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Relevant bibliographies by topics / Bandura's Theory of Self-Efficacy

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Academic literature on the topic 'Bandura's Theory of Self-Efficacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "Bandura's Theory of Self-Efficacy"

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Jeng, Chii, and Lynne T. Braun. "Bandura's Self-Efficacy Theory." Journal of Holistic Nursing 12, no. 4 (December 1994): 425–36. http://dx.doi.org/10.1177/089801019401200411.

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Mohammed, Abdelaziz. "Students’ Speaking Proficiency and Self-efficacy Theory." Advances in Social Sciences Research Journal 8, no. 2 (February 23, 2021): 318–25. http://dx.doi.org/10.14738/assrj.82.9660.

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This study is aiming at investigating the possible source of Saudi EFL students' speaking self-efficacy that effect on their speaking proficiency. The investigation used Banduras' theory of self-efficacy as this theory has great effective factors and role in student’s ability in mastering any task. The study sample included 10 male and female students. Their proficiency was observed and analyzed collectively to find the real behaviors in real EFL classroom settings; and using Bandura's theory of self-efficacy in speaking component as appropriate criteria to study its expected source. The most important conclusion is that not only all the sources in Bandura's theory were found among Saudi EFL students, but also, they differ greatly according to each one’s proficiency experience and social persuasion. Additionally, it was found due to other factors as self-employed strategies and intellectual ability. Thus, the study recommended that it is important to warm-up students with advance activities to ease the positivity and overcome their negativity towards speaking skill. Finally, the study recommends conducting further research targeting a largest number of students for the purpose of studying speaking skill preferences in relation to other English language skills.

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Kardong-Edgren, Suzie. "Bandura's Self-Efficacy Theory…Something Is Missing." Clinical Simulation in Nursing 9, no. 9 (September 2013): e327-e328. http://dx.doi.org/10.1016/j.ecns.2013.07.001.

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Conyers, Lisa M., Mary Schaefer Enright, and David R. Strauser. "Applying Self Efficacy Theory to Counseling College Students with Disabilities." Journal of Applied Rehabilitation Counseling 29, no. 1 (March 1, 1998): 25–30. http://dx.doi.org/10.1891/0047-2220.29.1.25.

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Self-Efficacy is a construct that refers to an individual's perception of his or her skills and abilities to act effectively and competently, and how these beliefs influence actions and coping behaviors, the situations and environments that individuals choose to access, and their persistence in performing certain tasks (Bandura, 1977). This paper provides an overview of Bandura's self-efficacy theory, specifically discussing efficacy expectations, sources of efficacy expectations and perception, and interpretation of efficacy information. Applications of self-efficacy theory to college students with disabilities will be discussed in terms of assisting individuals in dealing with academic concerns, career development, and social integration.

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George, Thomas R. "Self-Confidence and Baseball Performance: A Causal Examination of Self-Efficacy Theory." Journal of Sport and Exercise Psychology 16, no. 4 (December 1994): 381–99. http://dx.doi.org/10.1123/jsep.16.4.381.

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Using path analytic techniques, the causal relationships in Bandura's model of self-efficacy were examined in a field setting. Male intercollegiate and interscholastic baseball players (N = 53) completed self-report measures over a nine-game period during the baseball season. Perceptions of self-efficacy, competitive state anxiety, effort expenditure, and objective hitting performance were measured. Moderate support for Bandura's model was found in that higher performances predicted stronger percepts of efficacy in six games, and lower levels of somatic and cognitive anxiety were associated with stronger self-efficacy beliefs in seven games. In turn, stronger self-efficacy predicted greater effort in six games and higher hitting performance in five games. Results are discussed in relation to the ecological validity of previous causal examinations of self-efficacy theory, as well as the utility of self-efficacy theory as a framework for investigating the self-confidence-performance relationship.

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Montcalm, Denise M. "Applying Bandura's Theory of Self-Efficacy to the Teaching of Research." Journal of Teaching in Social Work 19, no. 1-2 (November 17, 1999): 93–107. http://dx.doi.org/10.1300/j067v19n01_08.

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McConnell, JD, PhD Candidate, Jason B., and Christine Crudo, PhD. "Crisis behavior: An exploration of theories in concert." Journal of Emergency Management 13, no. 3 (May 1, 2015): 247. http://dx.doi.org/10.5055/jem.2015.0238.

