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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
unrestricted
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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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Cullum, Princess. "Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc849695/.
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Bombarded by constant and rapid change, healthcare organizations feel a sense of urgency to meet their needs for leaders. They rely on physicians to lead at all levels in their healthcare organizations. For them to successfully navigate today's healthcare environment, they require more than a medical education. To address this need, healthcare organizations are developing in-house leadership development programs.In this paper, I conduct a case study of physicians transitioning into leadership and their self-efficacy facilitated through an in-house leadership development program. Documentation, semi-structured interviews, and observations are examined to explore how physicians think about their leadership experiences following their participation in a six-month leadership development program.The study also explores at a high-level how these experiences influenced physician's self-efficacy as a first step in developing a theory of physician leadership and self-efficacy.
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Cullum, Princess M. "Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849695/.
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Bombarded by constant and rapid change, healthcare organizations feel a sense of urgency to meet their needs for leaders. They rely on physicians to lead at all levels in their healthcare organizations. For them to successfully navigate today's healthcare environment, they require more than a medical education. To address this need, healthcare organizations are developing in-house leadership development programs.In this paper, I conduct a case study of physicians transitioning into leadership and their self-efficacy facilitated through an in-house leadership development program. Documentation, semi-structured interviews, and observations are examined to explore how physicians think about their leadership experiences following their participation in a six-month leadership development program.The study also explores at a high-level how these experiences influenced physician's self-efficacy as a first step in developing a theory of physician leadership and self-efficacy.
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Abello, Carlos Andres Macias. "How Professional Development in Blended Learning Influences Teachers Self-Efficacy." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839012.
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The purpose of this qualitative exploratory single case study was to explore how professional development in blended learning influences teachers’ self-efficacy in a Title I school district in the southwestern U.S. The importance of this study was to understand how teachers’ self-efficacy may or may not be enhanced through professional development experience with blended learning approaches. Teachers’ perceptions of their experience integrating technology after receiving professional development was significant since blended learning is transforming education. The theoretical foundation used for this study was Bandura’s social cognitive theory. Purposive expert sampling was used to identify the 32 participants for this study. The data was collected through a questionnaire, interviews, and a focus group, put through a member checking process, then coded and thematically analyzed to answer the research questions. All questions posed in the questionnaire, interviews, and focus group were interlaced in a way that they answered more than one research question, and the data was analyzed from each and then all together. The findings of this study indicated that teacher efficacy increased as a result of professional development experience and the main factors that contributed to this are: teachers’ sense of self-efficacy related to modeling and collaborative learning, mastery of blended learning skills and strategies through clear communication and positive feedback, and mastery in blended learning to teach self-regulatory strategies to enhance personalized learning. This study extended Bandura’s social cognitive theory by seeking to understand teachers’ perspectives of how professional development in blended learning influences their self-efficacy.
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Allen, Sarah Jane. "Self-efficacy theory and adjustment among breast cancer patients : a longitudinal study." Thesis, Queen's University Belfast, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246466.
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Markvart, Štěpán. "Vnímaná vlastní účinnost (self-efficacy) a pracovní výkonnost." Master's thesis, Vysoká škola ekonomická v Praze, 2007. http://www.nusl.cz/ntk/nusl-17106.
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The tagets of this thesis were to test with a chosen organization's staff how much self-efficacy depending of particular tasks affected the quality of fulfilling those tasks, to recommend suitable methods of increasing self-efficacy and to suggest a method of task formulation corresponding to social cognitive theory of man in organization. The research was done at a particular section of fiscal administration. The requisite information was obtained by questionnaire method, the received dates were compiled by the suitable statistical methods. The consequent results allowed to say there was no positive relation betwen self-efficacy during fulfilling particular tasks and the efficiency of the particular section's offices. One of the most important results was that self-efficacy itself did not affect the efficiency of the particular offices. The differences in the efficiency resulted from the managers'work. The thesis includes recommendations resulted from its targets.
