated with the degree of game addiction among adolescents. Using data from a survey of 600 middle- and high-school students in South Korea, we tested the relationships of personal characteristics (grade point average and time spent on gaming each day), social self-efficacy (both on- and offline), general social activities (with parents, friends, and teachers), gaming activities with parents, and attitudes toward gaming (those of self, parents, friends, and teachers) with the degree of game addiction. In addition, we conducted ANOVA tests to determine the differences among three groups: non-addicts (NA), possible (mild or moderate) addicts (PA), and Internet addicts (IA). The results show that social self-efficacy in the real world (offline) was negatively related with the degree of game addiction, whereas social self-efficacy in the virtual world (online) indicated a positive association. Social activities with parents are negatively associated with game addiction, although no relationship is found between gaming activities with parents and game addiction. Parental attitude toward gaming has a negative relationship with the addiction. Results and implications are discussed.

  15. An Entrepreneurial Self-Efficacy Scale with a Neutral Wording

    Moberg, Kåre

    In this book chapter I present a multidimensional entrepreneurial self-efficacy (ESE) scale. The scale builds on three established ESE-scales, but the reliability of it is improved compared to the original three scales as the highly discipline-specific jargon is transformed to a more neutral...

  16. Academic Self-Efficacy Beliefs of Undergraduate Mathematics Education Students

    Turgut, Melih

    2013-01-01

    The present paper investigated academic self-efficacy beliefs of undergraduate mathematics education students with respect to gender, academic performance and grade level. The participants were a total of 244 undergraduate students (195 females and 49 males) enrolled to department of mathematics education (57 freshmen, 106 sophomores and 81…

  17. On Improving Students' Self-efficacy in English Listening Teaching

    钟伟轩

    2012-01-01

    The traditional English teaching attaches excessive importance to the explanation of grammar and vocabulary,which causes students' disability in applying English,especially in listening.Self-efficacy is one of the basic elements which influence the students' learning motivation.It has close relationship with learning efficiency.

  18. INTEGRATING ENTREPRENEURIAL SELF-EFFICACY INTO EDUCATION AT UNIVERSITIES

    Ljerka Sedlan-König

    2016-12-01

    Full Text Available Educational institutions are urged to provide more enterprising individuals who will either act as entrepreneurs, or will be able to manage their careers and lives in an entrepreneurial way. The purpose of this study is to address the role of teaching at universities in maximizing entrepreneurial self-efficacy, and to examine the possibility to maximize the likelihood of entrepreneurial behavior by enhancing entrepreneurial self-efficacy with university students. The study investigates the impact that entrepreneurial self-efficacy has on the development of entrepreneurial motivation and behavior using a sample of 324 students of Josip Juraj Strossmayer University of Osijek in Croatia. The results of the research indicate that students demonstrate a higher propensity for entrepreneurial behavior and a higher probability of starting their own business if they feel more self-efficient. The research has also highlighted that teaching at universities does not significantly improve the perception of entrepreneurial self-efficacy in students and that firsthand experience has a more important role in that. An important conclusion to emerge from this research is that in order to influence entrepreneurial behavior, it is necessary to make better use of experience-based learning and supplement university courses with components of informal and/or non-formal education.

  19. EPAS Objectives and Foundation Practice Self-Efficacy: A Replication

    Holden, Gary; Anastas, Jeane; Meenaghan, Thomas

    2005-01-01

    This replication study continued the examination of the psychometric properties of the Foundation Practice Self-Efficacy scale (FPSE) with a sample of MSW students. As in the original study, evidence was found regarding the reliability, validity, and sensitivity to change of this measure. First, internal reliability estimates for the FPSE all…

  20. Adaptation and evaluation of the measurement properties of the Brazilian version of the Self-efficacy for Appropriate Medication Adherence Scale

    Rafaela Batista dos Santos Pedrosa

    2016-01-01

    Full Text Available Objectives: to undertake the cultural adaptation of, and to evaluate the measurement properties of, the Brazilian version of the Self-efficacy for Appropriate Medication Adherence Scale in coronary heart disease (CHD patients, with outpatient monitoring at a teaching hospital. Method: the process of cultural adaptation was undertaken in accordance with the international literature. The data were obtained from 147 CHD patients, through the application of the sociodemographic/clinical characterization instrument, and of the Brazilian versions of the Morisky Self-Reported Measure of Medication Adherence Scale, the General Perceived Self-Efficacy Scale, and the Self-efficacy for Appropriate Medication Adherence Scale. Results: the Brazilian version of the Self-efficacy for Appropriate Medication Adherence Scale presented evidence of semantic-idiomatic, conceptual and cultural equivalencies, with high acceptability and practicality. The floor effect was evidenced for the total score and for the domains of the scale studied. The findings evidenced the measure's reliability. The domains of the Brazilian version of the Self-efficacy for Appropriate Medication Adherence Scale presented significant inverse correlations of moderate to strong magnitude between the scores of the Morisky scale, indicating convergent validity, although correlations with the measure of general self-efficacy were not evidenced. The validity of known groups was supported, as the scale discriminated between "adherents" and "non-adherents" to the medications, as well as to "sufficient dose" and "insufficient dose". Conclusion: the Brazilian version of the Self-efficacy for Appropriate Medication Adherence Scale presented evidence of reliability and validity in coronary heart disease outpatients.

  1. Adaptation and evaluation of the measurement properties of the Brazilian version of the Self-efficacy for Appropriate Medication Adherence Scale1

    Pedrosa, Rafaela Batista dos Santos; Rodrigues, Roberta Cunha Matheus

    2016-01-01

    Objectives: to undertake the cultural adaptation of, and to evaluate the measurement properties of, the Brazilian version of the Self-efficacy for Appropriate Medication Adherence Scale in coronary heart disease (CHD) patients, with outpatient monitoring at a teaching hospital. Method: the process of cultural adaptation was undertaken in accordance with the international literature. The data were obtained from 147 CHD patients, through the application of the sociodemographic/clinical characterization instrument, and of the Brazilian versions of the Morisky Self-Reported Measure of Medication Adherence Scale, the General Perceived Self-Efficacy Scale, and the Self-efficacy for Appropriate Medication Adherence Scale. Results: the Brazilian version of the Self-efficacy for Appropriate Medication Adherence Scale presented evidence of semantic-idiomatic, conceptual and cultural equivalencies, with high acceptability and practicality. The floor effect was evidenced for the total score and for the domains of the scale studied. The findings evidenced the measure's reliability. The domains of the Brazilian version of the Self-efficacy for Appropriate Medication Adherence Scale presented significant inverse correlations of moderate to strong magnitude between the scores of the Morisky scale, indicating convergent validity, although correlations with the measure of general self-efficacy were not evidenced. The validity of known groups was supported, as the scale discriminated between "adherents" and "non-adherents" to the medications, as well as to "sufficient dose" and "insufficient dose". Conclusion: the Brazilian version of the Self-efficacy for Appropriate Medication Adherence Scale presented evidence of reliability and validity in coronary heart disease outpatients. PMID:27192417

  2. Transcultural nursing: a perspective derived from Jean-Paul Sartre.

    Rajan, M F

    1995-09-01

    Transcultural nursing care is a well-established theoretical framework. This theory, developed by Madeleine Leininger, can have an impact on clinical practice, academic preparation and nursing research. The heightened interest in applying transcultural care and the increased need to espouse this framework have been triggered by constant population changes. This paper defines transcultural nursing care and expands its definition further by comparing and contrasting it with Jean-Paul Sartre's existentialist perspective. The two modes of existence as defined by Sartre are closely examined. Concrete examples are offered as cultural phenomena and the components of a cultural assessment are discussed and applied. The philosophical thesis is approached from a transcultural nursing perspective and existentialism is shown to serve as a foundation for transcultural nursing. The advantages and disadvantages of transcultural nursing practice and the preparation of transcultural nurses are finally addressed.

  3. 在校护生学业自我效能感与职业决策自我效能的相关性研究%Study on correlation between academic self efficacy and career decision making self efficacy of nursing students in school

    张若柏; 余莲喜; 阳乐; 高彩云; 吴亚杰; 艾婷; 邓雪英

    2015-01-01

    [目的]调查在校护生学业自我效能感和职业决策效能的现状,并分析其相关性。[方法]选取湖南省某医学院校护生712名,采用学业自我效能感量表和护生职业决策自我效能量表进行调查。[结果]学业自我效能感得分为(72.79±13.95)分,处于中等水平;护生职业决策自我效能得分为(129.43±29.01)分,处于较低水平;护生的学业自我效能感与职业决策效能呈正相关(P <0.01)。[结论]在校护生学业自我效能感与职业决策自我效能密切相关,二者相互促进,医学院校可开展学业自我效能感训练来提升护生的职业决策自我效能。%Objective:To investigate the status quo of academic self efficacy and career decision making self efficacy of nursing students in school,and analyze the correlation between them.Methods:A total of 712 nursing students in school were selected from a medical college in Hunan province,they received the investigation by u-sing the academic self efficacy scale and nursing students’career decision making self efficacy scale.Results:The score of nursing students’academic self efficacy was(72.79±13.95),it was at a moderate level;the score of nursing students’career decision making self efficacy was(129.43±29.01),it was at a lower level;and the nursing students’academic self efficacy was positively correlated with their career decision making self effi-cacy(P <0.01).Conclusion:The nursing students’academic self efficacy was closely related to the career deci-sion making self efficacy,and the two mutually promoted.The medical colleges may carry out academic self efficacy training to enhance the nursing students’career decision making self efficacy.

  4. Response switching and self-efficacy in Peer Instruction classrooms

    Miller, Kelly; Schell, Julie; Ho, Andrew; Lukoff, Brian; Mazur, Eric

    2015-06-01

    Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide students two opportunities to answer each question—once after a round of individual reflection and then again after a discussion round with a peer. The second round provides students the choice to "switch" their original response to a different answer. The percentage of right answers typically increases after peer discussion: most students who answer incorrectly in the individual round switch to the correct answer after the peer discussion. However, for any given question there are also students who switch their initially right answer to a wrong answer and students who switch their initially wrong answer to a different wrong answer. In this study, we analyze response switching over one semester of an introductory electricity and magnetism course taught using Peer Instruction at Harvard University. Two key features emerge from our analysis: First, response switching correlates with academic self-efficacy. Students with low self-efficacy switch their responses more than students with high self-efficacy. Second, switching also correlates with the difficulty of the question; students switch to incorrect responses more often when the question is difficult. These findings indicate that instructors may need to provide greater support for difficult questions, such as supplying cues during lectures, increasing times for discussions, or ensuring effective pairing (such as having a student with one right answer in the pair). Additionally, the connection between response switching and self-efficacy motivates interventions to increase student self-efficacy at the beginning of the semester by helping students develop early mastery or

  5. Influence of 5-HTT variation, childhood trauma and self-efficacy on anxiety traits: a gene-environment-coping interaction study.

    Schiele, Miriam A; Ziegler, Christiane; Holitschke, Karoline; Schartner, Christoph; Schmidt, Brigitte; Weber, Heike; Reif, Andreas; Romanos, Marcel; Pauli, Paul; Zwanzger, Peter; Deckert, Jürgen; Domschke, Katharina

    2016-08-01

    Environmental vulnerability factors such as adverse childhood experiences in interaction with genetic risk variants, e.g., the serotonin transporter gene linked polymorphic region (5-HTTLPR), are assumed to play a role in the development of anxiety and affective disorders. However, positive influences such as general self-efficacy (GSE) may exert a compensatory effect on genetic disposition, environmental adversity, and anxiety traits. We, thus, assessed childhood trauma (Childhood Trauma Questionnaire, CTQ) and GSE in 678 adults genotyped for 5-HTTLPR/rs25531 and their interaction on agoraphobic cognitions (Agoraphobic Cognitions Questionnaire, ACQ), social anxiety (Liebowitz Social Anxiety Scale, LSAS), and trait anxiety (State-Trait Anxiety Inventory, STAI-T). The relationship between anxiety traits and childhood trauma was moderated by self-efficacy in 5-HTTLPR/rs25531 LALA genotype carriers: LALA probands maltreated as children showed high anxiety scores when self-efficacy was low, but low anxiety scores in the presence of high self-efficacy despite childhood maltreatment. Our results extend previous findings regarding anxiety-related traits showing an interactive relationship between 5-HTT genotype and adverse childhood experiences by suggesting coping-related measures to function as an additional dimension buffering the effects of a gene-environment risk constellation. Given that anxiety disorders manifest already early in childhood, this insight could contribute to the improvement of psychotherapeutic interventions by including measures strengthening self-efficacy and inform early targeted preventive interventions in at-risk populations, particularly within the crucial time window of childhood and adolescence.

  6. An investigation of the attitudes, anxieties and self-efficacy beliefs towards mathematics lessons high school students’ in terms of gender, types of school, and students’ grades

    N. Izzet Kurbanoglu

    2012-01-01

    Full Text Available The main objective of this study is to explore relationships between high school students’ attitudes towards mathematics lessons, anxieties towards mathematics lessons and self-efficacy beliefs in terms of gender, types of school and students’ grades. In this study, the data were gathered by “Attitudes Towards Mathematics Scale” (Aşkar, 1986 and by “Mathematics Anxiety Rating Scale” which was adapted to Turkish by Akın, Kurbanoğlu and Takunyacı (2009. Besides, in order to determine students’ self-efficacy beliefs were determined by self-efficacy, sub-scale of “Motivation Scale” which was adapted to Turkish by Büyüköztürk, Akgün, Özkahveci, & Demirel (2004. The sample of this study consisted of 418 students who attended from three different high schools. The study was conducted during the fall semester of academic year 2009-2010. ANOVA and t-Test were employed to analyze the hypotheses of research. It was observed in the findings of the study that there are no statistically significant differences between students’ gender and scores of attitudes towards mathematics lessons, anxieties towards mathematics lessons and self-efficacy beliefs. But there are statistically significant differences between students’ types of school and students’ grades and scores of attitudes towards mathematics lessons, anxieties towards mathematics lessons and self-efficacy beliefs.    

  7. Relationship between knowledge, attitude, behavior, and self-efficacy on the radiation safety on dental hygienist

    Han, Eun Ok; Jun, Sung Hee [Daegu Health College, Daegu (Korea, Republic of)

    2008-11-15

    The objective of this study is to draw an educational plant for reducing the probability of troubles caused by radiation for dental hygienists who are the major applicants of radiation equipments used in dental offices. This study investigated the knowledge and self-efficacy, which is the major variable that affects the attitude and behavior, on the radiation safety that is an educational approach. Also, this study obtained following results from a survey for 25 days from June 15, 2008 that was applied for 225 dental hygienists worked at dental offices and clinics in the area of Youngnam in order to verify the relationship between such variables. The average scores for the knowledge, attitude, and behavior were 54.28±16.33, 87.93±9.75, and 59.85±14.76, respectively. Also, the average score of the self-efficacy was 72.88±8.60. In the knowledge level for the radiation safety, ‘a case that prepares personal dosimeters’, ‘a case that establishes protection facilities’, ‘a case that presents 6⁓10 dental hygienists’, ‘a case that presents radiological technologists’, and ‘a case that is a general hospital’ represented high values. In the attitude level for the radiation safety, ‘a case who is a married person’, ‘a case that prepares personal dosimeters’, and ‘a case that is a general hospital’ showed high values. In the behavior level for the radiation safety, ‘a case that shows a career in dental hygienist or radiographic for 6⁓10 years’, ‘a case that attends radiation safety education’, ‘a case that establishes protection facilities’ showed high values. Also, in the self-efficacy level, ‘a case that who has a high education level more than graduate school education’ and ‘a case that establishes protection facilities’ represented high values. In the relationship between the knowledge, attitude, behavior, and self-efficacy for the radiation safety, it showed statistically significant differences in this

  8. The impact of leadership programme on self-esteem and self-efficacy in school: a randomized controlled trial.

    Martin C S Wong

    Full Text Available BACKGROUND: Leadership training programs by experiential learning among adolescents are very popular worldwide and in particular developed countries, but there exists few studies which formally assessed their impact on the psychological well-being of program participants. This study evaluated the effectiveness of leadership training programs on self-esteem and self-efficacy among adolescents. METHODOLOGY/PRINCIPAL FINDINGS: a total of 180 students of the same grade of one secondary school were randomized into an intervention (n = 50 and a control group (n = 130. The students in the intervention group participated in a 6-month program of leadership training and service learning, while the control group did not participate in any training. Their self-esteem and self-efficacy were assessed by Rosenberg Self-Esteem questionnaire and Chinese Adaptation of the General Self-Efficacy Scale, respectively, before and after the program. Both scales have been recognized internationally as valid and reliable survey instruments to measure these psychological attributes. The scores were compared by Student's tests according to gender. A total of 180 students were enrolled during the study period October, 2009 to May, 2010. Their mean age was 15.18 years (0.62 and 56.7% were male. Students allocated to the intervention and control group had statistically similar demographic characteristics except gender (male 36.0% vs. 64.6%, p = 0.001. Overall, the self-esteem scores increased by 1.28 and decreased by 0.30 (p = 0.161 while the self-efficacy scores increased by 0.26 and decreased by 0.76 (p = 0.429 in the intervention and control group, respectively. Among female students, the intervention group showed significant improvements in both self-esteem (2.38 vs. -0.24, p<0.001 and self-efficacy (1.32 vs. -0.04, p = 0.043. CONCLUSIONS/SIGNIFICANCE: Leadership training program were not found to be effective to enhance self-esteem and self-efficacy

  9. Personal, social, and cultural correlates of self-efficacy beliefs among South Korean college smokers.

    Cho, Hyunyi; So, Jiyeon; Lee, Jinro

    2009-06-01

    Much research has documented the significant influence of self-efficacy on smoking cessation, but considerably less is known as to what health communicators can do to promote or address barriers to self-efficacy. This study investigated personal, social, and cultural correlates of smoking self-efficacy. A survey of college smokers was done in South Korea, where the current smoking rate among males is over 56%. At the personal level, the perceived success-fullness of the last quit trial positively predicted self-efficacy. At the social level, interpersonal communication with friends was positively associated with self-efficacy. The cultural orientation of independent self-construal was positively associated with self-efficacy. These results indicate that factors affecting smokers' self-efficacy are operative in multiple domains and levels. Future communication programs should promote positive perceptions about prior quit trials, and segment the audience in terms of their self-construal to effectively enhance self-efficacy.

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

    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.

  11. A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance.

    Galla, Brian M; Wood, Jeffrey J; Tsukayama, Eli; Har, Kim; Chiu, Angela W; Langer, David A

    2014-06-01

    Using data from an accelerated longitudinal study, we examined the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance across students (N=135) in elementary school. Teachers assessed participants' effortful engagement and participants rated their academic self-efficacy once per year for 3 years. Academic performance was assessed through standardized test scores in reading and math. Multilevel models indicated that within-person change in Effortful Engagement and Academic Self-Efficacy scores significantly predicted concomitant within-person change in reading test scores, B=2.71, p=.043, Pseudo-R2=.02 and B=4.72, p=.005, Pseudo-R2=.04, respectively. Participants with higher between-person levels of Effortful Engagement had higher initial reading test scores, B=10.03, p=.001, Pseudo-R2=.09, and math test scores, B=11.20, pAcademic Self-Efficacy showed a faster rate of increase in math test scores across elementary school, B=10.21, p=.036, Pseudo-R2=.25. At the between-person level, Effortful Engagement mediated the association between Academic Self-Efficacy and both reading and math test scores, although no support was found for mediation at the within-person level. Collectively, results suggest that trait-level psychological factors can vary meaningfully within school-aged children and that both within-person change and between-person individual differences in these traits have important consequences for academic performance.