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Objective: How might prominent existing communication theory better explain behavior in a crisis context, when considered in concert with one another?Design: This theoretical work highlights the insight to be gained using Situational Crisis Communication Theory and Bandura's notions of self-efficacy to heighten the explanatory power of the Theory of Planned Behavior as applied to communication during times of crisis.Conclusion: Situational Crisis Communication Theory better explains how past experience with crisis influences the attitudes and social norms of crisis behavior, while Bandura's notion of self-efficacy speaks more directly to the availability of resources as contributing factors to perceived behavioral control in a crisis situation. As such, the incorporation of these well-developed notions into the broader framework of the Theory of Planned Behavior affords greater understanding of the relationship between communication and behavior during a crisis. Further exploration of this theoretical relationship is warranted.

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Öztaş, Fulya, and Bülent Dilmac. "Value judgments and perceived self-efficacy of biology teacher candidates." Social Behavior and Personality: an international journal 37, no. 3 (April 1, 2009): 329–34. http://dx.doi.org/10.2224/sbp.2009.37.3.329.

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The main values perception of biology teacher candidates was examined, as well as the effects of those values on self-efficacy perception. Research was conducted on a heterogeneous group of 162 biology teacher candidates (44 males and 118 females) studying at the Faculty of Education, Selçuk University, Konya, Turkey. The Teacher Self-Efficiency Scale developed on the basis of Bandura's theory by Schwarzer, Schmitz, and Daytner (1999) was modified and applied in this research in order to measure the self-efficacy perception of teachers. Findings demonstrate that teachers' values significantly predict their professional self-efficacy levels.

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Boardman, Jason D., and Stephanie A. Robert. "Neighborhood Socioeconomic Status and Perceptions of Self-Efficacy." Sociological Perspectives 43, no. 1 (March 2000): 117–36. http://dx.doi.org/10.2307/1389785.

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Following Bandura's (1982) social-cognitive theory of self-efficacy, Wilson (1996) hypothesizes a relationship between neighborhood-level socioeconomic status and individual-level perceptions of efficacy. This article evaluates this hypothesis and pursues the following research questions: (1) Are the socioeconomic characteristics of individual's neighborhoods related to their level of self-efficacy? and (2) if so, is this relationship simply due to lower individual-level socioeconomic status (SES), or is neighborhood SES associated with self-efficacy over and above individual-level SES? This project links individual-level data from a national sample of adults in the United States (Americans Changing Lives Survey [1986]) with contextual information from the 1980 census on the poverty and unemployment characteristics of respondents' neighborhoods. Results indicate that high proportions of neighborhood unemployment and public assistance are associated with low levels of self-efficacy above and beyond individual-level SES.

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Goodwin, MS, CTRS, TRS, Brenna Jeanne, Brent L. Hawkins, PhD, CTRS, LRT, Jasmine A. Townsend, PhD, CTRS, Marieke Van Puymbroeck, PhD, CTRS, FDRT, and Stephen Lewis, PhD, CTRS. "Therapeutic riding and children with Autism Spectrum Disorder: An application of the theory of self-efficacy." American Journal of Recreation Therapy 15, no. 4 (February 12, 2017): 41. http://dx.doi.org/10.5055/ajrt.2016.0118.

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Research supports claims of benefits of therapeutic riding for children with Autism Spectrum Disorder (ASD); however, the effect of specific subtypes of therapeutic riding (eg, therapeutic riding drill team) has been underinvestigated. Furthermore, the theories underlying therapeutic riding programs have not been well reported, especially among studies with children with ASD. This study used qualitative data from interviews to determine which aspects of Bandura's self-efficacy were evident among participants in a 16-week therapeutic riding drill team program. Results provided evidence of the presence of selfefficacy among participants during the program. Results of this study may be used to help recreational therapists target aspects of self-efficacy in therapeutic programs for children with ASD as a way to increase self-efficacy.

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Dissertations / Theses on the topic "Bandura's Theory of Self-Efficacy"

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Martin, Toni. "The development and pilot testing of a programme combining Bandura's Theory of Self-Efficacy with the International Classification of Functioning, Disability and Health (ICF), for caregivers of people with dementia." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/370403/.

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Gallagher, Martha S. "The Impact of an International Healthcare Mission on Participating Healthcare Professional Students." University of Toledo / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1083527751.

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Lemon, Rochelle L. "African American Women's Experiences of Racist and Sexist Events and Their Relation to the Career Choice Process." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1280107432.

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Davison, Patrick Dru. "The Role of Self-Efficacy and Modeling in Improvisation: The Effects of Aural and Aural/Notated Modeling Conditions on Intermediate Instrumental Music Students' Improvisation Achievement." Thesis, connect to online resource, 2006. http://www.unt.edu/etd/all/Dec2006/Open/davison_patrick_dru/index.htm.

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Joubert, Melanie. "Dissemination research : teachers as facilitators." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25514.