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Fung, Man-hong, and 馮文康. "Reducing academic procrastination for junior secondary school students : the application of the temporal motivational theory." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209687.
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The study examined the effectiveness of a motivational package developed based on the components of the temporal motivational theory on reducing the participants’ tendency to procrastinate. Characteristics of a sample of 308 junior secondary school students (formed 14 groups) were matched and randomly assigned (in group unit) into treatment and control conditions. Through watching a video in a workshop, the treatment group learned the skills to reduce procrastination while the control group learned relaxation skills. Participants then completed an assignment in 10 school days after the intervention workshop to apply the strategies they have learnt. Results indicated that participants who received the intervention package showed significantly less behavioral procrastination than those who did not. Implications of the findings were discussed.published_or_final_version
Educational Psychology
Master
Master of Social Sciences
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Schoenhals, Joan E. "The Application of Self-Efficacy Theory to the Study of Undergraduate Business Students." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216833702.
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Rapley, Patrica. "Self-efficacy Theory: Relevance of General and Specific Efficacy Beliefs for Psychosocial Adaptation to Chronic Illness Over Time." Curtin University of Technology, School of Nursing and Midwifery, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12145.
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Over the last decade or more, chronic illness research has consistently found that the lineaer relationship between knowledge and behaviour or between behaviour change and improved health outcomes does not exist. Furthermore, the link between behaviour and health status is not as strong as the link between illness-specific efficacy belier and health status. Strategies to increase confidence in illness-specific behaviours have gradually assumed more importance in improving health outcomes. Strategies to improve behaviour-specific efficacy belief can assist individuals to change their behaviour by influencing behavioural choices, effort and persistence with task man demands. Concomitantly, it has been suggested that there is a positive relationship between efficacy belief and psychosocial functioning. It is unclear as to whether this empirical evidence also applies to chronic illness conditions with a complex self-care regimen. The degree to which a more general level of confidence, or efficacy belief, can also contribute to psychosocial functioning is unknown. The focus of this study was to examine the relative impact of general and illness-specific efficacy expectations on psychosocial adaptation to illness over nine months. The study measured illness-specific efficacy beliefs when it was expected that they were still developing.The illness-specific beliefs were compared to the purportedly more stable general efficacy belief. This longitudinal study employed an exploratory predictive design to measure efficacy beliefs in the natural setting. Data were collected at entry to the study, at three and nine months Participants included adults from three chronic illness groups: Arthritis (n= = ), diabetes type 1 (n = 104) and type 2 (n = 122). The self-report questionnaires used collect the data were three illness-specific efficacy belief measures, general self-efficacy and the Psychosocial Adjustment to Illness Scale. The dependent variable of interest was psychosocial adaptation to illness. Multiple regression analysis provided evidence of between-group differences in the positive contribution of general and illness-specific efficacy beliefs to psychosocial adaptation for chronic illness groups with different regimen attributes. The variables best able to predict psychosocial adaptation to illness over time, after being adjusted for perceived level of stress and general self-efficacy (belief in abilities in general), were illness-specific efficacy beliefs. A general efficacy belief contributed to the illness adaptation process initially but its influence reduced as the influence of illness-specific beliefs increased. Repeated measures MANOVA confirmed the stability of general efficacy belief. The contribution of this study to current knowledge of self- -efficacy theory is its application to self-management programs for chronic illness groups. The findings suggest that the more stable general efficacy belief has a role in psychosocial adaptation to chronic illness during the period when illness-specific efficacy beliefs, targeted by self-management programs, are still developing.
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Rapley, Patrica A. "Self-efficacy theory : relevance of gereral and specific efficacy beliefs for psychosocial adaptation to chronic illness over time /." Full text available, 2001. http://adt.curtin.edu.au/theses/available/adt-WCU20021127.113953.