  12. Breastfeeding support - the importance of self-efficacy for low-income women.

    Entwistle, Francesca; Kendall, Sally; Mead, Marianne

    2010-07-01

    Breastfeeding is a key determinant in promoting public health and reducing health inequality. Low-income women have a significantly lower level of breastfeeding. Midwives in the UK have been encouraged to implement the World Health Organization/United Nations Children's Fund's Ten Steps to Successful Breastfeeding, but to date, there has been no evaluation of the impact of the training initiative on the breastfeeding behaviours of low-income women. As part of a wider study, this qualitative component was designed to answer the question - what are the views and experiences of low-income women (defined by Jarman scores) in relation to their breastfeeding support received in the post-natal period? A sample of seven women was interviewed. The in-depth interviews were analysed using a qualitative, thematic approach based on the self-efficacy theory. The four themes that emerged from the data were the following: breastfeeding related to the woman's self-confidence, the social environment in which the woman lived, knowledge of breastfeeding and the influence of maternity services on breastfeeding outcomes. These themes were interpreted in relation to the self-efficacy theory. The findings suggest that the components that inform self-efficacy are consistent with the themes from the data, suggesting that midwives and other health professionals should take the psychosocial aspects of breastfeeding support into account. As this important feature of breastfeeding support is not explicitly part of the current Ten Steps to Successful Breastfeeding, we suggest that further research and debate could inform expansion of these minimum standards to include the psychosocial aspects.

  13. Effectiveness of rehabilitation in multiple sclerosis relapse on fatigue, self-efficacy and physical activity.

    Nedeljkovic, Una; Raspopovic, Emilija Dubljanin; Ilic, Nela; Vujadinovic, Sanja Tomanovic; Soldatovic, Ivan; Drulovic, Jelena

    2016-09-01

    Relapse of disease is one of the most prominent characteristics of multiple sclerosis. Effectiveness of rehabilitation programmes on fatigue, self-efficacy (SE) and physical activity (PA) has not been investigated so far in context of relapse. The aim of our study was to examine if rehabilitation programme in addition to high-dose methylprednisolone (HDMP) during relapse of disease can influence fatigue, SE and PA more than corticosteroid therapy alone. Patients were randomized in control group receiving only HDMP and experimental group which was in addition included in rehabilitation programme. Outcome measures used were Fatigue Severity Scale (FSS), Multiple Sclerosis Self- Efficacy scale (MSSES), Godin Leisure-Time Exercise Questionnaire (GLTEQ), completed on baseline, 1 and 3 months later. There was no significant change in FSS in both time points, despite different trend seen between groups. The mean MSSES for function and control improved significantly in treatment group after 1 month (807.1 ± 96.8, p = 0.005; 665.3 ± 145.1, p = 0.05) and 3 months (820 ± 83.5, p = 0.004; 720.0 ± 198.2, p = 0.016.) compared to baseline values. The mean GLTEQ score was significantly higher in the treatment group compared to the control at both follow-up time points (45.7 ± 7.6, p < 0.001; 34.3 ± 22.4, p < 0.01). Rehabilitation started along with corticosteroid treatment induced significant improvement in PA compared to HDMP therapy alone. It also influenced noticeable changes in self-efficacy, but effect on fatigue was insufficient.

  14. Autonomous Motivation as a Critical Factor in Self-Efficacy among Rural Smokers

    Berg, Carla J.; Cox, Lisa Sanderson; Mahnken, Jonathan D.; Greiner, K. Allen; Edward F. Ellerbeck

    2008-01-01

    Self-efficacy has been related to intent to stop smoking, abstinence success, and risk for relapse. Because limited attention has been given to self-efficacy among rural smokers, the current study examined correlates of self-efficacy among rural primary care patients smoking ≥ 10 cigarettes per day. Participants completed a telephone survey assessing demographics, smoking and medical history, social environment, self-efficacy, nicotine dependence, motivation for quitting, and depression. Amon...

  15. NOTE FOR EDITOR: Self-Efficacy Of Formally and Non-Formally Trained Public Sector Teachers

    ANWAR, Muhammad Nadeem

    2009-01-01

    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...

  16. Testing Phase-specific self-efficacy beliefs in the context of dietary behaviour change

    Ochsner, Sibylle; Scholz, Urte; Hornung, Rainer

    2013-01-01

    Background: Self-efficacy is an important predictor of health behaviour change. Within the health action process approach (HAPA; Schwarzer, 2008), motivational and volitional self-efficacy can be distinguished. Motivational self-efficacy is assumed to serve as predictor of intention formation whereas volitional self-efficacy should be relevant for behaviour change. This study examined these assumptions in a sample with overweight and obese individuals. Moreover, we tested whether behavioural ...

  17. Self-efficacy beliefs of university students: an empirical study on the specificity of the construct

    Blanco Blanco, Ángeles

    2010-01-01

    This study tested two propositions of the Social Cognitive Theory in an academic setting: a) Self-efficacy is a domain- specific competence belief; b) Domain-specific selfefficacy is related, but distinct from, other self-evaluation constructs. Participants (272 Spanish university students) completed measures of general self-efficacy, academic self-efficacy, statistics self-efficacy and attitudes towards statistics (cognitive and affective components). Principal Components Analyses and Confir...

  18. Impact of Simulation and Clinical Experience on Self-efficacy in Nursing Students: Intervention Study.

    Kimhi, Einat; Reishtein, Judith L; Cohen, Miri; Friger, Michael; Hurvitz, Nancy; Avraham, Rinat

    2016-01-01

    This study compared the effect of simulation and clinical experience timing on self-confidence/self-efficacy for the nursing process. Using a randomized, double-crossover design, self-efficacy was measured 3 times. Although self-efficacy was significantly higher at time 1 for students who had clinical experience, there was no difference between the groups at the end of the course (time 2). Thus, simulation increased self-confidence/self-efficacy equivalently if placed either before or after clinical experience.

  19. Resilience, self-efficacy, coping styles and depressive and anxiety symptoms in those newly diagnosed with multiple sclerosis.

    Tan-Kristanto, Stef; Kiropoulos, Litza A

    2015-01-01

    High levels of depressive and anxiety symptoms have been reported by individuals with multiple sclerosis (MS). This study examined the associations between resilience, self-efficacy and coping and depressive and anxiety symptoms and whether resilience, self-efficacy and coping were predictors of depressive and anxiety symptoms in patients newly diagnosed with MS. A sample of 129 individuals newly diagnosed with MS participated in this cross-sectional study and completed an online questionnaire assessing resilience, self-efficacy, coping and depressive and anxiety symptoms. Results revealed that depressive and anxiety symptoms were significantly associated with problem-focused, emotion-focused and avoidance coping strategies, resilience and self-efficacy. Anxiety symptoms were also significantly associated with employment status and level of disability. Results from hierarchical multiple regression revealed that the resilience subscale of personal competence, the avoidance coping style of substance use and emotion-focused coping styles of venting predicted depressive symptoms and uniquely accounted for 63.8% of the variance in the depression score, F (18, 124) = 10.36, p = .000. Level of disability and employment status accounted for 13.2% of the anxiety score and avoidance coping style of denial and emotion-focused coping style of humour accounted for 36.4% of the variance in the anxiety symptom score, F (15, 112) = 6.37, p = .000. Our findings suggest that resilience and avoidance and emotion-focused coping strategies are predictive of depressive symptoms and anxiety symptoms in those newly diagnosed with MS. Resilience and coping styles may be another target for interventions aimed at managing depressive and anxiety symptoms in those newly diagnosed with MS.

  20. Self-efficacy, stress, and acculturation as predictors of first year science success among Latinos at a South Texas university

    McNamara, Mark W.

    The study tested the hypothesis that self-efficacy, stress, and acculturation are useful predictors of academic achievement in first year university science, independent of high school GPA and SAT scores, in a sample of Latino students at a South Texas Hispanic serving institution of higher education. The correlational study employed a mixed methods explanatory sequential model. The non-probability sample consisted of 98 university science and engineering students. The study participants had high science self-efficacy, low number of stressors, and were slightly Anglo-oriented bicultural to strongly Anglo-oriented. As expected, the control variables of SAT score and high school GPA were statistically significant predictors of the outcome measures. Together, they accounted for 19.80% of the variation in first year GPA, 13.80% of the variation in earned credit hours, and 11.30% of the variation in intent to remain in the science major. After controlling for SAT scores and high school GPAs, self-efficacy was a statistically significant predictor of credit hours earned and accounted for 5.60% of the variation; its unique contribution in explaining the variation in first year GPA and intent to remain in the science major was not statistically significant. Stress and acculturation were not statistically significant predictors of any of the outcome measures. Analysis of the qualitative data resulted in six themes (a) high science self-efficacy, (b) stressors, (c) positive role of stress, (d) Anglo-oriented, (e) bicultural, and (f) family. The quantitative and qualitative results were synthesized and practical implications were discussed.

  1. Patterns of Self-Efficacy among College Students in Developmental Reading

    Cantrell, Susan Chambers; Correll, Pamela; Clouse, Jane; Creech, Kimberly; Bridges, Sharon; Owens, Danielle

    2013-01-01

    In this study, we investigated the self-efficacy beliefs and sources of self-efficacy among first-year college students placed in developmental reading courses. Students enrolled in developmental reading were compared to students who were not placed in developmental reading courses in terms of self-efficacy in various contexts and sources of…

  2. Improving the Accuracy of Outdoor Educators' Teaching Self-Efficacy Beliefs through Metacognitive Monitoring

    Schumann, Scott; Sibthorp, Jim

    2016-01-01

    Accuracy in emerging outdoor educators' teaching self-efficacy beliefs is critical to student safety and learning. Overinflated self-efficacy beliefs can result in delayed skilled development or inappropriate acceptance of risk. In an outdoor education context, neglecting the accuracy of teaching self-efficacy beliefs early in an educator's…

  3. Exploring Gender and Self-Efficacy Ratings of Athletic Training Students over Time

    Carr, W. David; Volberding, Jennifer L.

    2014-01-01

    Objective: To describe the development of a self-efficacy instrument and to explore the changes by gender in student self-efficacy ratings over 1 year. Design and Setting: An exploratory study utilizing an instrument that measures self-efficacy in undergraduate students in a university setting. Patients or Other Participants: Thirty students (13…

  4. Freshman Engineering Students At-Risk of Non-Matriculation: Self-Efficacy for Academic Learning

    Ernst, Jeremy V.; Bowen, Bradley D.; Williams, Thomas O.

    2016-01-01

    Students identified as at-risk of non-academic continuation have a propensity toward lower academic self-efficacy than their peers (Lent, 2005). Within engineering, self-efficacy and confidence are major markers of university continuation and success (Lourens, 2014 Raelin, et al., 2014). This study explored academic learning self-efficacy specific…

  5. Reliability and validity of a novel haemophilia-specific self-efficacy scale

    J. Lock (J.); H. Raat (Hein); M.A.D. Peters (Marjolein); R. Tamminga; F.W.G. Leebeek (Frank); H.A. Moll (Henriëtte); M.H. Cnossen (Marjon)

    2014-01-01

    textabstractHigher self-efficacy in chronic disease patients is associated with higher development of self-management skills and increased quality-of-life. Quantification and monitoring of self-efficacy is therefore of importance. Self-efficacy in haemophilia patients has received little attention d

  6. Clinical Self-Efficacy in Senior Nursing Students: A Mixed- Methods Study

    Abdal; Masoudi Alavi; Adib-Hajbaghery

    2015-01-01

    Background Clinical education has a basic role in nursing education, and effective clinical training establishes a sense of clinical self-efficacy in senior nursing students. Self-efficacy is a key component for acting independently in the nursing profession. Objectives This study was designed to outline senior nursing students’ views about clinical self-efficacy and to determine its level in nursing students. ...

  7. Investigating a Relationship between Learner Control and Self-Efficacy in an Online Learning Environment

    Taipjutorus, Widchaporn; Hansen, Sally; Brown, Mark

    2012-01-01

    In both traditional face-to-face and online learning contexts, self-efficacy has been shown to be a key contributor to learner success. Once established, self-efficacy can be generalised to other learning situations, with the strongest effect occurring with learning activities that are closest to those in which self-efficacy has been improved.…

  8. Exploring Baccalaureate Social Work Students' Self-Efficacy: Did It Change over Time?

    Ahn, Bonnie; Boykin, Lolita; Hebert, Corie; Kulkin, Heidi

    2012-01-01

    This study explored baccalaureate social work students' self-efficacy at a rural southern university. Bandura's concept of self-efficacy is used as a theoretical base for the study. Students (N = 43) in introductory social work courses and in the field practicum course completed the Foundation Practice Self Efficacy Scale. Following The Council on…

  9. Principal Self-Efficacy: Relations with Burnout, Job Satisfaction and Motivation to Quit

    Federici, Roger A.; Skaalvik, Einar M.

    2012-01-01

    The purpose of this study was to explore relations between principals' self-efficacy, burnout, job satisfaction and principals' motivation to quit. Principal self-efficacy was measured by a recently developed multidimensional scale called the Norwegian Principal Self-Efficacy Scale. Burnout was measured by a modified version of the Maslach Burnout…

  10. Assessing BSW Student Direct Practice Skill Using Standardized Clients and Self-Efficacy Theory

    Rawlings, Mary A.

    2012-01-01

    Entering and exiting BSW students were compared on self-efficacy and on direct practice skill performance with a standardized client. Self-efficacy was tested as a predictor and as a mediator of skill performance. Ordinary least squares hierarchical regression found BSW education to be predictive of higher skill and higher self-efficacy. After…

  11. Self-Efficacy and Stress of Staff Managing Challenging Behaviours of People with Learning Disabilities

    Cudre-Mauroux, Annick

    2011-01-01

    Self-efficacy has been reported to play a significant role in stress levels of parents facing challenging behaviours of their children with learning disabilities. The role of self-efficacy has also been found to affect the stress levels of professional caregivers in such situations. To understand the implications of staff self-efficacy in…

  12. Reliability and validity of a novel Haemophilia-specific Self-Efficacy Scale

    Lock, J.; Raat, H.; Peters, M.; Tamminga, R. Y. J.; Leebeek, F. W. G.; Moll, H. A.; Cnossen, M. H.

    2014-01-01

    Higher self-efficacy in chronic disease patients is associated with higher development of self-management skills and increased quality-of-life. Quantification and monitoring of self-efficacy is therefore of importance. Self-efficacy in haemophilia patients has received little attention due to lack o

  13. Developing a Measurement Tool for Assessing Physiotherapy Students' Self-Efficacy: A Pilot Study

    Jones, Anne; Sheppard, Lorraine

    2012-01-01

    The aim of this research was to determine if self-efficacy can be correlated with prior academic achievement and whether self-efficacy can be an outcome measure of education. A self-efficacy instrument was developed and administered to physiotherapy students following completion of their pre-clinical theory experience. The questionnaire results…

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

    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…

  15. Self-Efficacy as Related to Career Aspirations Based on the Educational Quality Assessment Inventory.

    Dentler, Donna J.

    A study examined the relationship between the self-efficacy and career aspirations of 37,942 11th-grade students across the state of Pennsylvania. Using Albert Bandura's theory of self-efficacy, which states that the level and strength of self-efficacy of an individual will determine (1) whether or not the individual will initiate coping behavior,…

  16. Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students

    Pajares, Frank; Johnson, Margaret J.; Usher, Ellen L.

    2007-01-01

    The purpose of this study was to examine the influence of Albert Bandura's four hypothesized sources of self-efficacy on students' writing self-efficacy beliefs (N = 1256) and to explore how these sources differ as a function of gender and academic level (elementary, middle, high). Consistent with the tenets of self-efficacy theory, each of the…

  17. Mind over Matter: Contributing Factors to Self-Efficacy in Montessori Teachers

    Bhatia, Punum

    2012-01-01

    Interpreting Albert Bandura's term "self-efficacy" as the individual's belief in his own abilities to succeed in spite of the given circumstances, this study seeks to identify the influences which lead to self-efficacy in Montessori teachers. In order to evaluate perceptions of self-efficacy, 35 pre-service teachers in the…

  18. Supervision and Increasing Self-Efficacy in the Therapist-Trainee.

    Shanklin, Jennifer E.

    This work includes a discussion of the concept of self-efficacy, originally introduced by Albert Bandura, as it pertains to the therapist-trainee. Therapist self-efficacy has only recently gained attention theoretically as well as empirically. Measures used to assess the self-efficacy of the therapist are highlighted as well as factors…

  19. Exploring Primary Teachers' Self-Efficacy Beliefs for Teaching Dance Education

    Renner, Suzanne; Pratt, Keryn

    2017-01-01

    The self-efficacy beliefs of 140 generalist teachers for teaching dance in the New Zealand curriculum were surveyed using an adapted version of the Teachers' Sense of Self-efficacy scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001). Four hypotheses were created to test relationships between the participants' self-efficacy beliefs…

  20. Self-Efficacy for Science Teaching Scale Development: Construct Validation with Elementary School Teachers

    Yangin, Selami; Sidekli, Sabri

    2016-01-01

    The measurement of teacher self-efficacy has a history of more than 30 years. The purpose of this research is to evaluate the development and validation of a new scale to measure the science teaching self-efficacy of elementary school teachers. Therefore, a scale has been created to measure elementary teachers' science teaching self-efficacy and…

  1. How Teachers' Self-Efficacy Is Related to Instructional Quality: A Longitudinal Analysis

    Holzberger, Doris; Philipp, Anja; Kunter, Mareike

    2013-01-01

    This study extends previous research on teachers' self-efficacy by exploring reciprocal effects of teachers' self-efficacy and instructional quality in a longitudinal panel study. The study design combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation,…

  2. Changes in Science Teaching Self-Efficacy among Primary Teacher Education Students

    Palmer, David; Dixon, Jeanette; Archer, Jennifer

    2015-01-01

    Many preservice primary teachers have low self-efficacy for science teaching. Although science methods courses have often been shown to enhance self-efficacy, science content courses have been relatively ineffective in this respect. This study investigated whether a tailored science content course would enhance self-efficacy. The participants were…

  3. Persistence at an Urban Community College: The Implications of Self-Efficacy and Motivation

    Liao, Hsiang-Ann; Edlin, Margot; Ferdenzi, Anita Cuttita

    2014-01-01

    This study examined how self-efficacy and motivation affected student persistence at an urban community college. Self-efficacy was studied at two dimensions: self-regulated learning efficacy and self-efficacy for academic achievement. Motivation was also investigated at two levels: intrinsic motivation and extrinsic motivation. Results show that…

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

    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…

  5. Relationship between Self-Efficacy and Counseling Attitudes among First-Year College Students

    Tirpak, David M.; Schlosser, Lewis Z.

    2015-01-01

    The purpose of this study was to assess the relationship between a set of self-efficacy variables and a set of variables assessing attitudes toward counseling. Results revealed a significant relationship between self-efficacy and attitudes toward counseling among a sample of 253 first-year college students. Low perceptions of self-efficacy were…

  6. Changes in Self-Efficacy and Task Value in Online Learning

    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…

  7. Gender Differences in School Children's Self-Efficacy Beliefs: Students' and Teachers' Perspectives

    Webb-Williams, Jane

    2014-01-01

    This small scale study examined gender differences in self-efficacy. 24 girls and 28 boys aged between 10 and 12 years completed self-efficacy questionnaires and attainment tests. The study was conducted in two primary school classrooms in England and the results indicated that gender differences in self-efficacy were significant with boys holding…

  8. Calibration of Self-Efficacy for Conducting a Chi-Squared Test of Independence

    Zimmerman, Whitney Alicia; Goins, Deborah D.

    2015-01-01

    Self-efficacy and knowledge, both concerning the chi-squared test of independence, were examined in education graduate students. Participants rated statements concerning self-efficacy and completed a related knowledge assessment. After completing a demographic survey, participants completed the self-efficacy and knowledge scales a second time.…

  9. Effect of glycemic load on eating behavior self-efficacy during weight loss

    High eating behavior self-efficacy may contribute to successful weight loss. Diet interventions that maximize eating behavior self-efficacy may therefore improve weight loss outcomes. However, data on the effect of diet composition on eating behavior self-efficacy are sparse. To determine the eff...

  10. An Evaluation of the Self-Efficacy Theory in Agricultural Education

    McKim, Aaron J.; Velez, Jonathan J.