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The purpose of this study was to explore and describe the experiences of teachers fulfilling the role of facilitators of the STAR intervention with fellow teachers at two neighbouring schools. The study constituted part of a broader research project that commenced in 2003, at a primary school in the Eastern Cape. At the time of the current study, seven of the ten teachers who participated in the initial study were replicating the initial study’s strategy in two neighbouring schools in an attempt to assist the teachers in providing psychosocial support. In an attempt to explore the experiences of the teacher-facilitators I observed a STAR intervention session (November, 2008), that involved four participants facilitating a STAR intervention session at the neighbouring school. Following my observation of the intervention session, I co-facilitated a focus group, exploring the teacher-facilitators’ experiences in fulfilling the role of peer-facilitators. Two days after the first focus group, I co-facilitated a follow-up focus group for the purpose of member-checking. In addition, I relied on field notes and visual data as data sources. Based on the data analysis that followed, three main themes emerged. Firstly, the teachers seemed to ascribe meaning on a personal level in terms of their experiences as facilitators of STAR. They experienced joy in sharing knowledge and enabling others, feelings of self-worth and self-confidence, personal development and growth, as well as confirmed commitment and motivation. Secondly, they experienced a shared voice in the community, in response to the peer-facilitation of STAR, referring to appreciation and trust that inspired enthusiasm for participation in various school-community systems and a sense of community as outcome of facilitation. Thirdly, participants identified aspects related to being a peer-facilitator, in terms of overcoming feelings of uncertainty and concern, working as a team, relying on creative problem solving when dealing with potential challenges, and extending the scope of facilitation. Based on the findings of the study I concluded that the participating teachers experienced the facilitation of STAR in a positive manner on both a personal and professional level. As a result of their positive experiences, they seemed to become even more committed and motivated than initially, to support their community through the facilitation of STAR. Their positive experiences seemingly influenced their perceived development in terms of self-efficacy beliefs and actualisation, which in turn enhanced their personal and professional growth, thereby forming a cycle of improved positive experiences on various levels.
Dissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
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Angove, Woodgate Jennifer. "Self-efficacy theory and the self-regulation of exercise behaviour." Thesis, University of Waterloo, 2005. http://hdl.handle.net/10012/721.

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Why are people unable to adhere to an exercise program? Adhering to an exercise program is complex, and exercisers struggle with a variety of challenges that require self-regulation (e. g. , making time, learning skills, changing behaviour). Bandura (1995b) has deemed the assessment of self-regulatory efficacy to manage the regular performance of health behaviours (e. g. , exercise) essential. Despite this recommendation, few components of self-regulation have been examined in the exercise and self-efficacy research to date (McAuley & Mihalko, 1998). Furthermore, major reviews of the exercise-related self-efficacy literature have demonstrated that task self-efficacy has been the predominant operationalization of the self-efficacy construct, and barriers self-efficacy has been the most prevalent operationalization of self-regulatory efficacy (Culos-Reed, Gyurcsik, & Brawley, 2001; McAuley & Mihalko, 1998). However, self-regulation of behaviour involves more than managing barriers and overcoming their limitations (Barone, Maddux, & Snyder, 1997; Brawley, 2005; DuCharme & Brawley, 1995). In order to examine other aspects of self-regulatory efficacy, self-efficacy theory was used as the underpinning for the three studies in this dissertation (Bandura, 1986, 1997).

In Study One an expanded operationalization of exercise-related self-regulatory efficacy was investigated. The construction of various self-regulatory efficacy indices was informed by self-regulation frameworks (Barone et al. , 1997; Baumeister et al. , 1994). These indices as well as barriers efficacy were used to prospectively predict self-reported exercise behaviour. The hierarchical multiple regression analysis indicated that the expanded self-regulatory efficacy variables (i. e. , scheduling, relapse prevention, goal-setting self-efficacy) explained a significant amount of variance in exercise behaviour. In addition, barriers efficacy also contributed significant, but modest, variance to the model. These results underscore McAuley and Mihalko?s (1998) recommendation that multiple measures of self-efficacy should be used to examine exercise behaviour. The findings also emphasize that a focus solely on barriers as the indicant of self-regulatory efficacy in exercise may be overlooking other aspects of the construct that contribute to prediction.

Study Two extended the descriptive findings of the first study and addressed a recognized research need (Dzewaltowski, 1994; McAuley & Blissmer, 2000; McAuley et al. , 2001). Specifically, this study examined the possibility of individual differences (i. e. , optimism, consideration of future consequences) influencing the relationship between self-regulatory efficacy and exercise behaviour. Results indicated that participants higher in optimism reported significantly greater self-regulatory efficacy and exercise intentions for intensity than did those lower in optimism. In addition, participants higher in consideration of future consequences (CFC) reported greater self-regulatory efficacy and exercise attendance than participants with moderate CFC. Finally, CFC significantly moderated the influence of various indices self-regulatory efficacy on subsequent exercise attendance. However the effect upon the prospective relationship was modest.