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Lohof, Christy H. "Self-efficacy and physical activity the effect of a theory-driven, Internet-based intervention /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1317343911&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Mason, Stephen Robert. "A longitudinal evaluation of undergraduate education in palliative medicine using self-efficacy theory." Thesis, University of Liverpool, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533975.
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Jenkins, Dawn D. "The Self-Efficacy of First-Generation College Students." View abstract, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3292888.
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Brown, Minda J. "Relationship Between Stress Management Self-Efficacy, Stress Mindset, and Vocational Student Success." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7788.
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Due to the passage of the Gainful Employment Rule of 2015, for-profit schools must ensure graduate employability, which forces vocational schools to make student success a priority. The concepts of stress mindset from the cognitive activation theory of stress and stress management self-efficacy from social cognitive theory were used in this study to assess the relationship of each to the employability of graduates. This study utilized a nonrandomized convenience sampling method and a multiple logistic regression with categorical dependent/criterion variables (gainful employment versus not) and continuous predictor variables (stress management self-efficacy, stress mindset) to compare the relationships. Stress mindset levels were measured using the stress mindset measure while stress management self-efficacy levels were measured by the stress management self-efficacy measure with 66 participants. The results of this study indicated that while both increased levels of stress management self-efficacy and a positive stress mindset were associated with a significantly increased likelihood of gainful employment, on its own, stress management self-efficacy was a better indicator than was stress mindset, on its own. The implications for positive social change from the results of this study, are a greater understanding of the importance of stress management self-efficacy and a positive stress mindset on the employability of technical school graduates. This knowledge could lead to the creation of improved stress management and stress mindset assistance for technical school students, which could lead to increased employability in these graduates.
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Endres, Megan L. (Megan Lee). "An Empirical Investigation of the Effectiveness of Using Assigned, Easy Goals to Strengthen Self-efficacy Perceptions and Personal Goals in Complex Task Performance." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278537/.
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The perception of self-efficacy is a central cognitive construct in explaining motivation. Assigned goals are established in the literature as affecting self-efficacy, but only a few researchers investigated their effects in complex tasks. One stream of research revealed the positive effects of easy goals on performance in a complex task without regard to self-efficacy perceptions. In the present study, the focus was on the effects of assigned, easy goals on self-efficacy and personal goals in complex task performance. It was expected that easy goals would be superior to moderate or impossible goals because the complexity and uncertainty of the task distorts subjects' perceptions of goal difficulty.
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Williams, Varil Deloise. "Self efficacy of African American Women in Leadership Roles." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1219.
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Little research has focused on developing female African American leaders. A mixed methods study examined the influence of conservation of resources (COR) and locus of control (LOC) on the self-efficacy (SE) of 26 female African American leaders. It also explored the role of mentoring and spirituality in leadership development for a subset of 5 participants. Data were obtained using a demographic questionnaire, the General SE Scale, the COR Evaluation Gain scale, and the LOC Assessment, along with transcribed responses to mentoring and spirituality interview questions. Pearson correlations run between age, education, and income, as well as COR, LOC, and SE scores uncovered an inverse relationship between education and LOC and no other significant associations. A multiple regression analysis determined that COR and LOC did not predict SE among the participants. A qualitative analysis of the coded interview responses by a subset of 5 participants to 10 questions on mentoring and spirituality yielded 5 thematic clusters: (a) mentor link: expertise for guiding mentoring relationship or being a positive role model, (b) mentor value: commitment to personal or professional development, (c) mentor characteristics: qualities of being a good mentor, (d) mentor outcomes: expertise in mentoring and supporting an individual in development, and (e) workplace spirituality: individual desire to live spiritual values in the workplace. The results will foster positive social change by identifying ways to promote the development of female African American leaders.
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Samblanet, Sarah. "Neighborhood Conditions, Self-Efficacy, and Future Orientation among Urban Youth." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1397072980.
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Folck, Alcinda L. "Trouble in the air: Farmers’ perceptions of risk, self-efficacy, and response efficacy regarding herbicide drift." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512135233700015.