    2016-01-01

    This research sought to evaluate the use of the self-efficacy theory in agricultural education. A total of 30 studies, published between 1997 and 2013 using self-efficacy as a theoretical foundation were compiled and analyzed. The findings of these studies were compared to expected outcomes identified by the self-efficacy theory, specifically the…

  11. The Impact of a Self-Efficacy Intervention on Short-Term Breast-Feeding Outcomes

    Nichols, Jeni; Schutte, Nicola S.; Brown, Rhonda F.; Dennis, Cindy-Lee; Price, Ian

    2009-01-01

    Maternal self-efficacy for breast-feeding may contribute to success in breast-feeding. This study aimed to increase breast-feeding self-efficacy and actual breast-feeding through an intervention based on Bandura's self-efficacy theory. A total of 90 pregnant women participated in the study. The women who were assigned to a breast-feeding…

  12. Collective Problem-Solving: The Role of Self-Efficacy, Skill, and Prior Knowledge

    Geifman, Dorit; Raban, Daphne R.

    2015-01-01

    Self-efficacy is essential to learning but what happens when learning is done as a result of a collective process? What is the role of individual self-efficacy in collective problem solving? This research examines the manifestation of self-efficacy in prediction markets that are configured as collective problem-solving platforms and whether…

  13. Leadership and Leader Developmental Self-Efficacy: Their Role in Enhancing Leader Development Efforts.

    Murphy, Susan Elaine; Johnson, Stefanie K

    2016-01-01

    This chapter describes the role of two types of self-efficacy-leader self-efficacy and leader developmental efficacy-for enhancing leadership development. Practical implications for designing and developing leadership programs that take into account these two types of self-efficacy are discussed.

  14. Job Search Self-Efficacy of East Asian International Graduate Students

    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…

  15. Gaining a Degree: The Effect on Teacher Self-Efficacy and Emotions

    Williams, Ruth

    2009-01-01

    Bandura's concept of self-efficacy has been the focus of numerous research studies related to teacher self-efficacy. Most studies have investigated Bandura's first three sources of self-efficacy beliefs: mastery experiences, vicarious experiences, and social persuasion--with much less emphasis placed on Bandura's fourth source, the role of…

  16. An Investigation of Factors Related to Self-Efficacy for Java Programming among Engineering Students

    Askar, Petek; Davenport, David

    2009-01-01

    The purpose of this study was to examine the factors related to self-efficacy for Java programming among first year engineering students. An instrument assessing Java programming self-efficacy was developed from the computer programming self-efficacy scale of Ramalingam & Wiedenbeck. The instrument was administered at the beginning of the…

  17. Principals' Self-Efficacy: Relations with Job Autonomy, Job Satisfaction, and Contextual Constraints

    Federici, Roger A.

    2013-01-01

    The purpose of the present study was to explore relations between principals' self-efficacy, perceived job autonomy, job satisfaction, and perceived contextual constraints to autonomy. Principal self-efficacy was measured by a multidimensional scale called the Norwegian Principal Self-Efficacy Scale. Job autonomy, job satisfaction, and contextual…

  18. Sources of self-efficacy and coach/instructor behaviors underlying relation-inferred self-efficacy (RISE) in recreational youth sport.

    Saville, Paul D; Bray, Steven R; Martin Ginis, Kathleen A; Cairney, John; Marinoff-Shupe, Deborah; Pettit, Andrew

    2014-04-01

    Interpersonal feedback from coaches may be instrumental in the formation of children's self-efficacy to learn or perform sport skills. We report on two studies that explored perceived sources of self-efficacy and relation-inferred self-efficacy (RISE) in one-on-one interviews with sport camp participants (N = 61; ages 7-12) and focus groups with recreational league participants (N = 28; ages 8-12). Participants' responses indicated that prior experiences and socially constructed interactions contributed to the development of self-efficacy and RISE beliefs. Results support Bandura's (1997) theorizing that self-efficacy is developed through processing of experiential feedback as well as Lent and Lopez's (2002) tripartite theory proposing interpersonal feedback from influential others contributes to children's RISE and self-efficacy.

  19. Disclosure and Self-Efficacy Among HIV-Positive Men Who Have Sex with Men: A Comparison Between Older and Younger Adults.

    Brown, Monique J; Serovich, Julianne M; Kimberly, Judy A; Umasabor-Bubu, Ogie

    2015-11-01

    Men who have sex with men (MSM) continue to be disproportionately affected by HIV in the US. HIV among older adults also continues to be an important public health problem. Age is associated with disclosure of HIV serostatus and self-efficacy for condom use. However, studies examining self-efficacy and disclosure among older MSM (age 50 and older) living with HIV are lacking. The aim of this study was to assess the associations between being 50 and older, and disclosure behaviors, intentions and attitudes, and self-efficacy for condom use, disclosure, and negotiation for safer sex practices among HIV-positive MSM. Data were gathered from 340 participants at the baseline assessment of a longitudinal disclosure intervention study. Linear regression was used to determine the association between being older (age 50 and older) and disclosure behaviors, intentions and attitudes, and self-efficacy for condom use, disclosure, and negotiation for safer sex practices. After adjusting for time since diagnosis and number of sexual partners, MSM aged 50 and older scored lower in disclosure behavior (β = -7.49; 95% CI: -14.8, -0.18) and in self-efficacy for negotiation of safer sex practices (β = -0.80; 95% CI: -1.57, -0.04) compared to MSM 18-34 years. Intervention and prevention programs should endeavor to improve disclosure and self-efficacy for negotiating safer sex practices among older HIV-positive MSM. More health care providers should initiate sexual health discussions, especially among older HIV-positive MSM populations, which may help to improve their disclosure behavior and self-efficacy for negotiating safer sex practices.

  20. Modeling the Interrelationships among Pre-Service Science Teachers' Understanding and Acceptance of Evolution, Their Views on Nature of Science and Self-Efficacy Beliefs regarding Teaching Evolution

    Akyol, Gulsum; Tekkaya, Ceren; Sungur, Semra; Traynor, Anne

    2012-01-01

    This study proposed a path model of relationships among understanding and acceptance of evolution, views on nature of science, and self-efficacy beliefs regarding teaching evolution. A total of 415 pre-service science teachers completed a series of self-report instruments for the specified purpose. After the estimation of scale scores using…

  1. Parenting Effects on Self-Efficacy and Self-Esteem in Late Adolescence and How Those Factors Impact Adjustment to College

    Smith, Gregory J

    2007-01-01

    Approximately three months before starting college, 203 high school seniors completed a questionnaire consisting of the General Self-Efficacy Scale, the Rosenberg Self-Esteem Scale, and the Parental Authority Questionnaire (PAQ) assessing their parents' parenting styles. The PAQ yielded scores on three parenting styles originally proposed by…

  2. Impact of SCALE-UP on science teaching self-efficacy of students in general education science courses

    Cassani, Mary Kay Kuhr

    The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the

  3. Imagined Transcultural Histories and Geographies

    Bronwyn Winter

    2012-11-01

    Full Text Available In a globalised world, an assumption prevails that the nation has somehow lost its power to regulate our lives, being undermined by other forces, either top-down through the impact of global capitalism or bottom-up through migrations, transnational religious, ethnic or social movement communities or other transversal politics. A related idea is that ‘culture’ is now irrevocably hybridised and border-zoned, that we no longer live in a world of discrete, located, identifiable and historically grounded cultures but in some unstable and for-the-moment insterstitiality, a sort of cultural interlanguage that sits outside well-mapped structures of power. Yet, just as the nation and the boundaries it sets around culture are being conceptually chased from our maps of the world, they come galloping back to reassert themselves. They do so politically, economically, legally, symbolically. Amidst all the noise of our transnationalisms, hybridities and interstitialities, the idea of what it is to be ‘Australian’ or ‘French’ or ‘Filipino’ or ‘Asian’ reaffirms itself, in mental geographies and constructed histories, as our ‘imagined community’ (to use Benedict Anderson’s famous term [Anderson 1983], or indeed, ‘imagined Other’, even if it is an imagined ‘Other’ that we would somehow wish to incorporate into our newly hybridised Self. Using the notion of transcultural mappings, the articles in this special issue investigate this apparent paradox. They look at how the Self and Other have been mapped through imagined links between geography, history and cultural location. They interrogate the tension between the persistence of mappings of the world based on discrete national or cultural identities on one hand, and, on the other hand, the push to move beyond these carefully guarded borders and problematise precise notions of identity and belonging.

  4. Gender Role Orientation with Health Literacy and Self-Efficacy for Healthy Eating among Japanese Workers in Early Adulthood.

    Hosokawa, Chizuru; Ishikawa, Hirono; Okada, Masafumi; Kato, Mio; Okuhara, Tsuyoshi; Kiuchi, Takahiro

    2016-01-01

    Gender role, independent of biological sex, affects health. However, research on healthy eating that considers the importance of gender norms is scarce. People who are androgynous and have high masculinity and femininity are reported to have better health practices than other people. The present study aimed to examine the differences in health literacy (HL) and self-efficacy for healthy eating by gender role in Japanese men and women. Participants were 629 men and women aged 25-34 years, recruited via a Japanese Internet research company database. Participants were categorized into four gender role groups using the Japanese Gender Role Index. HL and self-efficacy for healthy eating were assessed using the healthy eating literacy (HEL) scale and the healthy eating and weight self-efficacy (HEWSE) scale. Analysis of variance with Bonferroni-adjusted post hoc tests and hierarchical multiple regression were used to test the research hypotheses. We found that the Androgynous group had significantly higher HEL and HEWSE scores than the Feminine and Undifferentiated groups. The Masculine group scored significantly higher on both measures than the Undifferentiated group. Being Androgynous (HEL: β = 0.34, p healthy eating. These findings may be relevant for promoting healthy eating from the perspective of gender norms.

  5. Running the Race to Improve Self-Efficacy

    Putman, Michael

    2009-01-01

    The idea of believing in oneself is a construct that goes by several names: (1) self-efficacy; (2) self-concept; and (3) self-esteem. How well a person thinks he or she will do in the completion of a task plays a significant role in how well that person will actually do. Positive self-beliefs have been linked to many benefits, including increased…

  6. Reading instruction in science: Teachers' practices, beliefs, & self-efficacy

    Morales, Christina M.

    The Common Core State Standards (CCSS, 2010) and the Next Generation Science Standards (NGSS, 2013) call on science teachers to play a stronger role in helping students learn from informational science texts. Curriculum implementation efforts aimed at addressing these new standards should build on what teachers are already doing to help students with reading in their classrooms and the pedagogical issues that they feel are important to science learning. However, few current studies have gathered these important insights from science teachers. Aiming to fill this gap in the literature, this study attempted to describe middle school science teachers' current practices, beliefs, and self-efficacy regarding reading and reading instruction in their classrooms. A conceptual model hypothesizing that self-efficacy mediates the relationship between teachers' beliefs about how important reading instruction is to science learning and how often they provide reading instruction in their science classes was also tested. Participants (N = 247) reported that students regularly engaged in reading-related tasks in science class. Somer's D correlation analyses highlighted positive associations between the frequency with which teachers reported that students engaged in various reading-related tasks and the frequency with which they reported providing reading instruction for those tasks, suggesting that students tended to receive explicit instruction or coaching for the reading-related tasks they engaged in most often. Middle school science teachers also expressed positive beliefs about the importance of reading-related tasks and explicit instruction or coaching for reading in science and tended to take on responsibility for helping students become better readers of science texts. Last, a path analysis confirmed that the association between teachers' beliefs and practices was mediated through teachers' self-efficacy (beta = .07, p self-efficacy can influence teacher practice: even if

  7. Exercise Video Games and Exercise Self-Efficacy in Children

    Hildemar Dos Santos MD, DrPH; Margaret Dinhluu Bredehoft MPH, DrPH; Frecia M. Gonzalez MPH; Susanne Montgomery PhD

    2016-01-01

    The aim of this article was to investigate the use of exergaming in promoting exercise behavior among children and to examine the impact of the intervention on participants’ exercise self-efficacy, in addition to assessing physiological changes. A sample of 55 children enrolled in the Family Fit program, where participants were categorized into 2 groups: healthy weight and overweight. Measures were taken at baseline, after the 7-week program, at the 12-week follow-up, and at the 24-month foll...

  8. Does interprofessional simulation increase self-efficacy: a comparative study

    Watters, Colm; Reedy, Gabriel; Ross, Alastair; Morgan, Nicola J; Handslip, Rhodri; Jaye, Peter

    2015-01-01

    Objectives In this work, we have compared uniprofessional and interprofessional versions of a simulation education intervention, in an attempt to understand more about whether it improves trainees’ self-efficacy. \\ud \\ud \\ud Background Interprofessionalism has been climbing the healthcare agenda for over 50 years. Simulation education attempts to create an environment for healthcare professionals to learn, without potential safety risks for patients. Integrating simulation and interprofession...

  9. Mathematically precocious and female: Self-efficacy and STEM course choices among high achieving middle grade students

    Burt, Stacey M.

    The problem addressed in this project is the lack of mathematically gifted females choosing to pursue advanced science, technology, engineering, and mathematics (STEM) courses in secondary education due to deficiencies in self-efficacy. The purpose of this project was to study the effects of a child-guided robotics program as it relates to the self-efficacy of mathematically gifted 6th grade female students and their future course choices in the advanced STEM content areas. This mixed-model study utilized a STEM attitude survey, artifacts, interviews, field notes, and standardized tests as measurement tools. Significance was found between genders in the treatment group for the standardized science scores, indicating closure in the achievement gap. Research suggests that STEM enrichment is beneficial for mathematically gifted females.

  10. Expecting success: Factors influencing ninth graders' science self-efficacy

    Donahue, Elizabeth

    What factors influence ninth grade students' expectations for success in science? Using social cognitive theory and bioecological systems theory as theoretical frameworks, this dissertation employs data from the High School Longitudinal Study of 2009 (HSLS:09) to examine the relative impact of teacher practices and their perceived attitudes on students' science self-efficacy. Further, as they relate to this broader issue, the relative impact of student subjective task value and teacher characteristics is also investigated. It has been well documented that U.S. students are not achieving at satisfactory levels in science. Education policy has focused on improving science teacher quality as one way to address this problem. Teacher effectiveness has been primarily measured by student achievement on standardized tests. However, not enough attention has been given to the social cognitive factors that can lead to increased achievement and persistence in science as well as how teachers may influence these factors. This study interrogates the relationship between student and teacher variables and the social cognitive construct of self-efficacy, which has proven to have a significant impact on student achievement and persistence in science. Findings add to the current literature surrounding ways that educators may increase student performance in science by employing policies and practices that benefit the development of student science self-efficacy.

  11. Self-efficacy of college freshmen engaged in STEM outreach

    Patchin, Stephen H.

    Not since the Cold War and the launch of Sputnik has there been such a focus on producing college graduates in fields related to science, technology, engineering, and mathematics (STEM). As manually driven careers disappear, new diverse careers are created and they have one thing in common, STEM. As students move into these challenging curriculums they will need to have faith in their abilities to achieve their goals. This self-efficacy is vital component for their collegiate and career success. This mixed methods study examines the unique pre-college STEM outreach phenomenon called Mind Trekkers. Mind Trekkers uses the "WOW" of experiential learning in the areas of STEM to motivate K-12 students to engage in STEM related fields. The focus of the study is on the first-year college freshmen that join this program, becoming STEM serviceteers, and how being part of this STEM phenomenon impacts their self-efficacy. The findings can be summed up in a quote. I get to help people understanding in a different way than I would if I was just doing volunteering like I did in high school. It's cool. I just love it and it gives me the confidence that what I am doing is the right thing here at (the university). (Jean). The results of the study indicate that the Mind Trekkers program acted as a catalyst to increase the self-efficacy of the students that participated in it, through personal social and academic impact.

  12. Impact of Self Efficacy on Innovative Behaviour Pharmacist in Hospital

    Sri M. Wahyuningrum

    2012-06-01

    Full Text Available Hospitals are always required in order to improve the quality of service in accordance with professional standards in accordance with their code of ethics. Therefore, health workers in hospitals, especially pharmacists, are required to continuously improve its service to the community. To improve health services to the community, then the pharmacist must interact and be accepted by other professional health personnel in hospitals. The purpose of this study was to determine the effect of self-efficacy pharmacist in a hospital organization that became an impact on innovative behavior. This study used an obsevational quantitative measurement using questionnaire instrument. The results measured by number consist of value, rank, and frequencies were analyzed using statistics software smartPLS to answer the research question or hypothesis to predict a particular variable affects another variable. The results showed that effect between self-efficacy of behavioral innovations in the hospital pharmacist significantly different. A pharmacist who has high self-efficacy will obviously have the higher innovation behavior in hospitals.

  13. Career interest, self-efficacy, and perception in undecided and nursing undergraduate students: a quantitative study.

    Fillman, Valentina M

    2015-01-01

    Career choice variables of career interest, self-efficacy, and perception were chosen based upon Social Cognitive Career Theory concepts for study between nursing and undecided undergraduate student groups. Components of the Career Search Questionnaire and Perceptions of Professional Nursing instruments were combined and adapted to form the Career Choice Survey for use in this research. This web-based survey totaling 40 questions was sent to 577 undergraduate students with a 12% response rate (N=68). Due to the need to increase nursing recruitment and retention, hypotheses were developed that distinguish if any relationship existed between groups. Findings of this quantitative study resulted in statistically significant results on two of the three variable hypotheses (p=.006 for career interest, p=.002 for self-efficacy, p=.395 for perception), aligning with previous research and provide insight into the change in nursing perception. Overall, scores for each subscale were encouraging to current nurses and expected from undecided students. Implications for practice include increases in accurate nursing portrayal in the media and early career counseling to younger populations. Nurse educators can further research in career choice with focus on continuing education for current nurses and recruitment of young nursing hopefuls.

  14. Developing teacher self-efficacy via a formal HIV/AIDS intervention.

    Webb, Paul; Gripper, Anita

    2010-10-01

    This study investigated the effects of a HIV/AIDS module on teachers' sense of self-efficacy regarding their ability to bring about behaviours in their learners which contribute to responsible living and a reduction of the spread of HIV in their communities. The sample was 128 in-service teachers studying in nine different centres in three South African provinces in their second year of a part-time degree in education. A modified Science Teaching Efficacy Belief Instrument (STEBI) was used to generate quantitative data, while semi-structured individual and focus group interviews provided qualitative data. Statistical analyses (ANOVA and MANOVA) revealed statistically significant differences between the participants pre- and post-test self-efficacy scores. Interview data suggested that improved confidence enabled the teachers to gain a better understanding of cultural barriers to HIV/AIDS education and the impediments to developing an effective HIV/AIDS policy in their schools. The study also highlighted the importance of leadership from school management for the successful adoption and implementation of an effective HIV/AIDS policy in schools. Enhanced confidence is noted as a motivating factor for teacher participation in community efforts to support those affected by HIV/AIDS.

  15. The effect of relational continuity of care in maternity and child health clinics on parenting self-efficacy of mothers and fathers with loneliness and depressive symptoms.

    Tuominen, Miia; Junttila, Niina; Ahonen, Pia; Rautava, Päivi

    2016-06-01

    This study explored the parenting self-efficacy of the parents of 18-month-old children in the context of Finnish maternity and child health clinics. This parenting self-efficacy was observed in relation with the relational continuity of care and parents' experienced loneliness and depressive symptoms. The relational continuity of care was provided by a public health nurse in maternity and child health clinics. The participating parents were drawn from the STEPS study that is being carried out by the Institute for Child and Youth Research at the University of Turku. The results showed that relational continuity of care provided by the same public health nurse in the maternity and child health clinics was associated with mothers' higher emotional loneliness and with lower scores on three dimensions of parents' parenting self-efficacy. Loneliness and depressive symptoms negatively influenced parents' parenting self-efficacy - however, in the case where the family had experienced relational continuity of care, the parents' higher levels of depressive symptoms had not weakened their parenting self-efficacy beliefs. These results are discussed in terms of organizing maternity and child health clinic services.

  16. Effects of music therapy on drug avoidance self-efficacy in patients on a detoxification unit: a three-group randomized effectiveness study.