Whereas the first two studies examined the predictive relationship between self-regulatory efficacy and exercise behaviour, Study Three focused upon the influence of sources of self-regulatory efficacy in strengthening efficacy beliefs. This investigation concerned the effects of an acute manipulation of self-efficacy information in changing self-regulatory self-efficacy within a special population -- cardiac rehabilitation exercise program participants. According to theory, sources of self-efficacy information are common to task and self-regulatory efficacy (Bandura, 1997).

The study used a 2 (message condition) by 2 (time) design in which cardiac rehabilitation program participants were randomly assigned to conditions. Utilizing a written message employing the self-efficacy sources of verbal persuasion and vicarious experiences, self-regulatory efficacy for the scheduling of independent exercise was targeted within an ?efficacy enhancing? condition. This condition was compared to an ?information control? message of other information relevant to cardiac rehabilitation participants. As hypothesized, the efficacy-enhancing condition exhibited increased scheduling self-efficacy compared to the control condition. As well, exercise-related cognitions (i. e. , intentions for frequency, action plans, behavioural commitment to learning about independent exercise) were superior for the efficacy-enhancing condition participants compared to their control conditioncounterparts.

Taken together, the studies support and extend research on self-regulatory efficacy in the exercise domain. In part, this was accomplished by expanding the operationalization of exercise-related self-regulatory efficacy to represent more components of self-regulation than examined in the exercise literature to date. In addition, these studies extend previous descriptive research by examining the potential moderators of the influence of self-regulatory efficacy on exercise behaviour. Finally, the third study represented one of the first efforts to experimentally manipulate determinants of self-regulatory efficacy for independent exercise in a special population. It supported the hypothesis that informational determinants (i. e. , vicarious experience, verbal persuasion) can be acutely manipulated to increase self-regulatory efficacy among cardiac rehabilitation participants.

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HATAMLEH, WAJED. "THE EFFECT OF A BREAST-FEEDING SELF-EFFICACY INTERVENTION ON BREAST FEEDING SELF-EFFICACY AND DURATION." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1164121481.

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Sweet, Shane N. "Self-determination Theory and Self-efficacy Theory: Can They Work Together to Predict Physical Activity in Cardiac Rehabilitation?" Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19965.

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Cardiovascular disease is currently the leading cause of death in Canada and other developed countries. Physical activity based cardiac rehabilitation programs have been shown to reduce the likelihood of subsequent cardiac events and even reverse the disease process. However, factors influencing physical activity in cardiac patients are still not clearly understood. The overall objective of this dissertation was therefore to better understand motivation and physical activity in a cardiac rehabilitation context. Specifically, theory-based motivational variables were studied as correlates of physical activity. To accomplish this objective, a two-purpose research approach was taken. First, two articles (Article-1 and Article-2) aimed to test and integrate concepts from two strong motivational theories: Self-Efficacy Theory (SET) and Self-Determination Theory (SDT) into one comprehensive model using the novel and rigorous approach of Noar and Zimmerman (2005). The second purpose of this dissertation was to extend the findings from the first purpose by investigating physical activity and motivational patterns over a 24-month period in cardiac patients (Article 3). With regards to the first purpose, Article-1 revealed that the integration of SDT and SET was feasible as the integrated model had good model fit, explained more variance in self-determined motivation, confidence, and physical activity and supported similar number of hypothesised links in a cross-sectional cardiac sample as well two other samples: primary care adults and university students. Due to the cross-sectional nature of Article-1, Article-2 tested the integrated SDT-SET model from cardiac patients with longitudinal data of patients following a cardiac rehabilitation program. Although no motivational variables predicted residual change in physical activity at 4-months, this longitudinal model was found to have good model fit. Across both articles, the integration of SDT and SET was found to be possible. However, more research is needed to further test the integration of these theories. As for the second purpose of this dissertation, Article-3 investigated physical activity and motivational patterns of cardiac rehabilitation participants over the course of 24 months. Distinct patterns were found for physical activity, self-determined motivation, barrier self-efficacy and outcome expectations. In addition, individuals in the higher patterns of the motivational/expectancy variables had greater probability of being in the maintenance physical activity pattern compared to individuals in the other motivational/expectancy patterns. Therefore, this article extended findings from the first purpose by linking SDT and SET variables to long-term physical activity behaviour. SDT and SET should continue to be investigated together in order to increase our understanding of the mechanisms leading to greater motivation and subsequent increases in physical activity levels. Having a theoretically supported pathway to build motivation is ideal to inform future interventions and cardiac rehabilitation programs.