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Petersson, Annie, and Isabel Borg. "Betydelsen av att tro på sin förmåga : Läkarstudenters resonemang angående sitt karriärval." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-164926.
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Denna studie syftar till att öka förståelsen kring läkarstudenters karriärval. Merparten av läkarstudenter på Sveriges högskolor har universitetsutbildade föräldrar. Vi finner det därmed intressant att undersöka läkarstudenter som inte kommer från hem med en akademisk studietradition. Genom att studera på akademisk nivå lämnar studenterna sin nuvarande yrkes-och utbildningsmässiga samhällsklass. För att förstå varför dessa studenter väljer att genomföra denna klassresa har en kvalitativ metod tillämpats. Detta metodval gjordes för att vi strävade efter en djupare förståelse kring deras karriärval. Empirin tolkades i huvudsak utifrån två teoretiska verktyg: Banduras (1997) begrepp self- efficacy samt Social cognitive career theory (Lent et al. 1994) som användes för att förstå individers karriärutveckling. Resultatet visar att mönster gällande faktorer som individens självtillit, studieframgångar, intressen och personliga egenskaper har varit centrala när studiens informanter gjort sina karriärval. Det framkom även att omgivningens uppmuntran är betydande vid detta val.
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Barton, Andrew Ian. "A study into the use of self-efficacy and confidence measurements." Thesis, University of Greenwich, 2011. http://gala.gre.ac.uk/8058/.
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This thesis focuses on an aspect of the professional work of the author: that of the training of local trade union representatives by trade unions to ensure they are competent, capable and confident in the delivery of their role in local workplaces. It considers the four levels of evaluation of training outlined by Kirkpatrick (1994) and proposes the use of confidence scales as a means of demonstrating levels of evaluation in this field of training. Trade unions are reliant on the many members that volunteer to be local (unpaid) representatives in their own work places. To ensure the union provides an adequate service to its fee paying membership it needs to support and train its volunteers so they become competent, capable and confident in their roles. This research considers the effects on those volunteers who have attended training courses provided by the union trainers. It draws on the research on confidence levels and examines practice from a range of trade unions across European countries. Three types of training course are the focus for the study; as the thesis will look at whether or not the confidence levels of trade union representatives differ depending on the type and delivery method of the course they attend and whether or not this will have an impact on their post-course behaviour in the workplace. A research tool (questionnaire) was developed to measure the responses of participants attending courses and the results compared using Chi-square statistical tests to consider any results that were of statistical significance. The study concludes that statistically significant higher confidence levels are reported on the 2+2+2 mode of delivery of the six day training course in comparison to either the traditional 5 day or the mixed method modes of delivery. It recommends the use of confidence measures as a useful concept in the evaluation of training courses for union representatives as a way of improving value for money and return on investment for unions and a better developed trade union representative for the future.
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Purl, Justin D. "Collective Control: Collective Efficacy's Role in Team Resource Allocation." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1412876236.
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Thongsukmag, Juthamas. "Fear in the Workplace: The Relationships among Sex, Self-efficacy, and Coping Strategies." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28454.
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This study adopts the components of protection motivation theory to examine the differences between coping strategies used by males and females when dealing with four unique work-related fearful situations: fear of separation, fear of punishment, fear of embarrassment and fear of harm. Specifically, the components that are referenced include coping appraisal (self-efficacy) and threat appraisal (severity and vulnerability). Four different vignettes and a series of questions related to each of the fearful situations were presented to individuals willing to participate in the study. A total of 235 working professional graduate students and a group of full time professionals representing industries such as telecommunications, health care, and retail contributed to the study. While the first group (graduate students) was presented with the traditional paper-pencil questionnaire, the latter group was solicited to participate in the study via a sophisticated web-based instrument. Once the responses were received, the Chi-square, t-test, and a series of ANOVA tests with post hoc testing were computed to investigate where there were differences across all the dependent measures, which includes severity of threat, vulnerability to threats, and self efficacy. Sex was mainly applied as an independent variable in most analyses. The findings suggest that among the three coping strategies, problem solving is the most dominant strategy used by males and females across all situations as a group. However, females prefer seeking support as a coping strategy more than males do regardless of type of fears. In contrast, males prefer avoidance coping strategies to deal with situations that provoke fear of punishment.