    Silverman, Michael J

    2014-01-01

    Self-efficacy is a component of Bandura's social cognitive theory and can lead to abstinence and a reduction of relapse potential for people who have substance abuse disorders. To date, no music therapy researcher has utilized this theoretical model to address abstinence and reduce the likelihood of relapse in people who have addictions. The purpose of this study was to determine the effects of music therapy on drug avoidance self-efficacy in a randomized three-group wait-list control design with patients on a detoxification unit. Participants (N = 131) were cluster randomized to one of three single-session conditions: music therapy, verbal therapy, or wait-list control. Music therapy participants received a group lyric analysis intervention, verbal therapy participants received a group talk therapy session, and wait-list control participants eventually received a group recreational music therapy intervention. Although there was no significant between-group difference in drug avoidance self-efficacy, participants in the music therapy condition tended to have the highest mean drug avoidance self-efficacy scores. Posttest written comments supported the use of both music therapy and verbal therapy sessions. Two music therapy participants specifically noted that their initial skepticism had dissipated after receiving music therapy. Despite a lack of significant differences, the theoretical support of self-efficacy for substance abuse rehabilitation suggests that this may be an area of continued clinical focus and empirical investigation. Clinical anecdotes, limitations of the study, and suggestions for future research are provided.

  17. HIGH SCHOOL STUDENTS' COGNITIVE FLEXIBILITY IS PREDICTED BY SELF-EFFICACY AND ACHIEVEMENT

    Binnaz Kiran Esen; H. Duygu Özcan; Mehtap Sezgin

    2017-01-01

    In this research, the prediction cognitive flexibility obtained by general self-efficacy, academic self-efficacy, social self-efficacy, emotional self-efficacy and achievement is examined. This study is executed in 2014- 2015 academic year on 760 high school students who are between ages 15 and 18. Cognitive flexibility Scale is developed by Bilgin (2009b) is used for defining cognitive flexibility, Self-Efficacy Scale is developed by Çelikkaleli, Gündoğdu ve Kıran-Esen (2006) is used for def...

  18. Perceived barriers mediate the association between self-efficacy and fruit and vegetable consumption among students attending alternative high schools.

    Bruening, Meg; Kubik, Martha Y; Kenyon, Denyelle; Davey, Cynthia; Story, Mary

    2010-10-01

    Compared to students attending regular high schools, alternative high school students are more likely to be racial/ethnic minorities, have higher levels of poverty, and higher rates of risky and poor health behaviors, including weight-related behaviors like limited fruit and vegetable intake. However, little is known about fruit/vegetable intake among alternative high school students. This study examined whether perceived barriers to healthy eating mediated the association between self-efficacy to eat healthy foods and fruit/vegetable consumption among alternative high school students. The cross-sectional study population consisted of students (N=145) attending six alternative high schools in the St Paul-Minneapolis, MN, area who were participants in an obesity prevention pilot study and completed a baseline survey during fall 2006. Mixed model linear regression, adjusting for sociodemographic characteristics, was used to test a series of regression models performed according to mediation analysis procedures. Students' mean age was 17.3 years; 52% were male, 63% were low-income, and 61% were from racial/ethnic minorities. Students reported a mean fruit/vegetable intake of 3.6 servings per day, mean self-efficacy to eat healthy score of 22.2 (range 3 to 35), and mean barriers to eating healthy score of 6.9 (range 3 to 13). Perceived barriers to healthy eating fully mediated the relationship between self-efficacy and fruit/vegetable consumption (Sobel test statistic 2.7, P=0.007). Interventions targeting the dietary practices of alternative high school students should include components to decrease perceived barriers as a way to increase self-efficacy and ultimately fruit/vegetable intake.

  19. The changing signs in the relationships among self-efficacy, personal goals, and performance.

    Vancouver, J B; Thompson, C M; Williams, A A

    2001-08-01

    The common interpretation of the positive correlation among self-efficacy, personal goals, and performance is questioned. Using self-efficacy theory (A. Bandura, 1977), it was predicted that cross-sectional correlational results were a function of past performance's influence on self-efficacy, and using control theory (W. T. Powers, 1973), it was predicted that self-efficacy could negatively influence subsequent performance. These predictions were supported with 56 undergraduate participants, using a within-person procedure. Personal goals were also positively influenced by self-efficacy and performance but negatively related to subsequent performance. A 2nd study involving 185 undergraduates found that manipulated goal level positively predicted performance and self-efficacy positively predicted performance in the difficult-goal condition. The discussion focuses on conditions likely to affect the sign of the relationship among self-efficacy, goals, and performance.

  20. Self-efficacy in rheumatoid arthritis: translation and test of validity, reliability and sensitivity of the Danish version of the Rheumatoid Arthritis Self-Efficacy Questionnaire (RASE)

    Primdahl, J; Wagner, L; Hørslev-Petersen, Kim

    2010-01-01

    To describe the translation and test of the Danish version of the original British 'Rheumatoid Arthritis Self-Efficacy Questionnaire' (RASE).......To describe the translation and test of the Danish version of the original British 'Rheumatoid Arthritis Self-Efficacy Questionnaire' (RASE)....

  1. 自我效能感、应付方式和犯罪青少年抑郁的相关研究%Depression and Its Relation to General Self-efficacy and Coping Styles in Delinquent Teenagers

    王才康

    2002-01-01

    Objective: To explore the characteristic of depression and its relationship with general self-efficacy and coping styles in delinquent teenagers. Methods: 228 delinquent teenagers in jail completed a battery of questionnaires consisted of General Self-Efficacy Scale (GSES), Short Coping Style Scale (SCSS), and Center for Epidemiological, Depression Scale (CES-D).Results: Mean scores of depression of delinquent teenagers were found to be highly elevated. A total of 52.6% of the subjects showed depression. Depression as assessed by CES-D was found to correlate with General self-efficacy (r=-0.162) and Negative Coping Styles (r=0.177). No significant relationship was found between Positive Coping Styles and depression. Conclusion: Depression of delinquent teenagers was related to low self-efficacy and negative coping styles.

  2. Self-efficacy is mainly genetic, not learned: a multiple-rater twin study on the causal structure of general self-efficacy in young people.

    Waaktaar, Trine; Torgersen, Svenn

    2013-06-01

    Social learning theory postulates that self-efficacy is learned through the person's interaction with his/her physical and social environment. In this genetically informative, population-based, multi-informant study of 1,394 adolescent twin pairs, self-efficacy was modeled as one latent psychometric self-efficacy factor with genetic and environmental effects common to all informants, as well as for effects specific for each informant. The results showed that 75% of variation in self-efficacy was due to genetic factors. Non-shared environmental causes explained the remaining 25% of the variance in the latent factor, with no effect of common environment. Some informant-specific effects were also found. The present study challenges the theoretical assumption of learning as the dominant etiological factor behind self-efficacy in young people.

  3. The Effects of Acupuncture Stimulation for Brain Activation and Alcohol Abstinence Self-Efficacy: Functional MRI Study

    Choi, Seong Hun; Kim, Ju Sang; Ryu, Yeon Hee; Lim, Young Jin; Kim, Moon Seup; Sohn, Jeong woo; Oh, Sung Suk

    2017-01-01

    We attempted to investigate whether acupuncture stimulation at HT7 can have an effect on brain activation patterns and alcohol abstinence self-efficacy. Thirty-four right-handed healthy subjects were recruited for this study. They were randomly assigned into two groups: the HT7 (Shenmen) group and the LI5 (Yangxi) group. Acupuncture stimulation was performed using a block paradigm during fMRI scanning. Additionally, the Korean version of Alcohol Abstinence Self-Efficacy Scale (AASES) was used to determine the effect of acupuncture stimulation on self-efficacy to abstain from alcohol use. According to the result of fMRI group analysis, the activation induced by HT7 stimulation was found on the bilateral postcentral gyrus, inferior parietal lobule, inferior frontal gyrus, claustrum, insula, and anterior lobe of the cerebellum, as well as on the left posterior lobe of the cerebellum (p < 0.001, uncorrected). According to the AASES analysis, the interaction effect for gender and treatment was marginally significant (F(1, 30) = 4.152, p = 0.050). For female group, the simple main effect of treatment was significant (F(1, 11) = 8.040, p = 0.016), indicating that the mean change score was higher in the HT7 stimulation than in the LI5 stimulation. Therefore, our study has provided evidence to support that HT7 stimulation has a positive therapeutic effect on the alcohol-related diseases. PMID:28280514

  4. Using Robotics and Game Design to Enhance Children's Self-Efficacy, STEM Attitudes, and Computational Thinking Skills

    Leonard, Jacqueline; Buss, Alan; Gamboa, Ruben; Mitchell, Monica; Fashola, Olatokunbo S.; Hubert, Tarcia; Almughyirah, Sultan

    2016-12-01

    This paper describes the findings of a pilot study that used robotics and game design to develop middle school students' computational thinking strategies. One hundred and twenty-four students engaged in LEGO® EV3 robotics and created games using Scalable Game Design software. The results of the study revealed students' pre-post self-efficacy scores on the construct of computer use declined significantly, while the constructs of videogaming and computer gaming remained unchanged. When these constructs were analyzed by type of learning environment, self-efficacy on videogaming increased significantly in the combined robotics/gaming environment compared with the gaming-only context. Student attitudes toward STEM, however, did not change significantly as a result of the study. Finally, children's computational thinking (CT) strategies varied by method of instruction as students who participated in holistic game development (i.e., Project First) had higher CT ratings. This study contributes to the STEM education literature on the use of robotics and game design to influence self-efficacy in technology and CT, while informing the research team about the adaptations needed to ensure project fidelity during the remaining years of the study.

  5. The Effects of Acupuncture Stimulation for Brain Activation and Alcohol Abstinence Self-Efficacy: Functional MRI Study

    Chae Ha Yang

    2017-01-01

    Full Text Available We attempted to investigate whether acupuncture stimulation at HT7 can have an effect on brain activation patterns and alcohol abstinence self-efficacy. Thirty-four right-handed healthy subjects were recruited for this study. They were randomly assigned into two groups: the HT7 (Shenmen group and the LI5 (Yangxi group. Acupuncture stimulation was performed using a block paradigm during fMRI scanning. Additionally, the Korean version of Alcohol Abstinence Self-Efficacy Scale (AASES was used to determine the effect of acupuncture stimulation on self-efficacy to abstain from alcohol use. According to the result of fMRI group analysis, the activation induced by HT7 stimulation was found on the bilateral postcentral gyrus, inferior parietal lobule, inferior frontal gyrus, claustrum, insula, and anterior lobe of the cerebellum, as well as on the left posterior lobe of the cerebellum (p<0.001, uncorrected. According to the AASES analysis, the interaction effect for gender and treatment was marginally significant (F(1,30=4.152, p=0.050. For female group, the simple main effect of treatment was significant (F(1,11=8.040, p=0.016, indicating that the mean change score was higher in the HT7 stimulation than in the LI5 stimulation. Therefore, our study has provided evidence to support that HT7 stimulation has a positive therapeutic effect on the alcohol-related diseases.

  6. Using Robotics and Game Design to Enhance Children's Self-Efficacy, STEM Attitudes, and Computational Thinking Skills

    Leonard, Jacqueline; Buss, Alan; Gamboa, Ruben; Mitchell, Monica; Fashola, Olatokunbo S.; Hubert, Tarcia; Almughyirah, Sultan

    2016-06-01

    This paper describes the findings of a pilot study that used robotics and game design to develop middle school students' computational thinking strategies. One hundred and twenty-four students engaged in LEGO® EV3 robotics and created games using Scalable Game Design software. The results of the study revealed students' pre-post self-efficacy scores on the construct of computer use declined significantly, while the constructs of videogaming and computer gaming remained unchanged. When these constructs were analyzed by type of learning environment, self-efficacy on videogaming increased significantly in the combined robotics/gaming environment compared with the gaming-only context. Student attitudes toward STEM, however, did not change significantly as a result of the study. Finally, children's computational thinking (CT) strategies varied by method of instruction as students who participated in holistic game development (i.e., Project First) had higher CT ratings. This study contributes to the STEM education literature on the use of robotics and game design to influence self-efficacy in technology and CT, while informing the research team about the adaptations needed to ensure project fidelity during the remaining years of the study.

  7. Evaluating health visitor parenting support: validating outcome measures for parental self-efficacy.

    Whittaker, Karen A; Cowley, Sarah

    2006-12-01

    Parenting support has become an increasing feature of child health services within the United Kingdom but typically, outcome measures available for testing the effectiveness of parenting interventions have been developed and validated elsewhere. This article reports the results of a feasibility study testing the Parenting Self-Agency Measure (PSAM) and subscales from the Self-Efficacy for Parenting Tasks Index (SEPTI) as outcome measures for UK-based parenting support programmes. Forty-six mothers and 10 fathers accessing routine health visitor and school nurse services participated in the test-re-test of the scales and commented separately on the acceptability of scale questions. Very large intra-class correlation results indicated good repeatability but alpha coefficient scores and factor analysis results suggest that UK respondents may not recognize SEPTI subscales items as measuring single dimensions. The PSAM was a more stable measure of parenting self-beliefs than the SEPTI subscales when tested with a UK sample of parents.

  8. Self-Efficacy as a Predictor of Regimen Adherence in Self-Care of Non-Insulin Dependent Diabetes Mellitus

    1997-05-01

    concept of self-efficacy, a derivative of social learning theory . According to Bandura (1989, p. 472), self-efficacy is concerned with: people’s belief in...of diabetes? Conceptual Framework Self-efficacy is a sense of "I can do." Self-Efficacy Theory grew out of Social Learning Theory in the late 1970s

  9. Self-Efficacy Beliefs and Their Sources in Undergraduate Computing Disciplines: An Examination of Gender and Persistence

    Lin, Guan-Yu

    2016-01-01

    This study has two central purposes: First, it examines not only the roles of gender and persistence in undergraduate computing majors' learning self-efficacy, computer self-efficacy, and programming self-efficacy but also Bandura's hypothesized sources of self-efficacy; second, it examines the influence of sources of efficacy on the three…

  10. An investigation of the attitudes, anxieties and self-efficacy beliefs towards mathematics lessons high school students’ in terms of gender, types of school, and students’ grades

    N. İzzet Kurbanoğlu

    2012-01-01

    on students to reveal relationships between students’ attitudes towards mathematics lessons, anxieties towards mathematics lessons and self-efficacy beliefs. The results obtained from scales were analyzed with SPSS 13.0.ResultsIt was observed in the findings of study that there are no statistically significant differences between students’ gender and scores of attitudes towards mathematics lessons, anxieties towards mathematics lessons and self-efficacy beliefs. But there are statistically significant differences between students’ types of school and students’ grades and scores of attitudes towards mathematics lessons, anxieties towards mathematics lessons and self-efficacy beliefs.Discussion and ConclusionsStudents’ achievements in mathematics lessons are directly related to students’ self-efficacy beliefs, attitudes towards mathematics lessons and anxieties towards mathematics lessons. Students’ mathematics achievements will increase because of students’ high self-efficacy beliefs and attitudes towards mathematics lessons. In this study, there are no statistically significant differences between students’ gender and scores of attitudes towards mathematics lessons, anxieties towards mathematics lessons and self-efficacy beliefs. But there are statistically significant differences between students’ types of school and students’ grades and scores of attitudes towards mathematics lessons, anxieties towards mathematics lessons and self-efficacy beliefs. While students’ who attended from successful schools- self-efficacy beliefs and attitudes towards mathematics lessons are high, their anxiety levels towards mathematics lessons are low. Besides, it was observed, when students’ grades increase, their self-efficacy beliefs and attitudes towards mathematics lessons get higher and their anxiety levels towards mathematics lessons get lower.

  11. Academic Self-Efficacy Perceptions of Teacher Candidates

    Dr. Etem YEŞİLYURT

    2013-04-01

    Full Text Available This study aims determining academic self-efficacy perception of teacher candidates. It is survey model. Population of the study consists of teacher candidates in 2010-2011 academic years at Ahmet Keleşoğlu Education Faculty of Education Formation of Selçuk University. A simple random sample was selected as sampling method and the study was conducted on 312 teacher candidates. The data of this study was obtained by “academic selfefficacy scale” which was developed by Jerusalem and Schwazer (1981 and translated into Turkish by Yılmaz, Gürçay, and Ekici (2007 and its reliability value was determined as .79. However, Cronbach Alfa reliability value of this scale became .76 with the result of the data analysis of the study. SPSS package program was used to analyze the data; and the data analysis, frequency, percentage, arithmetic mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA and post hoc tests (LSD test were used. When the findings of the research were considered in general, the result showed that the academic self-efficacy perception level of the candidates was at desired level. However, teachers' views about the level of academic self-efficacy perception showed that most of them preferred a lower level option "suits me", instead of "totally suits me" option that was the highest degree of participation of four likert-type scale. This illustrated that their perception about this issue was not at a very high level. When independent variables were taken into account, among the academic perception levels of teacher candidates, a significant difference was detected in terms of working as a teacher or not and academic achievement variables but it revealed no significant difference in terms of gender and type of education program variables.

  12. Development and initial validation of a survey to assess students' self-efficacy in medical school.

    Artino, Anthony R; Dong, Ting; DeZee, Kent J; Gilliland, William R; Waechter, Donna M; Cruess, David F; Durning, Steven J

    2012-09-01

    Self-efficacy is a personal belief in one's capability to successfully execute the behaviors necessary to attain designated types of performances. Sometimes described as task-specific self-confidence, self-efficacy is a key component in many contemporary theories of motivation and learning. The purpose of this study was to develop a survey for measuring students' medical skills self-efficacy and to collect reliability and validity evidence for the instrument. A secondary purpose was to explore differences in students' self-efficacy from year 1 of medical school to year 4. We created 19 survey items based on the 6 core competencies of the Accreditation Council for Graduate Medical Education, and we collected data from 304 medical students. Results from an exploratory factor analysis suggested three interpretable factors: patient care self-efficacy (eight items, Cronbach's alpha = 0.92), interpersonal skills self-efficacy (three items, Cronbach's alpha = 0.76), and evidence-based medicine self-efficacy (three items, Cronbach's alpha = 0.79). We then compared students' self-efficacy at different stages of training using a one-way multivariate analysis of variance. Consistent with our expectations, we found several statistically significant differences, suggesting students' self-efficacy increased considerably from year 1 of medical school to year 4, F(9, 725) = 30.58, p students' medical skills self-efficacy during undergraduate medical education. Practical implications and future directions are discussed.

  13. The Development of a Leadership Self-Efficacy Measure

    2010-03-01

    stated by Sansone et al. “the development of a measure often begins with EFA and moves to CFA” (2004: 155). After removing nine items that exhibited... States Air Force, Department of Defense, or the United States Government.                                            AFIT/GEM/ENV/10-M07...specificity (e.g. Eden, 1996). While efficacy theory originated for task-specific or state -like constructs, termed specific self-efficacy (SSE), some

  14. Self-Efficacy in Newly-Hired Child Welfare Workers

    Donna Cherry; Bruce Dalton; Angela Dugan

    2014-01-01

    Child abuse and neglect in the United States resulted in 676,569 reports in 2011 (U.S. Dept. of Health and Human Services, 2012). Workers in this field struggle with low pay, high caseloads, inadequate training and supervision, and risk of violence, all of which contribute to worker burnout and poor worker retention rates. Worker self-efficacy is predictive of worker retention, job performance, and persistence in this difficult field. This paper reports the development of a new measure of sel...

  15. How does self-efficacy affect performance of learner?

    Vakani, Farhan; Sheerani, Mughis; Afzal, Azam; Amin, Almas

    2012-01-01

    All types of attribution based on which learners make their judgement (i.e., self efficacy), about academic success or failure or about a specific task usually affect their performance and their capabilities to deal with different realities. It is perhaps the most distinctive capability of self-reflection. Many of the cognitive theorists have defined it as a meta-cognitive capability. This judgement influence learners choose what to do, how much effort to be invested in the activity, how long to carry the phase of disappointment, and whether to approach the task anxiously or with assurance.

  16. The self-efficacy in patient-centeredness questionnaire

    Zachariae, Robert; O Connor, Maja; Lassesen, Berit

    2015-01-01

    Background Patient-centered communication is a core competency in modern health care and associated with higher levels of patient satisfaction, improved patient health outcomes, and lower levels of burnout among physicians. The objective of the present study was to develop a questionnaire assessing...... medical student and physician self-efficacy in patient-centeredness (SEPCQ) and explore its psychometric properties. Methods A preliminary 88-item questionnaire (SEPCQ-88) was developed based on a review of the literature and medical student portfolios and completed by 448 medical students from Aarhus...