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Phillips, Amanda S. "Self-Efficacy and Competence: A Physical Activity Experimental Comparison." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538687/.

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Sedentary behavior has been shown to lead to overweight and obesity, which are risk factors for chronic diseases such as cardiovascular heart diseases (CHD) and type 2 diabetes mellitus. Two constructs have been used to attempt to enhance motivation in order to promote long-term physical activity behavior change: self-efficacy (from Self-Efficacy Theory) and competence (from Self-Determination Theory). Though these constructs are from two different theories and purportedly measure two different concepts, they have been used interchangeably in physical activity research. This project examined similarities and differences in the theoretical explanations of self-efficacy and competence. Participants were college students ages 18 to 53 (n = 194, 65.8% female) who were randomized to one of two intervention groups (competence vs. self-efficacy) or an attention control group, with an overall attrition rate of 0.6%. Repeated measures ANCOVAs controlling for strenuous exercise and BMI showed no within groups or between-groups differences in competence or self-efficacy. Measures of competence and self-efficacy were strongly correlated (r = .74). Further inspection showed both measures were tapping into a third variable: confidence. Additionally complicating the findings is documented evidence of college students over-reporting high confidence levels. Recommendations include incorporating items measuring growing mastery into competence scales and examining this same question for older sedentary adults.

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Sinn, Robb. "Critical filters of the adolescent mathematics experience a self-efficacy theory /." Cincinnati, Ohio : University of Cincinnati, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=1054304190.

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Books on the topic "Bandura's Theory of Self-Efficacy"

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1980-, Chen Renyu, ed. Kua wen hua xin li xue: Xi wang li lun yu zi wo xiao neng li lun de shi yong xing dui bi = Cross-culture psychology : comparative study on application of hope theory and self-efficacy theory. Beijing Shi: She hui ke xue wen xian chu ban she, 2011.

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Clark, Sally Catherine. Bandura's self-efficacy theory in pulmonary rehabilitation. 1989.

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Martin, Jeffrey J. Self-Efficacy Theory. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0034.

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Self-efficacy, a task-, time-, and situation-specific form of self-confidence, is an important cognition that often drives behavior, provided people possess the physical capabilities and value the behavior in question. The purpose of this chapter is to provide an overview self-efficacy theory by discussing the common antecedents, correlates, and outcomes of self-efficacy. Examples specific to disability and exercise are also offered to illustrate empirical findings. Research using self-efficacy to examine physical activity (PA) is then reviewed and summarized, along with noting the limitations of the empirical literature. For instance, various forms of self-efficacy such as scheduling, task, exercise, self-regulatory, and wheelchair efficacy have been linked to PA engagement and predicted small to substantial amounts of variance. The chapter concludes with suggestions for future research, such as investigating whether all of the six self-efficacy antecedents are related to self-efficacy, and how a particular disability type might moderate relationships among self-efficacy antecedents, self-efficacy, and exercise.

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Saks, Alan Michael *. A self-efficacy theory of organizational socialization. 1990.

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Martin, Jeffrey J. Self-Efficacy. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0023.

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Self-efficacy theory is one of the most researched topics in sport psychology. This chapter defines self-efficacy and provides an overview of the antecedents and outcomes of strong and weak self-efficacy. An overview of self-efficacy-based research in disability sport is also provided. Correlational work has demonstrated that athletes with strong self-efficacy, relative to athletes with weaker efficacy, have stronger psychological skills, less anxiety, more positive affect, and less negative affect and receive more social support from significant others. Imagery and self-talk are also related to self-efficacy providing theoretical support for these two antecedents. Athletes with strong training self-efficacy also tend to have strong performance self-efficacy. Research examining self-efficacy for pain management and the challenges of training is advocated as well as longitudinal research and intervention work. Similarly, work examining disability and disability sport–specific antecedents and outcomes of efficacy is called for, as is research into coach, team, and referee self-efficacy.

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Bores-Rangel, Enrique. Bandura's self-efficacy model in relation to occupational consideration and academic performance in high school equivalency students. 1989.

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Maddux, James E. Self-Efficacy, Adaptation, and Adjustment: Theory, Research, And Application. Springer, 2013.

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Harvey, John H. Self-Efficacy Theory in Contemporary Psychology: (JSCP 4#3). The Guilford Press, 1986.

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E, Maddux James, ed. Self-efficacy, adaptation, and adjustment: Theory, research, and application. New York: Plenum Press, 1995.

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Sullivan, Mark D. Advancing from Activated Patient to Autonomous Patient. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780195386585.003.0008.