  17. Multiculturalism and transcultural nursing in Australia.

    Gorman, D

    1995-01-01

    The author looks at Australia's multicultural society and identifies the failure of the nursing profession to provide nursing services that meet the commitment of Australia to preserve the cultural backgrounds and meet the needs of the people nurses serve. The author suggests ways in which this problem can be addressed. It is argued that there is a need to ensure that transcultural nursing services are recognized and made accessible to people from diverse cultural backgrounds. Nurses need educational preparation to provide them with the knowledge, skills, and attitudes essential to work with people from different cultures. Moreover, the cultural profile of the nursing profession should approximate those served. Nurses today must recognize these critical needs and be committed to provide transcultural nursing care that is so essential in Australia's multicultural society.

  18. Maternal feeding self-efficacy and fruit and vegetable intakes in infants. Results from the SAIDI study.

    Koh, Gloria A; Scott, Jane A; Woodman, Richard J; Kim, Susan W; Daniels, Lynne A; Magarey, Anthea M

    2014-10-01

    Adequate consumption of fruits and vegetables (FV) is a characteristic of a healthy diet but remains a challenge in nutrition interventions. This cross-sectional study explored the multi-directional relationships between maternal feeding self-efficacy, parenting confidence, child feeding behaviour, exposure to new food and FV intake in a cohort of 277 infants. Mothers with healthy infants weighing ≥2500 g and ≥37 weeks gestation were recruited post-natally from 11 South Australian hospitals. Socio-demographic data were collected at recruitment. At 6 months postnatal, infants were weighed and measured, and mothers completed a questionnaire exploring their perceptions of child feeding behaviour and child exposure to new foods. The questionnaire also included the Short Temperament Scale for Infants, Kessler 10 to measure maternal psychological distress and 5 items measuring maternal feeding self-efficacy. The number of occasions and variety of FV (number of subgroups within food groups) consumed by infants were estimated from a 24-hour dietary recall and 2 days food record. Structural equation modelling was performed using Mplus version 6.11. Median (IQR) variety scores were 2 (1-3) for fruit and 3 (2-5) for vegetable intake. The most popular FV consumed were apple (n = 108, 45.0%) and pumpkin (n = 143, 56.3%). None of the variables studied predicted the variety of child fruit intake. Parenting confidence, exposure to new foods and child feeding behaviour were indirectly related to child vegetable intake through maternal feeding self-efficacy while total number of children negatively predicted child vegetable variety (p self-efficacy and the family eating environment as key strategies towards development of healthy eating in children.

  19. Maps and Paths: bodily practices and transculturality

    Fernando Antonio Mencarelli

    2013-03-01

    Full Text Available Grotowski’s interest in practices from different cultures had special importance during his transition from the Paratheatre phase (1969-1978 to the so-called Theatre of Sources (1976-1982. This article deals with the way this occurred and how was conceived this experience in its transcultural dimension based on bodily practices present in different cultures and which are transmitted as embodied knowledge.

  20. The effects of functional group counseling on inspiring low-achieving students' self-worth and self-efficacy in Taiwan.

    Hong, Zuway-R; Lin, Huann-shyang; Wang, Hsin-Hui; Chen, Hsiang-Ting; Yu, Tien-chi

    2012-01-01

    In this study, we investigated the effects of functional group counseling on inspiring low achievers' self-worth and self-efficacy in Taiwan. Forty-three 10th grade low-achieving students volunteered as the Experimental Group to join a 24-week intervention, which integrated and utilized functional group counseling; another 51 10th grade low-achieving students volunteered to be Comparison Group I. In addition, 43 10th grade moderate or high academic achieving students volunteered to be Comparison Group II. All participants completed the Vocational School Student Questionnaire at the beginning and end of this study to measure their self-worth and self-efficacy. In addition, six target students (two boys and four girls) with the lowest total scores on self-worth or self-efficacy in the pretest were selected from the Experimental Group to be interviewed at the end of the intervention and observed weekly. Analyses of variance, analyses of covariance, and paired t-tests assessed the similarity and differences among groups. The initial findings were as follows: Experimental group students had significantly higher scores on self-efficacy and self-worth than both Comparison Group I and Group II students and functional group counseling was shown to significantly affect the low-achieving students. Qualitative results from interviews and observations were used for triangulation and consolidation of quantitative results. Implications of the study included the recommended use of functional group counseling with low-achieving students.

  1. Pre-service teachers' knowledge of phonemic awareness: relationship to perceived knowledge, self-efficacy beliefs, and exposure to a multimedia-enhanced lecture.

    Martinussen, Rhonda; Ferrari, Julia; Aitken, Madison; Willows, Dale

    2015-10-01

    This study examined the relations among perceived and actual knowledge of phonemic awareness (PA), exposure to PA instruction during practicum, and self-efficacy for teaching PA in a sample of 54 teacher candidates (TCs) enrolled in a 1-year Bachelor of Education program in a Canadian university. It also assessed the effects of a brief multimedia-enhanced lecture on TCs' actual knowledge of PA and efficacy ratings. Prior to the lecture, teacher candidates' scores on the PA assessment were relatively low with a mean percentage correct of 56.3%. Actual knowledge was not significantly correlated with perceived knowledge or self-efficacy ratings. Perceived knowledge was significantly and positively correlated with efficacy ratings and students' rating of their exposure to PA instruction during their practicum experience. A path analysis revealed that the relationship between exposure to PA instruction and self-efficacy beliefs was mediated by perceived knowledge controlling for actual knowledge and general prior experience working with young children. Analyses also revealed that TCs made significant gains in self-efficacy as well as actual knowledge when re-assessed after the lecture with a mean post-lecture score of 71.4%. Written feedback from the TCs indicated that the digital video clips included in the lecture provided clarity regarding the type of instructional practices that teachers could use to support phonemic awareness development in children. Implications for practice and future research on teacher preparation are discussed.

  2. 新护士自我效能感的影响因素分析%Influential factors analysis on self-efficacy for novice nurses

    蔡灵芝; 王薇; 李益民; 陆骏; 宁丽

    2013-01-01

    Objective To study the self-efficacy for novice nurses and its related factors. Method Investigate 264 nurses by the General Self-Efficacy Scale (GSES) and Self-rating Anxiety Scale (SAS). Result The average score of novice nurses' self-efficacy is (2. 38 ± 0. 48), which is obviously lower than norm (P<0. 001). Family support, department harmonization and models have positive correlation with novice nurses' self-efficacy. Anxiety and their native place have negative correlation with their self-efficacy. Conclusion Novice nurses' self-efficacy is low, which is related to family support, anxiety, department harmonization, models and their native place.%目的 了解新护士的自我效能感及影响因素.方法 采用一般自我效能感量表和焦虑自评量表对264名新护士进行问卷调查.结果 新护士自我效能感平均得分为(2.38±0.48)分,明显低于常模,P<0.001;家人支持、科室融洽、有榜样护士与新护士自我效能感呈正相关.新护士焦虑、本省籍与自我效能感呈负相关.结论 新护士的自我效能感偏低,与家人支持、焦虑、科室融洽、有榜样护士、本省籍有关.

  3. [The transcultural process in Latin America].

    Yampey, N

    1981-07-01

    Are we living in an age of rapid changes, or are we actually experiencing an existencial mutation? The author believes the analysis of today's transcultural processes in Latin America to be vital to the understanding of the society which is an emergent of these processes. He defines the concepts of transculturation, aculturation, adaptation creative integration and of assimilation in its biological, cultural and religious aspects. He outlines the general characteristics of a complex problem: the unity or heterogenity of the Latin American people with relation to the interaction, juxtaposition or synthesis of their different indigenous, european and african cultures over a period of four centuries. He classifies five ideological proposals which have arisen from this process: 1) the ultraconservative proposal; 2) the nationalistic proposal; 3) the indigenistic proposal; 4) the proposal of imitation; 5) the proposal of a transcendent synthesis. The subject is the transcultural process in persons who have migrated from rural areas to large cities, and from one country to another. The author describes four adoptive or integrative phases; he emphasizes that this experience implies mourning, transition and working-through for both the individual and the community. Migrants are faced with "horizontal" as well as "vertical" mobility, thus having to deal with a mobilization implying changes which may cause persecutory, depresive and confusional anxieties. These crises test the person's degree of individuation and identity, as reflected in different types of behavior.

  4. The effect of multimedia cases on science teaching self-efficacy beliefs of prospective teachers in Kenya

    Nthiga, Peter Rugano

    This study examined the effects of multimedia cases on science teaching self-efficacy beliefs of prospective teachers in Kenya using mixed methods in data collection and analysis. Collaborating with two teacher educators at Central University, I designed and implemented two multimedia case-based intervention lessons, one with prospective chemistry teachers and the other with prospective physics teachers. I determined the changes in self-efficacy beliefs using a pretest and posttest with the Science Teaching Efficacy Beliefs Instrument (STEBI) for N=41 participants. I also collected data using a worksheet during the intervention lesson. When the prospective teachers went for their field practice, I sampled eight of them for in depth interviews to determine what they drew on from the intervention lesson during their classroom teaching. I used Roth McDuffie's et al. (2014) framing to categorize the comments that the prospective teachers made on the worksheet into the four lenses of teacher, students, task or power and participation. I used paired sample t-test to determine the changes in self-efficacy beliefs and then developed profiles of the prospective teachers from the in depth interviews. The results revealed that prospective teachers paid more attention to the actions of the teacher and paid less attention to students' activities. Their attention to the task was predominantly about the cognitive level of the task and almost always focused on the errors they noted. The prospective teacher noticing using the power and participation lens was not clearly delineable from the teacher lens, because most instructional activities that led to more participation were teacher actions. Science teaching efficacy beliefs has two constructs: personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE). The PSTE scores were very high at 4.46 out of five on the pretest, and 4.41 on posttest. There was a decrease in the mean scores, but the change was

  5. 护理本科生学业自我效能感的现状及其对策研究%Study on the current situation and strategies of the academic self-efficacy of undergraduate nursing students

    赵莉; 沈军; 谭敏; 雷蓉

    2012-01-01

    Objective To learn the status of academic self-efficacy of undergraduate nursing students and explore the strategies for providing a reference to undergraduate nursing education. Methods The nursing students was investigated with the Academic Self-Efficacy Scale worked out by Liang Yusong, et al. Results The score of academic self-efficacy of undergraduate nursing students (3.228?.439) scores was above average. The difference between the two dimensions of self-efficacy of ability to learn and self-efficacy of learning behavior was not obvious (P > 0.05). The scores of academic self-efficacy among the different admission volunteer nursing students had no difference (P > 0.05). The scores of academic self-efficacy of nursing students of different places, gender, grades, were significantly different (P 对本科护生进行调查.结果 本科护生的学业自我效能感得分为(3.228±0.439)分,呈中等偏上水平,学习能力自我效能感和学习行为自我效能感两维度的比较,差异无统计学意义(P > 0.05);不同录取志愿的护生得分比较,差异无统计学意义(P > 0.05),不同生源地、性别、年级的护生得分比较,差异有统计学意义(P < 0.05).结论 本科护生的学业自我效能感有待进一步提高,可采取多种针对性措施提高本科护生学业自我效能感水平,从而提高其学业成就.

  6. Understanding Self-Efficacy for Alcohol Use: The Roles of Self-Monitoring and Hypothesized Source Variables

    Walker, N. Robrina

    2002-01-01

    Self-efficacy for avoiding alcohol use predicts alcohol use after treatment. However, self-efficacy predicts outcome differentially depending on whether ratings are made before or after treatment. In order to increase the predictive validity of self-efficacy judgments, the hypothesized sources of self-efficacy were examined in the current study utilizing a college student population. Self-efficacy ratings for avoiding heavy drinking before and after self-monitoring of drinking behavior were e...

  7. Comparison of pharmacological and nonpharmacological treatment strategies in promotion of infertility self-efficacy scale in infertile women: A randomized controlled trial

    Hajar Pasha

    2013-06-01

    Full Text Available Background: The infertility is associated with psychological consequence including depression, and lack of self-efficacy. Objective: The aim of this study was to compare the pharmacological and no pharmacological strategies in promotion of self-efficacy of infertile women. Materials and Methods: A randomized controlled clinical trial was conducted on 89 infertile women who were recruited from Fatemeh Zahra Infertility and Reproductive Health Research Center and were randomized into three groups; cognitive behavioral therapy (CBT, antidepressant therapy with flouxetine 20 mg daily for 3 month, and a control group. All participants completed Infertility Self-efficacy Inventory (ISE and the Beck Depression Inventory (BDI at the beginning and end of the study. Results: The means ISE scores among the CBT, fluoxetine, and control groups at the beginning and end of the study were 6.1±1.6 vs. 7.2±0.9, 6.4±1.4 vs. 6.9±1.3 and 6.1±1.1 vs. 5.9±1.4 respectively. Both CBT and fluoxetine increased the mean of ISE scores more than control group after intervention (p<0.0001, p=0.033; respectively, but increase in the CBT group was significantly greater than flouxetine group. Finally, there was evidence of high infertility self-efficacy for women exposed to the intervention compared with those in the control group. Also, there was an improvement in depression. Both fluoxetine and CBT decreased significantly the mean of BDI scores more than the control group; decrease in the CBT group was significantly more than that in the fluoxetine group. Conclusion: CBT can serve as an effective psychosocial intervention for promoting self-efficacy of infertile women

  8. School principals’ collaborative leadership style and relation it to teachers’ self-efficacy

    Abdolhamid Arbabi

    2016-07-01

    Full Text Available The purpose of this study was to determine the relationship between school principals’ collaborative leadership style and teachers’ self-efficacy. 196 subjects (82 female and 114 male were selected by using Korjeci and Morgan’s (1970 sample size table. Sampling was stratified and simple. Tschannen-Moran and Woolfolk Hoy (2002 in term of self-efficacy questionnaire and Washington University Turning Point Collaborative Leadership Questionnaires (2012 was used to gather data. Frequency, mean, standard deviation, correlation and regression were used to analyze data. The findings showed significant correlation between school principals’ collaborative leadership style and teachers’ self-efficacy. There was a significant correlation between other dimensions of collaborative leadership including training environment, clarity, reliance, power sharing and teachers’ self-efficacy. The results also showed reliance has positive and predictable effect on teachers’ self-efficacy, in fact increasing reliance leads to teachers’ self-efficacy increment.

  9. Construction and Validation of a Self-Efficacy Scale for Latex Barrier Use.

    Morell-Mengual, Vicente; Gil-Llario, María Dolores; Castro-Calvo, Jesús

    2016-03-22

    Some studies have concluded there is a relationship between perceived self-efficacy and behaviors that prevent HIV transmission. This paper presents the construction and validation of the latex barrier use self-efficacy scale (LBSS), which 480 participants filled out. Exploratory factor analysis yielded two components: positive expectations of self-efficacy (ES-POS) and negative expectations of self-efficacy (ES-NEG), which together accounted for 65.59% of total variance. That structure was later verified through confirmatory factor analysis. Internal consistency was .80 for the total scale, and .78 for each of the two factors. Moreover, the instrument had adequate convergent validity and was positively related with condom use self-efficacy, attitudes toward condom and latex barrier use, and ability to refuse sex if the partner refuses to use preventive methods. In conclusion, this instrument is a useful measure of self-efficacy in latex barrier use.

  10. Developing and supporting self-efficacy in physics undergraduates at California State University, Long Beach

    Duitsman, Brooke Erin

    Self-efficacy is regarded as a significant predictor of academic success. This study examines the development of self-efficacy in upper-division physics majors within the Physics 310 - Analytic Mechanics course at California State University, Long Beach during the fall semester of 2015. The Sources of Self-Efficacy in Science Courses - Physics (SOSESC-P), as developed by Drs. Heidi Fencl and Karen Scheel in 2002, was administered to students enrolled in the class in a pre-test/post-test format to identify increases in self-efficacy during the course. Students demonstrated a statistically significant increase in self-efficacy on only one subscore of the SOSESC-P. The collaborative nature of the class is thought to have had an effect on the Social Persuasion (t (23) = 2.11, p = 0.023) aspect of self-efficacy development. Students also reported perceptions of departmental support and participation in department-sponsored activities.

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

    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.

  12. The Relationship of Gender and Self-Efficacy on Social Physique Anxiety among College Students.

    Rothberger, Sara M; Harris, Brandonn S; Czech, Daniel R; Melton, Bridget

    The anxiety or fear associated with physique evaluation is defined as Social Physique Anxiety (SPA). Numerous studies have examined this construct, yet a gap exists exploring this phenomenon among current college students with SPA, self-efficacy, and gender concurrently. Therefore, the purposes of this study included quantitatively analyzing the association between SPA, gender, and self-efficacy. Participants included 237 students at a Southeastern university participating in jogging, body conditioning, or weight training courses. Analysis of Variance yielded a significant main effect for self-efficacy as well, as those with lower self-efficacy displayed higher levels of SPA (p< 0.001). Stepwise regression analysis indicated self-efficacy and gender were both significant predictors of SPA. This information could aid in creating interventions designed to decrease the prevalence of SPA and increase levels of self-efficacy among the current college student population.

  13. DEVELOPMENT OF A VISUAL MATH LITERACY SELF EFFICACY PERCEPTION SCALE (VMLSEPS FOR ELEMENTARY STUDENTS

    Mehmet BEKDEMİR

    2012-03-01

    Field Content”, “Process”, and “The Places of Use”; and, it was showed that the total variance explained by these three factors was 41.81 %. On the other hand, for the sake of reliability, Cronbach Alpha was calculated as the criteria of the internal consistency of both the scale and each factor; and the Cronbach’s Alpha internal consistency score of the scale was calculated as 0.943. According to this analysis results, the VMLSEPS, which was designed as a 5 point Likert Scale with 38 items (36 positive and 2 negative, was finalized. The lowest score of the scale is 38 points, while the highest is 190 points. High scores indicate high level of self-efficacy perceptions of visual math literacy and low scores indicate low level of self-efficacy perceptions. Last but not least, cluster analysis was conducted in order to determine how to group the scores obtained through the scale. Accordingly, groups and the scores after the analysis are; good or good group (GG (between 190 and 148 points, Average or Average Group (AG (between 147 and 84 points, and Bad or Bad Group (BG (between 83 and 38 points. As a consequence, it can be argued that VMLSEPS is a valid, reliable, easy to use and easy to answer scale that can determine elementary students’ self-efficacy perceptions of visual math literacy either individually or in group. Also, it is thought that this scale can easily be used on 6th and 8th grade elementary school students so as to determine their levels of visual math literacy.

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

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

    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 had undergone intestinal stoma surgery. Twenty-nine items concerning self-efficacy were formulated. Factor analysis with oblique rotation resulted in two factors: a social functioning-related self-...

  15. Effectiveness of a Breastfeeding Self-efficacy Intervention: Do Hospital Practices Make a Difference?

    Otsuka, Keiko; Taguri, Masataka; Dennis, Cindy-Lee; Wakutani, Kiriko; Awano, Masayo; Yamaguchi, Takuhiro; Jimba, Masamine

    2013-01-01

    Breastfeeding self-efficacy interventions are important for improving breastfeeding outcomes. However, the circumstances that may influence the effectiveness of the interventions are unclear, especially in the context of hospitals with suboptimal infant feeding practices. Thus, we aimed to evaluate the effect of a self-efficacy intervention on breastfeeding self-efficacy and exclusive breastfeeding, and further assessed the difference in its effect by hospital-routine type. In this interventi...

  16. Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education

    Susana Rodríguez; Bibiana Regueiro; Rebeca Blas; Antonio Valle; Isabel Piñeiro; Rebeca Cerezo

    2014-01-01

    During the past few decades, researchers have proposed that teacher self-efficacy influences student achievement and motivation. The main aim of this work is to identify possible teacher self-efficacy profiles and to determine possible differences in some affective-motivational variables of students. 95 teachers and 1924 students from five Spanish public Universities took part in this study. Using cluster analysis, three distinctive profiles of teachers were generated: high self-efficacy, med...

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

    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 ...

  18. An Empirical Study to Determine The Relationship between Occupational Self-Efficacy and Organizational Silence

    Cem KAHYA

    2015-01-01

    The concept of occupational self-efficacy means the efficacy perceptions of employees in their occupational fields, and the concept of organizational silence means the employees avoid to voice their ideas and suggestions about organizational issues. The main aim of this study is to examine the relationship between the concepts of occupational self-efficacy and organizational silence by revealing employees’ perceptions of occupational self-efficacy and organizational silence level. With this a...

  19. The role of goal-setting theory on Iranian EFL learners’ motivation and self-efficacy

    Azar Hosseini Fatemi; Reza Pishghadam; Fatemeh Vahidnia

    2013-01-01

    The present study is concerned with examining the role of goal-setting theory on Iranian EFL learners’ motivation and self-efficacy. To this end, 93 EFL students were selected to take an essay exam and fill out motivation, English, and General self-efficacy scales. Multivariate analysis of variance (MANOVA) was conducted to the data. The findings of the study revealed that those learners who enjoyed higher English and General self-efficacy selected the most challenging goal. Moreover, intrins...

  20. Academic delay of gratification, self-efficacy, and time management among academically unprepared college students.

    Bembenutty, Héfer

    2009-04-01

    This study examined the associations between academic delay of gratification, self-efficacy beliefs, and time management among academically unprepared college students participating in a summer-immersion program. This study also examined whether the relation of self-efficacy with time management is mediated by academic delay of gratification. Analysis indicated that self-efficacy was directly associated with time management, as delay of gratification served to mediate this effect partially. Self-efficacy emerged as the strongest positive predictor of academic achievement.

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

    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.

  2. Exploring the Effects of Self-efficacy on Vocabulary Learning Strategies

    Atsushi Mizumoto

    2012-12-01

    Full Text Available This study examined the effects of self-efficacy on language learning strategies by focusing on vocabulary learning strategies (VLSs. A group of 281 EFL learners from two universities participated in the study. They completed the Vocabulary Size Test (Nation & Beglar, 2007, questionnaires on self-efficacy, and an open-ended question about their use of VLSs. The learners were divided into three groups based on their responses to the self-efficacy questionnaire. The effect of self-efficacy was then examined by utilizing text mining. The results show that the effects of self-efficacy were observed in the participants’ open-ended responses. It also became clear that those with high self-efficacy were active users of VLSs, they employed deep strategies, and they were metacognitively superior to participants with medium and low efficiency. Those with medium self-efficacy were also active users of VLSs, but they used shallow strategies compared with the high self-efficiency group. Those with low self-efficacy tended to be passive users of VLSs. The pedagogical implications of the current study are discussed mainly in terms of incorporating self-efficacy and self-regulation enhancing instructions into vocabulary teaching.

  3. Investigating the Predictive Role of Social Self-Efficacy on Authenticity in Turkish University Students

    Seydi Ahmet Satici

    2013-08-01

    Full Text Available The aim of the present study is to examine the relationship between social self-efficacy and authenticity. The Perceived Social Self-efficacy Scale and the Authenticity Scale were administrated to a sample of 308 university students. The research data were analysed by correlation and linear regression analysis. Social self-efficacy is positively related to authentic living, and is negatively related to accepting external influence, and self-alienating. The linear regression analysis showed that social self-efficacy was a significant predictor of authenticity. The significance and limitations of the results are discussed.

  4. Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education

    Susana Rodríguez

    2014-12-01

    Full Text Available During the past few decades, researchers have proposed that teacher self-efficacy influences student achievement and motivation. The main aim of this work is to identify possible teacher self-efficacy profiles and to determine possible differences in some affective-motivational variables of students. 95 teachers and 1924 students from five Spanish public Universities took part in this study. Using cluster analysis, three distinctive profiles of teachers were generated: high self-efficacy, medium self-efficacy, and low self-efficacy. ANOVA results suggest that teachers with intermediate self-efficacy perception have more learning-oriented students than teachers with high self-efficacy. Students of teachers who are overconfident of their teaching capacity seem to engage less in studying to learn, they are more indifferent to the subjects, and they value the contents of the subject less. These students could also be less confident about the results of their efforts, showing a low perception of self-efficacy, greater academic work avoidance, and more anxiety than students of teachers with a moderate perception of self-efficacy. The results are discussed in light of the hypothesis of overconfidence.

  5. Effects of posttraumatic stress disorder and child sexual abuse on self-efficacy development.

    Diehl, Amy S; Prout, Maurice F

    2002-04-01

    The symptoms of child sexual abuse and posttraumatic stress disorder (PTSD) affect a child's self-efficacy. A child's self-efficacy beliefs impact the course and treatment of PTSD, because perceived self-efficacy plays a mediating role in children's ability to cope with trauma. Self-efficacy research indicates that emotional competence can be learned and may provide treatment for PTSD that provides symptom reduction as well as a means of substituting problem-solving coping skills for emotion-focused coping skills.

  6. The relationship among self-efficacy, perfectionism and academic burnout in medical school students

    Yu, Ji Hye; Chae, Su Jin; Chang, Ki Hong

    2016-01-01

    Purpose: The purpose of this study was to examine the relationship among academic self-efficacy, socially-prescribed perfectionism, and academic burnout in medical school students and to determine whether academic self-efficacy had a mediating role in the relationship between perfectionism and academic burnout. Methods: A total of 244 first-year and second-year premed medical students and first- to fourth-year medical students were enrolled in this study. As study tools, socially-prescribed perfectionism, academic self-efficacy, and academic burnout scales were utilized. For data analysis, correlation analysis, multiple regression analysis, and hierarchical multiple regression analyses were conducted. Results: Academic burnout had correlation with socially-prescribed perfectionism. It had negative correlation with academic self-efficacy. Socially-prescribed perfectionism and academic self-efficacy had 54% explanatory power for academic burnout. When socially-prescribed perfectionism and academic self-efficacy were simultaneously used as input, academic self-efficacy partially mediated the relationship between socially-prescribed perfectionism and academic burnout. Conclusion: Socially-prescribed perfectionism had a negative effect on academic self-efficacy, ultimately triggering academic burnout. This suggests that it is important to have educational and counseling interventions to improve academic self-efficacy by relieving academic burnout of medical school students. PMID:26838568

  7. Loss and gain cycles? A longitudinal study about burnout, engagement and self-efficacy

    Susana Llorens-Gumbau

    2014-06-01

    Full Text Available The present longitudinal study (two waves, conducted on a population of 274 secondary-school teachers, expands on previous research on burnout and work engagement. Accordingly, the effect of organizational factors (obstacles, facilitators as well as personal resources (self-efficacy on burnout and engagement is tested longitudinally following the Social Cognitive Theory. More specifically, we test the loss and gain cycles, and reciprocal relationships concerning burnout, engagement, and self-efficacy over time. Four questions are addressed: (1 Are obstacles positively related to burnout and work self-efficacy over time? (2 Are facilitators positively related to engagement and self-efficacy over time? (3 Is work self-efficacy negatively related to burnout and obstacles over time? and (4 Is work self-efficacy positively related to engagement and facilitators over time? The results of a hard-copy survey carried out at two waves (8 months between the two times, which were computed on Structural Equation Modeling show that obstacles are positively related to burnout, which in turn is positively related to self-efficacy over time. Likewise, facilitators are positively related to engagement and self-efficacy, which in turn is positively related to facilitators over time. These findings suggest a positive gain cycle in which self-efficacy plays a central role.

  8. Relationship between baccalaureate nursing students' self- efficacy and work value%护理本科生自我效能感与职业价值观的相关性研究

    李孜孜; 甘秀妮

    2011-01-01

    Objective: To probe into the relationship between general self- efficacy and work value for baccalaureate nursing students. Methods: Apply the questionnaire of General Self- efficacy Scale and Work Values Inventory for 364 nursing students. Results: There is no significant difference on Self- efficacy scores for nursing students with different grades, but difference is significant if students are cadres or not Self- efficacy is an important factor of work value,Conclusion:Nursing students' self- efficacy don' t increase significantly with the grades upgrading. Nursing students ' self- efficacy positive correlates with work value.%目的:探讨护理本科生自我效能感与职业价值观状况及相应关系.方法:采用自我效能感量表和职业价值观量表对364名护生进行问卷调查.结果:护生自我效能感得分在年级分布上没有差异(P>0.05),在学生干部上有显著差异(P<0.05).自我效能感与职业价值观存在显著正相关.结论:本科护生自我效能感随着年级的升高未得到显著提高.一般自我效能感对职业价值观预测作用.

  9. Health locus of control and the sense of self-efficacy in patients with systolic heart failure: a pilot study

    Rydlewska A

    2013-04-01

    subjects. Powerful others externality was more pronounced in patients with HF as compared to other groups of patients and healthy people. Only women after mastectomy had higher scores of PHLC. In patients with HF, chance externality was similar to values reported in patients with renal failure, men after myocardial infarction, and women after mastectomy; and was less pronounced than in healthy subjects. The majority (77% of patients with HF were characterized by a high sense of self-efficacy (>the 7th sten score, having the highest sense of self-efficacy among patients with other chronic diseases and healthy controls. Higher internality was accompanied by higher sense of self-efficacy (P < 0.05 in patients with HF. Subjects with high plasma N-terminal pro-B type natriuretic peptide (reflecting the disease severity had the least pronounced internality (P < 0.05, whereas those with more advance depressive symptoms had the lower sense of self-efficacy (P = < 0.05.Conclusion: Patients with systolic HF demonstrate a conviction that other people, including physicians, have a large influence on their health status, and at the same time are aware of the efficacy of their own activities in coping with the disease. Such a configuration of psychological features seems to be beneficial in the context of the developing modern strategies, which due to the improved cooperation between the physicians and the patients could enhance the compliance in patients with HF.Keywords: health locus of control, self-efficacy, heart failure, compliance, depressive symptoms

  10. Perceived sources and levels of stress, general self-efficacy and coping strategies in clinical dental students.

    Ersan, Nilüfer; Fişekçioğlu, Erdoğan; Dölekoğlu, Semanur; Oktay, İnci; İlgüy, Dilhan

    2017-02-06

    The aims of this study were to identify sources of stress among clinical students and to evaluate the students' perceived levels of stress, general self-efficacy and effective coping strategies in a private dental school environment. The study group consisted of 130 undergraduate clinical dental students in a Turkish private dental school, during the academic year 2014-2015. The students were surveyed using modified version of the dental environment stress (DES) survey, the perceived stress scale, the general self-efficacy scale (G-SES) and the brief coping scale. Age, sex, year of study, history of psychiatric treatment and factors that affected the choice of dentistry were also recorded. Final year and female clinical dental students, who were found to be the most stressful students, had moderate to high perceived stress scores. Total and 'Faculty and administration' related DES scores increased with the year of study. Stressors related to 'Workload' and 'Clinical training' affected females more than males. G-SES scores were higher in male students and students, who had no history of psychiatric treatment. The most and the least common coping strategies were 'Planning' and 'Substance abuse', respectively. 'Religion' was found to be one of the main coping strategies. Stress factors affecting Turkish clinical dental students studying at private dental school differed from the previously reported stress factors affecting students studying at a governmental dental school. Advanced year and female students experienced more stress than the other students.

  11. The psychometric properties of Chinese version of SCI Exercise Self-Efficacy Scale in patients with stroke

    Dong XF

    2016-07-01

    Full Text Available Xiaofang Dong,1 Yanjin Liu,2 Aixia Wang,1 Min Wang11Neurology Department, 2Nursing Department, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan Province, People’s Republic of ChinaObjective: To test the Chinese version of the SCI Exercise Self-Efficacy Scale (C-ESES in stroke patients and evaluate its validity and reliability.Background: Physical inactivity is a well established and changeable risk factor for stroke, and regular exercise of 3–7 days per week is essential for stroke survivors and the general population. Though regular exercise is beneficial, it has been proved that duration, frequency, and intensity of exercise are generally low in stroke survivors.Methods: The performance of the instrument was assessed in 350 Chinese stroke survivors and repeated in 50 patients to examine test–retest reliability. Questionnaires included a form on demographic and socioeconomic characteristics, C-ESES, and the Chinese version of the General Self-Efficacy Scale. The AMOS 20.0 and SPSS 17.0 were chosen to evaluate their validity and reliability.Results: Even though 350 participants answered the questionnaires in the present study, useful data were obtained from 321 participants (response rate: 91.71%. Correlation between item and the total scale score (Item–Total Correlation ranged from 0.551 to 0.718, indicating that no item needed to be omitted; two factors, with factor loading 0.620 and 0.806, were obtained from an exploratory principal components analysis, assuming 59.745% of the total variance. The two factors were named internal motivation and external motivation. A confirmatory factor analysis supported the results with a suitable model (χ2=291.157; df=185; P<0.001; root mean square error of approximation =0.044; goodness-of-fit index =0.938; adjusted goodness-of-fit index =0.914; comparative fit index =0.858. The C-ESES correlated well with the validated General Self-Efficacy Scale (r=0.827, P<0.01. Good

  12. 路径化健康教育改善肠造口病人自我效能%Health education path enhances self-efficacy of stoma patients

    郑蕾; 金艳; 施晓群; 张慧; 徐菁

    2016-01-01

    Objective To assess health education path in improving the self-efficacy of stoma patients. Methods A total of 80 cases, who underwent enterostomy in the department of surgery Ruijin Hospital from May to December 2012, were divided into intervention group and control group 40 cases each. The patients in intervention group adopted health education path and the patients in control group adopted routine health education. Self-efficacy of the patients was com-pared between 2 groups with the test using stoma self-efficacy scale before surgery, 1 week after surgery and discharge. A follow-up of postoperative self-efficacy was done by telephone in 2015. Results The score of self-efficacy of patients in in-tervention group (74.35 ±27.90) were higher than that in control group (51.30 ±22.58) (P0.05). Sixty-two cases were followed and 18 cases lost (22.5%). The follow-up showed that the score of intervention group (108.27±12.29) were higher than that of control group (93.93±13.23), P0.05)。术后随访病人62例,失访18例,失访率为22.5%。术后随访干预组病人自我效能评分(108.27±12.29)高于对照组病人自我效能评分(93.93±13.23),P<0.05。结论:应用路径化健康教育能改善肠造口病人术后自我效能。

  13. Adaptation of Academic Self-Efficacy Scale into Turkish

    Hüseyin ÖNCÜ

    2012-04-01

    Full Text Available Purpose of this study is to adapt Academic Self-efficacy Scale into Turkish, determine validity and reliability of the scale developed by Morgan and Jinks (2003. Because of the correlation between the marks obtained from the English and Turkish Forms of the scale is .95, both of these forms were accepted as equivalent. Working group of the study included 380 students who were attending 5th, 6th, 7th, and 8th grades of four different primary schools in three counties of Ankara. Structural validity of the scale determined through exploratory and confirmatory factor analysis. As a result of exploratory factor analysis, it was seen that scale has three factor structure as it was original, but the third factor formed different factor. Factors were ability, context, and educational quality. Scale's reliability of Turkish form was determined as .80 with repetition and through Cronbach alfa inner reliability technique as .82.

  14. Relationship of Exercise Volume with Change in Depression and Its Association with Self-Efficacy to Control Emotional Eating in Severely Obese Women

    James J. Annesi

    2011-01-01

    Full Text Available Introduction. Exercise may improve one's perceived ability to control overeating related to negative emotions through psychological pathways such as reduced depression; however, the volume required is unclear. Methods. Severely obese women (=88 participated in a 24-week exercise and nutrition treatment incorporating self-regulatory skills training, and were assessed on depression, self-efficacy, self-regulatory skills usage, weight, and waist circumference, at baseline and treatment end. Results. Subjects completing low-moderate (40–149.9 minutes/week and public health (≥150 minutes/week volumes of exercise had significant and similar reductions in depression scores. No significant changes were found for those completing <40 minutes/week. For all subjects aggregated, depression change was significantly related to change in self-efficacy to control emotional eating; however, this relationship was completely mediated by changes in self-regulatory skill usage. When changes in depression, self-efficacy, and self-regulatory skills usage were entered into multiple regression equations as predictors, only self-regulatory skill changes explained significant unique portions of the overall variance in weight and weight circumference change. Discussion. Exercise of less than half the public health recommendation was associated with depression improvement, with no dose-response effect. Changes in depression, self-efficacy, and self-regulation may be salient variables to account for in behavioral weight-loss treatment research.

  15. Nanotechnology and Secondary Science Teacher's Self-Efficacy

    Cox, Elena K.

    The recommendations of the United States President's Council of Advisors on Science and Technology and the multi-agency National Nanotechnology Initiative (NNI) identified the need to prepare the workforce and specialists in the field of nanotechnology in order for the United States to continue to compete in the global marketplace. There is a lack of research reported in recent literature on the readiness of secondary science teachers to introduce higher level sciences---specifically nanotechnology---in their classes. The central research question of this study examined secondary science teachers' beliefs about teaching nanotechnology comfortably, effectively, and successfully. Bandura's self-efficacy theory provided the conceptual framework for this phenomenological study. A data analysis rubric was used to identify themes and patterns that emerged from detailed descriptions during in-depth interviews with 15 secondary science teachers. The analysis revealed the shared, lived experiences of teachers and their beliefs about their effectiveness and comfort in teaching higher-level sciences, specifically nanotechnology. The results of the study indicated that, with rare exceptions, secondary science teachers do not feel comfortable or effective, nor do they believe they have adequate training to teach nanotechnology concepts to their students. These teachers believed they were not prepared or trained in incorporating these higher level science concepts in the curriculum. Secondary science teachers' self-efficacy and personal beliefs of effectiveness in teaching nanotechnology can be an important component in achieving a positive social change by helping to familiarize high school students with nanotechnology and how it can benefit society and the future of science.

  16. Medical students’ self-efficacy in problem-based learning and its relationship with self-regulated learning

    Meral Demirören

    2016-03-01

    Full Text Available Background: Problem-based learning (PBL is most commonly used in medical education to enhance self-regulated learning (SRL skills. Self-efficacy beliefs affect students’ motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students’ self-reported SRL skills and their self-efficacy in PBL. Methods: A cross-sectional study was conducted with second (286; 83.1% and third (275; 80.2% year students at the Ankara University School of Medicine. The SRL perception (SRLP scale and self-efficacy for problem-based learning (SPBL scale were used in the study. Results: The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale and the subscales of SPBL and the students’ views on benefiting from PBL. The female students’ mean score was higher for the ‘planning and goal setting’ subscale of SRLP (p=0.017, and the second-year students’ mean score was higher than that of the third-year students for the ‘lack of self-directedness’ subscale of SRLP (p=0.001 with small effect sizes (Cohen's d is 0.17 and 0.27. There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the ‘responsibility’ subscale of SPBL (p=0.003; Cohen's d=0.26. Conclusions: The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students’ development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum

  17. Investigating Preschool and Primary School Teachers’ Self-Efficacy and Needs in Teaching Science: A Pilot Study

    Susanne Walan

    2014-03-01

    Full Text Available In recent years, the curricula reforms at the levels of preschool and primary school in Sweden have caused new demands on the teachers. In particular, numerous teachers lack the educational training in science subjects. Therefore, this study aims to investigate teachers’ self-efficacy and needs in relationto science teaching. A total of 71 teachers, divided into three groups of preschool, 1-3 grades and 4-6 grades, were invited to join this pilot study. From the EU FP7 project, PROFILES, a Likert scale questionnaire (with scores from 1 to 3 to represent strongly disagree, agree to strongly agree, and I don’t know was scored 0 was used and revised for the data collection in this pilot study. The results showed that the participating teachers had relatively high self-efficacy and no significant differences were found among the three groups of teachers. However, even though the teachers had high self-efficacy, the needs of further education were expressed by the teachers to a large extent. In particular, the group of preschool teachers addressed the need for more content knowledge (CK in physics and chemistry (>41%. In terms of the groups of 1-3 and 4-6 grades teachers, the needs relating to scientific literacy were revealed, with a focus on engaging students in socio-scientific problems (52%, 56% and assessment (44%, 61%. The implication of this study is discussed in the hope to contribute to teachers’ professional development for both pre- and in-service teachers in science education.

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

    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.