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Patient action in chronic disease care may not be best understood as “behavior.” Healthy patients do not just emit healthy behaviors but act as agents in their own lives. Bandura revolutionized health psychology through his “agentic” approach that emphasized patient confidence or self-efficacy. Now, the personal importance of behavior change is elicited using techniques like motivational interviewing. These and other approaches that include personal goals and identity shift our focus from behavior to action. Health action includes not just management of a disease separate from the self, but self-transformation. Achieving lasting change in health actions requires attention to the autonomous quality of patient motivation. Self-determination theory offers a useful theory of intrinsic motivation and an understanding of the process of internalization of motivation. This helps us understand the promise of shared decision-making and its difference from informed consent. Ultimately, patient empowerment must be understood as fostering patient autonomy.

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Book chapters on the topic "Bandura's Theory of Self-Efficacy"

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Yiu, Tak Wing, and Sai On Cheung. "Application of Bandura’s Self-Efficacy Theory to Examining the Choice of Tactics in Construction Dispute Negotiation." In Construction Dispute Research, 277–95. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04429-3_15.

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Lippke, Sonia. "Self-Efficacy Theory." In Encyclopedia of Personality and Individual Differences, 4722–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1167.

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Maddux, James E. "Self-Efficacy Theory." In Self-Efficacy, Adaptation, and Adjustment, 3–33. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4419-6868-5_1.

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Lippke, Sonia. "Self-Efficacy Theory." In Encyclopedia of Personality and Individual Differences, 1–6. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_1167-1.

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Chaffin, Charles R. "Self-Determination Theory and Self-Efficacy in Financial Planning." In Client Psychology, 181–87. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119440895.ch12.

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Shorey, Shefaly, and Violeta Lopez. "Self-Efficacy in a Nursing Context." In Health Promotion in Health Care – Vital Theories and Research, 145–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63135-2_12.

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AbstractSelf-efficacy is one of the most ubiquitous term found in social, psychological, counselling, education, clinical and health literatures. The purpose of this chapter is to describe and evaluate self-efficacy theory and the studies most relevant to the nursing context. This chapter provides an overview of the development of self-efficacy theory, its five components and the role of self-efficacy in promoting emotional and behavioural changes in a person’s life with health problems. This chapter also discusses the role of self-efficacy in nursing interventions by providing examples of studies conducted in health promotion in patients and academic performance of nursing students.

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Maddux, James E., Melinda A. Stanley, and Martha M. Manning. "Self-Efficacy Theory and Research: Applications in Clinical and Counseling Psychology." In Social Processes in Clinical and Counseling Psychology, 39–55. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4613-8728-2_4.

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Andress, W. C. "Self-efficacy theory, locus of control and smoking cessation among Asians." In Tobacco: The Growing Epidemic, 728–31. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0769-9_314.

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Penner, Carey Grayson. "A Contextual Action Theory Perspective on Self-Efficacy in Individual Counseling." In Counseling and Action, 271–84. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0773-1_16.

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Saenz, Michael, Marlen Promann, Alaina Creager, and Nancy Rasche. "Below the Interface: Evaluation of PLM Software Usability and User Self-efficacy." In Design, User Experience, and Usability: Theory and Practice, 741–57. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91797-9_51.

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Conference papers on the topic "Bandura's Theory of Self-Efficacy"

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Nilsen, Hallgeir. "Influence on Student Academic Behaviour through Motivation Self-Efficacy and Value-Expectation: An Action Research Project to Improve Learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3356.

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Pedagogic research has found that motivation, self-efficacy and value-expectancy are the most influencing factors on student academic behaviour (Bandura, 1997; Linnenbrink & Pintrich, 2002), which again are heavily influenced by how students experience success, confidence and well-being, lecturers motivation and enthusiasm, and how theory and practice is tied together. Universities will increase, maintain, or decrease motivation, self-efficacy, and value-expectancy. The author believes that in order to increase student learning universities need more focus on and more use of pedagogical knowledge, to even more positively influence student academic behaviour. Through implemented actions and interviews of bachelor students in IT and information systems, valuable information is collected on what influences motivation, self-efficacy, and value-expectations. The good news is that by simple means we can more likely have students that experience success, are confident and well-being, and who see the value in what they work on, which in turn will influence academic behaviour and academic success.

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Claggett, J. L., and D. L. Goodhue. "Have IS Researchers Lost Bandura's Self-Efficacy Concept? A Discussion of the Definition and Measurement of Computer Self-Efficacy." In 2011 44th Hawaii International Conference on System Sciences (HICSS 2011). IEEE, 2011. http://dx.doi.org/10.1109/hicss.2011.219.