  19. The relationship between prosocial and antisocial behaviors in sport, general self-efficacy and academic self-efficacy: Study in department of physical education and sport teacher education

    Yıldız, Mevlüt; ŞENEL, Ender; Şahan, Hasan

    2015-01-01

    The aim of this study was to examine the relationship between prosocial and antisocial behaviors in sport, general self-efficacy and academic self-efficacy beliefs of students studying in physical education and sport teacher education department. 118 students in department of physical education and sport teacher education at Mugla Sitki Kocman University voluntarily participated in the study.  31 of the participants were national athletes while 87 of them were non-national athletes. 50 of the...

  20. Effects of California community college students' gender, self-efficacy, and attitudes and beliefs toward physics on conceptual understanding of Newtonian mechanics

    Said, Asma

    Despite the advances made in various fields, women are still considered as minorities in the fields of science and mathematics. There is a gender gap regarding women's participation and achievement in physics. Self-efficacy and attitudes and beliefs toward physics have been identified as predictors of students' performance on conceptual surveys in physics courses. The present study, which used two-way analysis of variance and multiple linear regression analyses at a community college in California, revealed there is no gender gap in achievement between male and female students in physics courses. Furthermore, there is an achievement gap between students who are enrolled in algebra-based and calculus-based physics courses. The findings indicate that attitudes and beliefs scores can be used as predictors of students' performance on conceptual surveys in physics courses. However, scores of self-efficacy cannot be used as predictors of students' performance on conceptual surveys in physics courses.

  1. Helicopter Parenting: The Effect of an Overbearing Caregiving Style on Peer Attachment and Self-Efficacy

    van Ingen, Daniel J.; Freiheit, Stacy R.; Steinfeldt, Jesse A.; Moore, Linda L.; Wimer, David J.; Knutt, Adelle D.; Scapinello, Samantha; Roberts, Amber

    2015-01-01

    Helicopter parenting, an observed phenomenon on college campuses, may adversely affect college students. The authors examined how helicopter parenting is related to self-efficacy and peer relationships among 190 undergraduate students ages 16 to 28 years. Helicopter parenting was associated with low self-efficacy, alienation from peers, and a lack…

  2. Nurses' Motivations for Web-Based Learning and the Role of Internet Self-Efficacy

    Liang, Jyh-Chong; Wu, Szu-Hsien

    2010-01-01

    The purpose of this study was to investigate clinical nurses' Internet self-efficacy and motivations toward Web-based learning. The sample consisted of 256 volunteer nurses from one selected medical centre in Taiwan. This study used the Internet Self-efficacy Survey (ISS) and the Motivations about Web-based Continuing Learning Survey (MWCL) for…

  3. Cultural Differences in the Understanding of Modelling and Feedback as Sources of Self-Efficacy Information

    Ahn, Hyun Seon; Usher, Ellen L.; Butz, Amanda; Bong, Mimi

    2016-01-01

    Background: The potential role of culture in the development and operation of self-efficacy has been acknowledged by researchers. Clearer understanding of this cultural impact will benefit from research that shows how the same efficacy information is evaluated across cultures. Aims: We tested whether two sources of self-efficacy information…

  4. Construction and Field Testing of the "Job Seeking Self-Efficacy Scale"

    Strauser, David R.; Berven, Norman L.

    2006-01-01

    The purpose of this study was to develop an instrument, the "Job Seeking Self-Efficacy Scale," to measure perceived self-efficacy in job-seeking activities. The construction of the instrument, which incorporated tasks that have been determined to be important in job seeking for individuals with disabilities, was based on Bandura's theory of…

  5. Effects of a Low-Element Challenge Course on Abstinence Self-Efficacy and Group Cohesion

    Clem, Jamie M.; Smith, Thomas E.; Richards, Kristin V.

    2012-01-01

    Substance abuse researchers identify self-efficacy and group cohesion as important components in alcohol and other drug-dependency treatment. Objectives: The purpose of this single-group, pretest-posttest study is to explore the therapeutic value of a challenge course intervention on the self-efficacy and group cohesion of nine chemically…

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

    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…

  7. The Relationship of Academic Self-Efficacy to Class Participation and Exam Performance

    Galyon, Charles E.; Blondin, Carolyn A.; Yaw, Jared S.; Nalls, Meagan L.; Williams, Robert L.

    2012-01-01

    This study examined the relationship of academic self-efficacy to engagement in class discussion and performance on major course exams among students (N = 165) in an undergraduate human development course. Cluster analysis was used to identify three levels of academic self-efficacy: high (n = 34), medium (n = 91), and low (n = 40). Results…

  8. Investigation the Relationship among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instructions

    Yang, Pei-Ling; Wang, Ai-Ling

    2015-01-01

    The present study aims to investigate the relationship among EFL college learners' language learning strategies, English self-efficacy, and explicit strategy instruction from the perspectives of Social Cognitive Theory. Three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were…

  9. Exploring Prospective EFL Teachers' Perceived Self-Efficacy and Beliefs on English Language Learning

    Genç, Gülten; Kulusakli, Emine; Aydin, Savas

    2016-01-01

    Learners' perceived self-efficacy and beliefs on English language learning are important in education. Taking into consideration the important impact of individual variables on language learning, this study seeks to highlight the relationship between Turkish EFL learners' beliefs about language learning and their sense of self-efficacy. The…

  10. The Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacy

    Erozkan, Atilgan

    2013-01-01

    The purpose of this study was to examine communication skills, interpersonal problem solving skills, and social self-efficacy perception of adolescents and the predictive role of communication skills and interpersonal problem solving skills on social self-efficacy. This study is a quantitative and relational study aimed at examining the…

  11. Teacher' Interpersonal Self-Efficacy: Evaluation and Predictive Capacity of Teacher Burnout

    García-Ros, Rafael; Fuentes, María C.; Fernández, Basilio

    2015-01-01

    Introduction: This study analyzed the predictive capacity and incremental validity of teachers' interpersonal self-efficacy on their levels of burnout. First, it presents the validation process of a Spanish adaptation of the Teacher Interpersonal Self-Efficacy Scale--TISES--(Browers & Tomic, 1999, 2001). Second, the predictive capacity of…

  12. A Qualitative Exploration of Higher Self-Efficacy String Students Preparing for a Competition

    Clark, Jennifer Cahill

    2013-01-01

    This study examined and qualitatively described the music practice behaviors, strategies, and thoughts of four high school string students who indicated a high string playing self-efficacy. Concepts of practice, motivation, achievement, and self-efficacy were linked together to analyze tendencies and summarize strategies. These students were…

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

    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…

  14. Preservice Teachers' Work Stress, Self-Efficacy, and Occupational Commitment in Four Countries

    Klassen, Robert; Wilson, Elaine; Siu, Angela F. Y.; Hannok, Wanwisa; Wong, Marina W.; Wongsri, Nongkran; Sonthisap, Panwadee; Pibulchol, Chaleosri; Buranachaitavee, Yanisa; Jansem, Anchalee

    2013-01-01

    In this study, we examine the teaching-related stress, self-efficacy, and occupational commitment of preservice teachers from two culturally western and two culturally eastern countries. The sample included 1,187 participants from Canada (n?=?379), England (n?=?203), Hong Kong (n?=?211), and Thailand (n?=?394). Self-efficacy partially reduced…

  15. Relation between Assertiveness, Academic Self-Efficacy, and Psychosocial Adjustment among International Graduate Students.

    Poyrazli, Senel; Arbona, Consuelo; Nora, Amaury; McPherson, Robert; Pisecco, Stewart

    2002-01-01

    Rathus Assertiveness Schedule, Academic Self-Efficacy Scale, The Inventory for Student Adjustment Strain, and UCLA Loneliness Scale were used to examine a total of 122 graduate international students. Findings indicate that English proficiency, assertiveness, and academic self-efficacy contributed uniquely to the variance in students' general…

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

    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…

  17. Thinking Styles and University Self-Efficacy among Deaf, Hard-of-Hearing, and Hearing Students

    Cheng, Sanyin; Zhang, Li-Fang; Hu, Xiaozhong

    2016-01-01

    This study explores how students' thinking styles are related to their university self-efficacy, by administering the Thinking Styles Inventory-Revised II and the University Self-Efficacy Scale to 366 deaf or hard-of-hearing (DHH) and 467 hearing university students in mainland China. Results showed that, among all participants, those with Type I…

  18. Improving Self-Efficacy and Motivation: What to Do, What to Say

    Margolis, Howard; McCabe, Patrick P.

    2006-01-01

    It is not surprising that many struggling learners have low self-efficacy for academics. They believe that they lack the ability to succeed. Consequently, they tend to avoid academics and give up quickly when difficulties arise. This article suggests practical solutions based on self-efficacy theory to improve the motivation of struggling…

  19. Self-Efficacy: A Key to Improving the Motivation of Struggling Learners

    Margolis, Howard; McCabe, Patrick P.

    2004-01-01

    Many struggling learners resist academics, thinking that they lack the ability to succeed, even if they expend great effort. In other words, these struggling learners have low rather than high self-efficacy for academics. It is widely believed that without sufficiently high self-efficacy, or the belief that they can succeed on specific academic…

  20. Self-Efficacy for Reading and Writing: Influence of Modeling, Goal Setting, and Self-Evaluation.

    Schunk, Dale H.

    2003-01-01

    Discusses theory, research, and applications relevant to one type of personal belief: perceived self-efficacy. Presents research evidence showing how social models, goal setting, and self-evaluation affect self-efficacy, motivation, and learning. Concludes with implications of the theory and research for educational practice. (SG)

  1. The Relationship between Iranian EFL Learners' Self-Efficacy Beliefs and Use of Vocabulary Learning Strategies

    Heidari, Farrokhlagha; Izadi, Mehri; Ahmadian, Mansooreh Vahed

    2012-01-01

    This study explores the relationship between Iranian EFL juniors' self-efficacy beliefs and their employed vocabulary learning strategies. The participants were 50 juniors studying English Translation at University of Sistan & Baluchestan. The self-efficacy and vocabulary learning strategies questionnaires were administered to identify the…

  2. Mastery of Negative Affect: A Hierarchical Model of Emotional Self-Efficacy Beliefs

    Caprara, Gian Vittorio; Di Giunta, Laura; Pastorelli, Concetta; Eisenberg, Nancy

    2013-01-01

    Building on previous studies that formulated measures for assessing self-efficacy beliefs regarding the management of anger/irritation and despondency/sadness, we developed 3 new scales to assess perceived self-efficacy in managing fear, shame/embarrassment, and guilt. In Study 1, the internal and construct validity of the 5 aforementioned…

  3. Self-Efficacy, Motivation, and Academic Adjustment among African American Women Attending Institutions of Higher Education

    Thomas, Deneia M.; Love, Keisha M.; Roan-Belle, Clarissa; Tyler, Keneth M.; Brown, Carrie Lynn; Garriott, Patton O.

    2009-01-01

    This study examined the relationships among self-efficacy beliefs, intrinsic and extrinsic motivation, and academic adjustment among 111 African American women in college. Results revealed that self-efficacy beliefs predicted Motivation to Know, Externally Regulated motivation, Identified motivation, and academic adjustment. Furthermore,…

  4. Measuring University Students' Perceived Self-Efficacy in Science Communication in Middle and High Schools

    Chi, Shaohui; Liu, Xiufeng; Gardella, Joseph A.

    2016-01-01

    Service learning typically involves university students in teaching and learning activities for middle and high school students, however, measurement of university students' self-efficacy in science communication is still lacking. In this study, an instrument to measure university students' perceived self-efficacy in communicating science to…

  5. How Do I Understand the Term Queer? Preservice Teachers, LGBTQ Knowledge, and LGBTQ Self-Efficacy

    Brant, Cathy A. R.

    2017-01-01

    This article describes a study that investigated preservice teachers' understandings and self-efficacy related to lesbian, gay, bisexual, transgender, or queer (LGBTQ) students and families. The preservice teachers indicated a broad range of understandings in relation to LGBTQ terms. They reported a relatively high sense of self-efficacy in…

  6. Reading Self-Efficacy Predicts Word Reading But Not Comprehension in Both Girls and Boys

    Carroll, Julia M.; Fox, Amy C.

    2017-01-01

    The relationship between cognitive skills and reading has been well-established. However, the role of motivational factors such as self-efficacy in reading progress is less clear. In particular, it is not clear how self-efficacy relates to word level reading versus comprehension, and whether this differs in boys and girls. This study examines the relationship between self-efficacy, word reading and reading comprehension across the range of reading abilities after controlling for reading-related cognitive factors. One hundred and seventy nine children (86 males and 93 females) between 8 and 11 years old completed a self-report measure of reading self-efficacy together with measures of reading comprehension and word reading, working memory, auditory short-term memory, phonological awareness, and vocabulary. Boys and girls showed similar levels of attainment and reading self-efficacy. Reading self-efficacy was associated with word reading, but not with reading comprehension in either boys or girls. It is argued that this may reflect important differences between reading self-efficacy and more general measures of reading motivation and engagement. Reading self-efficacy is an element of reading motivation that is closely associated with a child’s perceived attainments in reading and is less susceptible to the gender differences seen in broader measures. PMID:28144223

  7. English Bar as a Venue to Boost Students' Speaking Self-Efficacy at the Tertiary Level

    Liu, Mingxu

    2013-01-01

    Research in EFL and ESL has confirmed that self-efficacy affects language learners' choices of learning tasks, persistence, motivation and achievement. As a cognitive construct, self-efficacy can be strengthened by both outcomes of behaviors and input from the environment. This paper studies the effects of an English Bar, a self-access center for…

  8. Self-Efficacy in Internet-Based Learning Environments: A Literature Review

    Tsai, Chin-Chung; Chuang, Shih-Chyueh; Liang, Jyh-Chong; Tsai, Meng-Jung

    2011-01-01

    This paper reviews 46 papers from 1999 to 2009 regarding self-efficacy in Internet-based learning environments, and discusses three major categories of research: (1) learners' Internet self-efficacy, assessing learners' confidence in their skills or knowledge of operating general Internet functions or applications in Internet-based learning; (2)…

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

    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

  10. The "Responsive Classroom" Approach and Fifth Grade Students' Math and Science Anxiety and Self-Efficacy

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E.; Merritt, Eileen G.; Patton, Christine L.

    2013-01-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as…

  11. Reliability of a Scale of Work-Related Self-Efficacy for People with Psychiatric Disabilities

    Harris, Meredith

    2010-01-01

    Work-related self-efficacy at a core task level fits with the social cognitive career theory explaining the career development of people with severe mental illness. The aim of this study was to further investigate the psychometric properties of the "Work-related Self- Efficacy Scale" for use with people with psychiatric disabilities. Sixty…

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

    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…

  13. Rural High School Teachers' Self-Efficacy in Student Engagement, Instructional Strategies, and Classroom Management

    Shoulders, Tori L.; Krei, Melinda Scott

    2015-01-01

    The purpose of this study was to compare the differences in rural high school teachers' (n = 256) self-efficacy in student engagement, instructional practices, and classroom management using selected teacher characteristics. Analysis of variance showed significant mean differences between different levels of education in self-efficacy for…

  14. Teacher Self-Efficacy and Classroom Management Styles in Jordanian Schools

    Abu-Tineh, Abdullah M.; Khasawneh, Samar A.; Khalaileh, Huda A.

    2011-01-01

    Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in…

  15. Role Ambiguity and Self-Efficacy: The Moderating Effects of Goal Orientation and Procedural Justice

    Li, Andrew; Bagger, Jessica

    2008-01-01

    The present study investigated variables that moderated the relationship between role ambiguity and self-efficacy. Results of a field study found support for the moderating role of learning goal orientation, such that the relationship between role ambiguity and self-efficacy was weaker when learning goal orientation was high. In addition, we found…

  16. The Contribution of School Counselors' Self-Efficacy to Their Programmatic Service Delivery

    Mullen, Patrick R.; Lambie, Glenn W.

    2016-01-01

    Self-efficacy pertains to individuals' belief about their capability to accomplish a task; consequently, school counselors' positive self-efficacy is a theoretically based prerequisite for their facilitation of school-based interventions. In addition, school counselor-led interventions and comprehensive, developmental guidance programs benefit…

  17. Teacher Self-Efficacy for Teaching Students to Lead IEP Meetings

    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…

  18. Infant Temperament and Maternal Parenting Self-efficacy Predict Child Weight Outcomes

    Anzman-Frasca, Stephanie; Stifter, Cynthia A.; Paul, Ian M.; Birch, Leann L.

    2013-01-01

    Relationships between infant negative reactivity and self-regulation, parenting self-efficacy, and child weight outcomes were examined. Greater observed negative reactivity predicted more child weight gain when mothers had lower parenting self-efficacy. Lower mother-reported self-regulation predicted a greater child weight status. Results highlight potential early risk/protective factors.

  19. Impact of Adolescents' Filial Self-Efficacy on Quality of Family Functioning and Satisfaction

    Caprara, Gian Vittorio; Pastorelli, Concetta; Regalia, Camillo; Scabini, Eugenia; Bandura, Albert

    2005-01-01

    In this prospective study, we tested a structural model in which adolescents' perceived self-efficacy to manage parental relationships affected their satisfaction with family life both directly, and indirectly, through its impact on family practices. Findings based on 380 Italian adolescents showed that perceived filial self-efficacy was linked…

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

    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…

  1. The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E; Merritt, Eileen G; Patton, Christine L

    2013-12-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the Responsive Classroom® (RC) approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more RC practices compared with those using fewer RC practices. RC practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that RC practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science.

  2. Hardiness, Perceived Employability, and Career Decision Self-Efficacy among Taiwanese College Students

    Huang, Jie-Tsuen

    2015-01-01

    Past empirical evidence has demonstrated that personality traits predict career decision self-efficacy. This study extends previous research by proposing and testing a model that examines the mediating roles of perceived internal and external employability on the relationship between personality hardiness and career decision self-efficacy. Using…

  3. Self-Efficacy Beliefs and Mental Time Travel Ability: Uncovering a Hidden Relationship in Educational Settings

    Eren, Altay

    2009-01-01

    The aim of this study was threefold: first, it was to explore the profiles of student teachers' mental time travel ability; second, it was to examine the relationship between student teachers' mental time travel ability and self-efficacy beliefs; and third, it was to investigate the role of self-efficacy beliefs in relationship between the past…

  4. Special Education Teachers' Self-Efficacy Beliefs in a Large Urban High School

    Seebeck, Kelly A.

    2016-01-01

    The purpose of this study was to identify if special education teachers' self-efficacy beliefs are impacted by student engagement, instructional strategies, and classroom management. Specifically, this study focused on the self-efficacy of high school special education teachers in an urban setting. This was a correlational quantitative design…

  5. The Self-Efficacy Beliefs of Black Women Leaders in Fortune 500 Companies

    Jackson, LaTonya R.

    2012-01-01

    Black women are underrepresented in leadership positions within organizations. The extent to which self-efficacy influences the advancement potential of Black females is unknown. The purpose of this study was to examine the self-efficacy beliefs of black women in leadership positions and to determine how Black women leaders' careers are…

  6. Effects of School-Wide Positive Behavior Support on Teacher Self-Efficacy

    Kelm, Joanna L.; McIntosh, Kent

    2012-01-01

    This study examined the relationships between implementation of a school-wide approach to behavior, School-wide Positive Behavior Support (SWPBS), and teacher self-efficacy. Twenty-two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self-efficacy.…

  7. Agricultural Education Perceived Teacher Self-Efficacy: A Descriptive Study of Beginning Agricultural Education Teachers

    Wolf, Kattlyn J.

    2011-01-01

    The purpose of this study was to describe beginning agriculture teachers' perceived agricultural education teacher self-efficacy. Additionally, the researcher sought to describe the relationship among teachers' demographic characteristics and their agricultural education teacher self-efficacy. An instrument specific to agricultural education was…

  8. Student and Teacher Self-Efficacy and the Connection to Reading and Writing

    Corkett, Julie; Hatt, Blaine; Benevides, Tina

    2011-01-01

    Self-efficacy or the belief in one's ability (Bandura, 1977) on the part of both teachers and students is thought to be directly related to teacher and student success. Few studies have compared teacher efficacy, student efficacy, and student ability at once. This study examined the relationship between teacher self-efficacy, student…

  9. The Correlation between Teacher Self-Efficacy among Seminaries and Institutes Seminary Teachers and Student Outcomes

    Mangum, James Irvin, III

    2012-01-01

    This study examined the correlation between teacher self-efficacy and student outcomes. Teacher self-efficacy was measured in 99 Church of Jesus Christ of Latter-day Saints Seminaries and Institutes seminary teachers using Tschannen-Moran and Hoy's Teachers Sense of Efficacy Scale (2001). Student outcomes included academic grades, conduct…

  10. Relations among Preschool Teachers' Self-Efficacy, Classroom Quality, and Children's Language and Literacy Gains

    Guo, Ying; Piasta, Shayne B.; Justice, Laura M.; Kaderavek, Joan N.

    2010-01-01

    This study examined the relations among preschool teachers' self-efficacy (n = 67), classroom quality (instructional and emotional support), and children's (n = 328) gains in print awareness and vocabulary knowledge over an academic year in the US. Results indicated that teachers' self-efficacy and classroom quality served as significant and…

  11. The Impact of Professional Development Training in Autism and Experience on Teachers' Self-Efficacy

    Biasotti, Nancy

    2013-01-01

    Regular education teachers' self-efficacy may be negatively impacted due to a lack of professional development and experience teaching students with Autism Spectrum Disorder (ASD). Research links teacher self-efficacy with increased student academic achievement. The purpose of this study was to examine to what degree training on ASD during and…

  12. Analysis of Mathematics Teachers' Self-Efficacy Levels Concerning the Teaching Process

    Ünsal, Serkan; Korkmaz, Fahrettin; Perçin, Safiye

    2016-01-01

    The purpose of this study is to identify mathematics teachers' opinions on the teaching process self-efficacy levels; and to examine mathematics teachers' teaching process self-efficacy beliefs with regards to specific variables. The study was conducted in Turkey during the second term of the 2015-2016 academic year. The study sample consisted of…

  13. Teacher Self-Efficacy in Working with Children with Autism in the General Education Classroom

    McCullough, Mary Irene

    2014-01-01

    Autism is being diagnosed at an unprecedented rate, with an influx of children with autism being educated in the general education classroom. A positive self-efficacy amongst teachers is imperative as education moves toward the inclusive education model. Bandura theorized a bidirectional approach in the improvement of self-efficacy. The purpose of…

  14. Beginning Generalist Teacher Self-Efficacy for Music Compared with Maths and English

    Garvis, Susanne

    2013-01-01

    In 2008, 201 beginning generalist teachers throughout Queensland, Australia, responded to a questionnaire intended to create a snapshot of current self-efficacy beliefs towards teaching music. Beginning teachers were asked to rank their perceived level of teacher self-efficacy for music, English and maths. Results were analysed through a series of…

  15. A Survey Study of Chinese In-Service Teachers' Self-Efficacy about Inclusive Education

    Wang, Mian; Zan, Fei; Liu, Jiaqiu; Liu, Chunling; Sharma, Umesh

    2012-01-01

    A survey study was conducted to a total of 323 in-service teachers (110 special education teachers and 213 general education teachers) in Shanghai regarding their self-efficacy and concerns about inclusive education. Multivariate analysis results reveal that special teachers have significantly higher self-efficacy about inclusive education than…

  16. Dimensions of Teacher Self-Efficacy for Inclusive Practices among Mainland Chinese Pre-Service Teachers

    Malinen, Olli-Pekka; Savolainen, Hannu; Xu, Jiacheng

    2013-01-01

    Five hundred fifty mainland Chinese university students were given a questionnaire that contained a Teacher Efficacy for Inclusive Practices (TEIP) scale. The purpose of the study was a) to test the factor structure of teacher self-efficacy for inclusive practices, b) to investigate the relationship between teacher self-efficacy for inclusive…

  17. Cognitive Modeling and Self-Efficacy: Effects on Preservice Teachers' Learning of Teaching Strategies.

    Gorrell, Jeffrey; Capron, Earl

    1990-01-01

    Examines how cognitive modeling and self-efficacy affected preservice teachers' learning of teaching strategies. Two groups of students viewed videotaped training sessions with direct instruction or cognitive modeling. They then viewed either self-efficacy or task-oriented commentaries. Results indicated significant effects favoring cognitive…

  18. Relationships between Teachers' Creativity Fostering Behaviors and Their Self-Efficacy Beliefs

    Ozkal, Nese

    2014-01-01

    This study aims to examine primary and secondary school teachers' creativity fostering behaviors and self-efficacy beliefs according to gender and subject matters taught by teachers and to investigate the relationships between teachers' creativity fostering behaviors and their self-efficacy beliefs. The study was conducted with the participation…

  19. The Relationship between General Self-Efficacy Belief and Burnout Level among Turkish Academicians

    Sevindi, Tarik

    2013-01-01

    The aim of this study is to examine the relation between burnout level and general self-efficacy beliefs of academicians working in School of Physical Education and Sport. 178 Academicians working at various universities in Turkey participated in this study. The General Self-Efficacy Scale developed by Schwarzer and Jerusalem (1995), adapted to…

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

    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…

  1. The validity of the self-efficacy list for drug users (SELD)

    Weert-van Oene, G.H. de; Breteler, M.H.M.; Schippers, G.M.; Schrijvers, A.J.P.

    2000-01-01

    In this study we evaluated the psychometric properties of the Self-Efficacy List for Drug users (SELD). Exploratory and confirmatory factor analyses on separate subject samples revealed that drug-users' self-efficacy was best described by three correlated dimensions: environmental factors, negative

  2. The Sources of Science Teaching Self-Efficacy among Elementary School Teachers: A Mediational Model Approach

    Wang, Ya-Ling; Tsai, Chin-Chung; Wei, Shih-Hsuan

    2015-01-01

    This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers' science teaching self-efficacy, teaching and learning conceptions, technological--pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes)…

  3. A Study on the Correlation between Self Efficacy and Foreign Language Learning Anxiety

    Cubukcu, Feryal

    2008-01-01

    Anxiety in language learning is one of the less researched areas; that is why this study explores whether the anxiety level of foreign language learners is related to their self efficacy levels. For this purpose, 100 participants joined the study and the Foreign Language Learning Anxiety Scale and The Self Efficacy Scale were administered to them.…

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

    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…

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

    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…

  6. Analysis of the Construct Validity and Measurement Invariance of the Career Decision Self-Efficacy Scale

    Makransky, Guido; Rogers, Mary E.; Creed, Peter E.

    2015-01-01

    The Career Decision Self-Efficacy Scale – Short Form (CDSE-SF) is one of the most frequently used instruments to assess individual levels of career-related self-efficacy. The present study used the partial credit model within the framework of item response theory to examine the content, structural...

  7. Antenatal education in small classes may increase childbirth self-efficacy

    Brixval, Carina S; Axelsen, Solveig F; Thygesen, Lau C

    2016-01-01

    Antenatal education in small classes may increase childbirth self-efficacy. In this randomised trial we assessed the effect of a structured antenatal programme versus auditorium-based lectures on childbirth self-efficacy measured by three single items. We found that women in the intervention group...

  8. The Influences of Social Collaboration on Web 2.0 Self-Efficacy for Higher Education

    Turky, Mohamed Abdullah

    2016-01-01

    The present study tries to research the relationship between Social Collaboration Activity and Web 2.0 Self-Efficacy for Higher Education student. It additionally looks to decide how Social Collaboration adds to the forecast of their sense Web 2.0 Self-Efficacy. The study reported in this paper was led to inspect the relationship Social…

  9. Predicting Mathematics Achievement by Motivation and Self-Efficacy across Gender and Achievement Levels

    Sartawi, AbdelAziz; Alsawaie, Othman N.; Dodeen, Hamzeh; Tibi, Sana; Alghazo, Iman M.

    2012-01-01

    This study investigated the extent to which self-efficacy and motivation served as a predictor for mathematics achievement of fifth grade students in United Arab Emirates (UAE) across gender and achievement levels. Self-efficacy was measured by two scales, which differed in levels of specificity--Category Specific and Task Specific. Motivation was…

  10. The Sources of Self-Efficacy: Educational Research and Implications for Music

    Hendricks, Karin S.

    2016-01-01

    Music teachers can empower students with control over their own music ability development by helping them foster positive self-efficacy beliefs. This article reviews general education and music research concerning Bandura's theoretical four sources of self-efficacy (enactive mastery experience, vicarious experience, verbal/social persuasion, and…

  11. Effects of Self-Efficacy on Social Entrepreneurship in Education: A Correlational Research

    Konakll, Tugba

    2015-01-01

    The aim of this research is to determine the effects of pre-service teachers' self-efficacy on their social entrepreneurship characteristics. The population of this study consisted of 220 randomly selected pre-service teachers in Kocaeli University Faculty of Education in Turkey. General Self Efficacy Scale-Turkish Form and Pre-service Teachers'…

  12. Using Mathematics in Teaching Science Self-Efficacy Scale--UMSSS: A Validity and Reliability Study

    Can, Bilge Taskin; Gunhan, Berna Canturk; Erdal, Sevinc Ongel

    2012-01-01

    In this study, an instrument, Using Mathematics in Science Self-efficacy Scale (UMSSS), was developed in order to determine preservice science teachers' self-efficacy toward the use of mathematics in their lessons. Data gathered from 250 preservice science teachers were used for Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis…

  13. Self-Efficacy Beliefs of Prospective Primary Mathematics Teachers about Mathematical Literacy

    Yavuz, Gunes; Gunhan, Berna Canturk; Ersoy, Esen; Narli, Serkan

    2013-01-01

    The aim of this study was to examine the self-efficacy beliefs about mathematical literacy among teachers of primary school mathematics and the relationship between the self-efficacy beliefs and attitudes towards mathematics. To that end, a descriptive research study was conducted with 550 prospective teachers studying primary school mathematics…

  14. Interaction between Task Values and Self-Efficacy on Maladaptive Achievement Strategy Use

    Lee, Jeesoo; Bong, Mimi; Kim, Sung-il

    2014-01-01

    We tested the interaction between task value and self-efficacy on defensive pessimism, academic cheating, procrastination and self-handicapping among 574 Korean 11th graders in the context of English as a foreign language. We hypothesised that perceiving high value in tasks or domains for which self-efficacy was low would pose a threat to…

  15. Mathematics Self-Efficacy and Mistake-Handling Learning as Predictors of Mathematics Anxiety

    Aksu, Zeki; Ozkaya, Merve; Gedik, Solmaz Damla; Konyalioglu, Alper Cihan

    2016-01-01

    This study aims to analyze the relationship between secondary school seventh grade students' perception of mathematical self-efficacy, mistake-handling learning awareness, and mathematical anxiety; and to define the power of mistake-handling learning and self-efficacy in predicting mathematical anxiety. In this study, relational model was used and…

  16. The Study, Evaluation, and Improvement of University Student Self-Efficacy

    Bartimote-Aufflick, Kathryn; Bridgeman, Adam; Walker, Richard; Sharma, Manjula; Smith, Lorraine

    2016-01-01

    In this review of 64 articles published since the year 2000, a strong association between self-efficacy and student learning outcomes was apparent. Self-efficacy is also related to other factors such as value, self-regulation and metacognition, locus of control, intrinsic motivation, and strategy learning use. The review revealed that university…

  17. Academic Self-Efficacy Mediates the Effects of School Psychological Climate on Academic Achievement

    Høigaard, Rune; Kovac, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy

    2015-01-01

    This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth-and tenth-grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic…

  18. Item response modeling: an evaluation of the children's fruit and vegetable self-efficacy questionnaire

    Perceived self-efficacy (SE) for eating fruit and vegetables (FV) is a key variable mediating FV change in interventions. This study applies item response modeling (IRM) to a fruit, juice and vegetable self-efficacy questionnaire (FVSEQ) previously validated with classical test theory (CTT) procedur...

  19. Exploring Self-Efficacy in Education Leadership Programs: What Makes the Difference?

    Versland, Tena M.

    2016-01-01

    Despite attention given to principal preparation program reform, little research exists explaining how candidates develop self-efficacy or how preparation programs contribute to self-efficacy development. Researchers used a mixed-methods study to examine principals' perceptions of program effectiveness, determine underlying constructs related to…

  20. Exploring the Relationship between Self-Efficacy and Retention in Introductory Physics

    Sawtelle, Vashti; Brewe, Eric; Kramer, Laird H.

    2012-01-01

    The quantitative results of Sources of Self-Efficacy in Science Courses-Physics (SOSESC-P) are presented as a logistic regression predicting the passing of students in introductory Physics with Calculus I, overall as well as disaggregated by gender. Self-efficacy as a theory to explain human behavior change [Bandura [1977] "Psychological…

  1. Contributions of Self-Efficacy Theory to Career Counseling: A Personal Perspective

    Betz, Nancy E.

    2004-01-01

    In this document the author provides a brief overview of A. Bandura's self-efficacy theory. The author also provides a discussion of the value of this theory to career counselors, which includes particularly useful features of the concept of self-efficacy and suggestions for its application in career assessment and counseling, with a special focus…

  2. Achievement, School Integration, and Self-Efficacy in Single-Sex and Coeducational Parochial High Schools

    Micucci, Kara Hanson

    2014-01-01

    A structural model for prior achievement, school integration, and self-efficacy was developed using Tinto's theory of student attrition and Bandura's self-efficacy theory. The model was tested and revised using a sample of 1,452 males and females from single-sex and coeducational parochial high schools. Results indicated that the theoretically…

  3. Understanding Sources of Self-Efficacy of Chinese Students Learning English in an American Institution

    Zuo, Huifang; Wang, Chuang

    2016-01-01

    This qualitative study explores the sources of the self-efficacy development of five Chinese doctoral students' use of English as a second language in a southeastern university in the United Sates. Although individual differences were reported, common themes were also recognized. Consistent with the self-efficacy theory and previous studies in…

  4. Women's Self-Efficacy Perceptions in Mathematics and Science: Investigating USC-MESA Students

    Hong, Rebecca C.; Jun, Alexander

    2012-01-01

    Higher education institutions have struggled with the underrepresentation of female students in the STEM majors. The authors investigate the USC-MESA program and the role of women's self-efficacy perceptions in mathematics and science. It is crucial to understand the theory of self-efficacy in examining historically underrepresented populations in…

  5. The Relationships between University Students' Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs

    Kurbanoglu, N. Izzet; Akin, Ahmet

    2010-01-01

    The aim of this study is to examine the relationships between chemistry laboratory anxiety, chemistry attitudes, and self-efficacy. Participants were 395 university students. Participants completed the Chemistry Laboratory Anxiety Scale, the Chemistry Attitudes Scale, and the Self-efficacy Scale. Results showed that chemistry laboratory anxiety…

  6. On the Cultivation in Self-efficacy of Students with English Learning Disabilities

    韩婷

    2015-01-01

    <正>1.Introduction Self-efficacy as a central concept proposed by Bandura Albert in 1977 is an important cognitive mechanism influencing learning and behavior change.He deems that students’ self-efficacy has significant effects on their achievements(Bandura,translation,2003)that is verified by lots of researchers(Schunk,1983).So we try to study how to improve the

  7. The Effects of Self-Efficacy on Academic Success of First-Generation College Sophomore Students

    Vuong, Mui; Brown-Welty, Sharon; Tracz, Susan

    2010-01-01

    The purpose of this study was to analyze the effects of self-efficacy on academic success of first-generation college sophomore students. The participants in the study consisted of college sophomores from 5 of the 23 California State University campuses. An online College Self-Efficacy Inventory was employed to measure participants' self-efficacy…

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

    Menon, Deepika; Sadler, Troy D.

    2016-01-01

    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…

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

    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…

  10. Developing Teaching Self-Efficacy in Research Institutions: A Study of Award-Winning Professors

    Morris, David B.; Usher, Ellen L.

    2011-01-01

    The purpose of this study was to assess the sources of award-wining research professors' (six women; six men) teaching self-efficacy through the framework of Bandura's (1986) social cognitive theory. Semi-structured interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that…

  11. Research Design and the Predictive Power of Measures of Self-Efficacy

    Moriarty, Beverley

    2014-01-01

    The purpose of this enquiry was to examine how research design impacts on the predictive power of measures of self-efficacy. Three cautions for designing research into self-efficacy drawn from the seminal work of Albert Bandura (1986) and a further caution proposed by the current author together form the analytical framework for this enquiry. For…

  12. Sources of Self-Efficacy: An Investigation of Elementary School Students in France

    Joet, Gwenaelle; Usher, Ellen L.; Bressoux, Pascal

    2011-01-01

    The purpose of this study was to assess the influence of Bandura's (1997) theorized sources of self-efficacy on the academic and self-regulatory efficacy beliefs of 3rd-grade elementary school students (N = 395) in France, to examine whether classroom context might explain a significant portion of the variation in self-efficacy, and to assess…

  13. Validity-Supporting Evidence of the Self-Efficacy for Teaching Mathematics Instrument

    McGee, Jennifer R.; Wang, Chuang

    2014-01-01

    The purpose of this study is to provide evidence of reliability and validity of the Self-Efficacy for Teaching Mathematics Instrument (SETMI). Self-efficacy, as defined by Bandura, was the theoretical framework for the development of the instrument. The complex belief systems of mathematics teachers, as touted by Ernest provided insights into the…

  14. Middle School Students' Science Self-Efficacy and Its Sources: Examination of Gender Difference

    Kiran, Dekant; Sungur, Semra

    2012-01-01

    The main purpose of the present study is to investigate middle school students' science self-efficacy as well as its sources and outcomes as a function of gender. Bandura's hypothesized sources of self-efficacy (i.e., mastery experience, vicarious experience, verbal persuasion, and emotional arousal) in addition to being inviting with self and…

  15. The Perception of Educational Software Development Self-Efficacy among Undergraduate CEIT Teacher Candidates

    Uzun, Adem; Ozkilic, Ruchan; Senturk, Aysan

    2013-01-01

    The objective of this study was to analyze self-efficacy perceptions for education software development of teacher candidates studying at Department of Computer Education and Instructional Technologies, with respect to a range of variables. The Educational Software Development Self-Efficacy Perception Scale was used as data collection tool. Sixty…

  16. Ongoing interpretations of accomplishments in smoking cessation : Positive and negative self-efficacy interpretations

    Dijkstra, A; Ten Wolde, G

    2005-01-01

    Smokers and ex-smokers are considered to make ongoing interpretations of their accomplishments in terms of their ability to refrain from smoking. We assessed positive self-efficacy interpretations (PSEint) and negative self-efficacy interpretations (NSEint) as the frequencies with which smokers and

  17. Academic Oral Presentation Self-Efficacy: A Cross-Sectional Interdisciplinary Comparative Study

    Amirian, Seyed Mohammad Reza; Tavakoli, Elaheh

    2016-01-01

    Despite the significant role of oral presentation in the academic context, many university students evade opportunities for participation due to low self-efficacy. The present study has been conducted to compare oral presentation self-efficacy of English as a Foreign Language (EFL) learners with undergraduates and postgraduates of Non-EFL majors,…

  18. Academic Support Services and Career Decision-Making Self-Efficacy in Student Athletes

    Burns, Gary N.; Jasinski, Dale; Dunn, Steve; Fletcher, Duncan

    2013-01-01

    This study examined the relationship between evaluations of academic support services and student athletes' career decision-making self-efficacy. One hundred and fifty-eight NCAA athletes (68% male) from 11 Division I teams completed measures of satisfaction with their academic support services, career decision-making self-efficacy, general…

  19. Self-efficacy and its influence on recovery of patients with stroke : a systematic review

    Korpershoek, Corrie; van der Bijl, Jaap; Hafsteinsdottir, Thora B.

    2011-01-01

    Aims. To provide an overview of the literature focusing on the influence of self-efficacy and self-efficacy enhancing interventions on mobility, activities of daily living, depression and quality of life of patients with stroke. Background. There is growing evidence for the importance of self-effica

  20. The Effect of Self-Efficacy and Psychosocial Development on Major-Changing Behavior

    Cunningham, Karen E.; Smothers, Anthony W.

    2010-01-01

    In this study, we sought to determine whether psychosocial development and self-efficacy of major changers differ from those classified as relatively stable. Participants completed the "Life-Skills Inventory-College" (Picklesimer, 1991) form to measure psychosocial development and the "General Self-efficacy" (Schwarzer &…