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Álvarez-Huerta, Paula, Inaki Larrea, and Alexander Muela. "First-year university students entrepreneurial competence: Exploring the relationship between grit, creative self-efficacy and entrepreneurial self-efficacy." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12830.

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Grit, creative self-efficacy and entrepreneurial self-efficacy have been associated with the development of entrepreneurial behaviours that can prepare students for a rapidly changing world of work. The main purpose of this study is to analyse the relationship between the three variables amongst first-year university students. A positive relationship, albeit modest, was found between grit and the two measures of self-efficacy. Furthermore, findings suggest that grit can be considered a predictor variable for student self-efficacy beliefs in the context of entrepreneurship. However, this relationship was found to be weak and not to offer significant opportunities for the improvement of student creative and entrepreneurial self-perception, beyond those already contemplated in social cognitive theory. Moreover, results revealed a significant and robust positive relationship between creative and entrepreneurial self-perceptions in university students. The strong relationship found between creative and entrepreneurial self-efficacy renders an opportunity to develop informed interventions directed towards improving student entrepreneurial self-perceptions. In this regard, the results suggest the importance of cultivating creativity in educational institutions.

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Lee, Young, Craig Garfield, and Hyung Kim. "Self-Efficacy Theory as a Framework For Interventions That Support Parents of NICU Infants." In 6th International Conference on Pervasive Computing Technologies for Healthcare. IEEE, 2012. http://dx.doi.org/10.4108/icst.pervasivehealth.2012.248710.

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Liu, Xingjuan, and Yufei Shi. "Career Decision Making Self Efficacy of College Students from the Perspective of Embodied Cognition Theory." In 2021 International Conference on Modern Management and Education Research (MMER 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210915.016.

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Kim, Dan J., Brandon Phillps, and Young U. Ryu. "Impact of Perceived Risk, Perceived Controllability, and Security Self-Efficacy on Secure Intention from Social Comparison Theory Perspective." In 2018 National Cyber Summit (NCS). IEEE, 2018. http://dx.doi.org/10.1109/ncs.2018.00014.

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Suyanto, Edy, Mutalazimah, and Muhammad Akhyar. "SOCIAL COGNITIVE THEORY: THE RELATIONSHIP BETWEEN KNOWLEDGE, ENVIRONMENTAL OBSERVATION, OUTCOME EXPECTATION, SELF-EFFICACY, AND PREVENTIVE BEHAVIOR OF OVER WEIGHT IN ADOLESCENT." In INTERNATIONAL CONFERENCE ON PUBLIC HEALTH. Graduate Studies in Public Health, Graduate Program, Sebelas Maret University Jl. Ir Sutami 36A, Surakarta 57126. Telp/Fax: (0271) 632 450 ext.208 First website:http//:s2ikm.pasca.uns.ac.id Second website: www.theicph.com. Email: theicph2016@gmail.com, 2016. http://dx.doi.org/10.26911/theicph.2016.005.

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Fajriah, Asruria Sani, Supriyadi Hari Respati, and Bhisma Murti. "Application of Health Belief Model and Theory of Planned Behavior on Factors Affecting Breast Self Examination among University Students." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.42.

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Background: Breast self-examination (BSE) is a technique that allows a woman to examine her breast tissue for any physical or visual changes. It is important to help women in the early detection of breast abnormality. This study aimed to determine factors affecting breast self examination among university students using health belief model and theory of planned behavior. Subjects and Method: A cross-sectional study was conducted in Universitas Sebelas Maret, from August to September 2019. A sample of 200 female collage students was selected by simple random sampling. The dependent variable was breast-self examination. The independent variables were knowledge, perceived benefit, perceived barrier, intention, attitude, self-efficacy, cues to action, and subjective norm. The data were collected by questionnaire and analyzed by path analysis run on Stata 13. Results: BSE was directly increased by strong intention (b= 1.39; 95% CI= 0.58 to 2.21; p= 0.001), strong self-efficacy (b= 1.53; 95% CI= 0.75 to 2.30; p<0.001), and strong cues to action (b= 1.34; 95% CI= 0.56 to 2.11; p= 0.001). BSE was indirectly affected by attitude, cues to action, perceived barrier, perceived benefit, subjective norm, and knowledge. Conclusion: BSE was directly increased by strong intention (b= 1.39; 95% CI= 0.58 to 2.21; p= 0.001), strong self-efficacy (b= 1.53; 95% CI= 0.75 to 2.30; p<0.001), and strong cues to action (b= 1.34; 95% CI= 0.56 to 2.11; p= 0.001). BSE was indirectly affected by attitude, cues to action, perceived barrier, perceived benefit, subjective norm, and knowledge Keywords: breast cancer, breast self examination, path analysis Correspondence: Asruria Sani Fajriah. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: sanifajriah@gmail.com. Mobile: +6285790341801. DOI: https://doi.org/10.26911/the7thicph.02.42

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Petruzziello, Gerardo, Marco Giovanni Mariani, Dina Guglielmi, and Rita Chiesa. "Support from Teaching Staff and Self-efficacy as Determinants of Students' Perceived Employability: a Longitudinal study." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12957.

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Perceived employability acquires, for university students, growing importanceto deal with occupational uncertainty. This study examines how teaching inuniversity influences perceived employability in a sample of Italian final-yearuniversity students. We draw on Conservation on Resources Theory andCareer self-management model to hypothesise a positive impact of supportfrom teaching staff on students' perceived employability. We also contend thatstudents' self-efficacy mediates the relationship between support from teachingstaff and perceived employability. One hundred fifty-one university studentscompleted a survey three times over 10 months. The results confirm thatsupport from teaching staff enhances students' perceived employabilitydirectly and indirectly by shaping students' self-efficacy. Our findings confirmthe role of university teachers and their didactical practice to equip theirstudents with career resources.

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Andriyaningtiyas, Yudi, Didik Gunawan Tamtomo, and Bhisma Murti. "Path Analysis on the Determinants of Tertiary Preventive Behavior among Patients with Type 2 Diabetes Mellitus: Application of Theory of Planned Behavior And Social Cognitive Theory." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the6thicph.02.55.

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Background: Global diabetes prevalence increases by 48%. Primary prevention is particularly important in type 2 diabetes, because the time of diagnosis and the severity of the disease course can be influenced beneficially by changing daily lifestyle and dietary practices. The purpose of this study was to examine the determinants of tertiary preventive behavior among patients with type 2 diabetes mellitus using theory of planned behavior, social cognitive theory, and path model. Subjects and Method: A cross sectional study was conducted at 25 community health centers in Bantul, Yogyakarta, Indonesia. A sample of 200 patients with type 2 DM was selected by exhaustive sampling. The dependent variable was tertiary preventive behavior toward type 2 DM. The independent variables were intention, attitude, self-efficacy, experience, modeling, self-regulation, outcome expectation, and subjective norm. The data were collected by questionnaire and analyzed by path analysis run on Stata 13. Results: Tertiary preventive behavior toward type 2 DM was directly increased by strong intention (b= 1.29; 95% CI= 0.48 to 2.10; p= 0.002), positive attitude (b= 2.06; 95% CI= 1.26 to 2.85; p<0.001), strong self-efficacy (b= 1.38; 95% CI= 0.59 to 2.18; p= 0.001), and strong modeling (b= 1.52; 95% CI= 0.66 to 2.37; p= 0.001). It was indirectly affected by good experience, self-regulation, positive outcome expectation, and supportive subjective norm. Conclusion: Tertiary preventive behavior toward type 2 DM was directly increased by strong intention, positive attitude, strong self-efficacy, and strong modeling. It was indirectly affected by good experience, self-regulation, positive outcome expectation, and supportive subjective norm. Keywords: tertiary preventive behavior, type 2 diabetes mellitus Correspondence: YudiAndriyaningtiyas. Masters Program in Public Health, Universitas Sebelas Maret, Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: yudi.andriyaning-tiyas@gmail.com. Mobile: +6281392704899. DOI: https://doi.org/10.26911/the6thicph.02.55

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Reports on the topic "Bandura's Theory of Self-Efficacy"

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Yang, Xinwei, Huan Tu, and Xiali Xue. The improvement of the Lower Limb exoskeletons on the gait of patients with spinal cord injury: A protocol for systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2021. http://dx.doi.org/10.37766/inplasy2021.8.0095.

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Review question / Objective: The purpose of this systematic review and meta-analysis was to determine the efficacy of lower extremity exoskeletons in improving gait function in patients with spinal cord injury, compared with placebo or other treatments. Condition being studied: Spinal Cord Injury (SCI) is a severely disabling disease. In the process of SCI rehabilitation treatment, improving patients' walking ability, improving their self-care ability, and enhancing patients' self-esteem is an important aspect of their return to society, which can also reduce the cost of patients, so the rehabilitation of lower limbs is very important. The lower extremity exoskeleton robot is a bionic robot designed according to the principles of robotics, mechanism, bionics, control theory, communication technology, and information processing technology, which can be worn on the lower extremity of the human body and complete specific tasks under the user's control. The purpose of this study was to evaluate the effect of the lower extremity exoskeleton on the improvement of gait function in patients with spinal cord injury.

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