With regard to severity of the four fearful situations, both males and females perceived that the fear of harm scenario is the least severe while the remaining fearful scenarios are perceived as having a similar level of severity. In terms of vulnerability to the four fearful situations, males feel slightly more vulnerable to the fear of punishment scenario. Besides, males and females have comparable levels of self-efficacy.
There are weak negative relationships between self-efficacy and seeking support, and avoidance strategies. However, self-efficacy has a positive correlation with problem solving strategies in both males and females. Research found that, the Asian ethnic group prefers to use seeking support strategy over the Black/African American and Caucasian ethnic groups. When comparing the latter two ethnic groups, Caucasians favor seeking support strategies.Ph. D.
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Belluomini, Ellen M. "Digitally Immigrant Social Work Faculty: Technology Self-Efficacy and Practice Outcomes." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3280.
Full textAbstract:
The problem addressed in this study was the lack of a model for technology integration in social work education to meet the needs of graduate social workers in the field. Extant research has focused on the efficacy of online or blended learning, but not on social work educators' technology literacy. The purpose of this study was to explore social work educators' self efficacy related to technology use in curriculum and pedagogy. Digitally immigrant educators, defined as those over the age of 35, were studied since this group struggles in adjustment to technology, commonly used by younger students. The conceptual framework synthesized von Bertalanffy's general systems theory and Bandura's self-efficacy construct to understand the relationship between social work educators and technology. In this concurrent mixed methods and grounded theory study, participants (n = 396) provided quantitative responses about self-efficacy to the Computer Technology Integration Survey and answered additional questions about technology integration in the classroom. Findings from the correlational analysis revealed a model that connects positive self-efficacy to the number of digital tools used in the classroom, technology integration in pedagogy and curriculum, and teaching the concept of a 'digital divide.' Qualitative data from open-ended questions (n = 260) and 4 individual interviews were analyzed by thematic content analysis. Findings included issues that inhibit technology integration: personal motivation, time, and lack of institutional support. This study may contribute to positive social change by proposing a technology integration model for social work educators to use as an innovative strategy for preparing future professionals in the practice of social work.
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Pearson, Angela Deloise. "Self-Efficacy and Leadership Commitment During Lean Strategy Deployment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7716.
Full textAbstract:
Lean strategy deployment (LSD) provides a means to create lasting value at reduced cost; yet most LSD efforts fail to attain sustainable improvements. The current study sought to gain an understanding of how leaders in oral healthcare manufacturing setting in the northeastern region of the United States can apply self-efficacy and leadership commitment during an LSD. Using Bandura’s theory of self-efficacy this qualitative phenomenological study examined the lived experiences and perceptions of 15 mid-to-senior level managers, concerning the use of self-efficacy and leadership commitment during a lean strategy deployment (LSD). The key findings resulted in 10 emergent themes. The top 3 highly regarded themes that emerged from this study were: (1) committing to a lean strategy deployment, (2) communicating lessons learned/changes, and (3) bringing the best out of employees. LSDs are not easy to implement. Many companies attempt to carry out lean activities and many of these same companies fail to have successful results. To be effective, leaders should focus on creating sound practices and give more attention to the human behaviors and leadership characteristics needed to support eliminating barriers and creating a lean culture.
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Jones, Andrew S. "Cyberbullying and the workplace: an analysis of job satisfaction and social self-efficacy." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6967.
Full textAbstract:
Relatively little research has been devoted to understanding the implications of adult cyberbullying on workers. However, recent research focused on how cyberbullying affects adults has indicated cyberbullying has negative implications for job satisfaction of workers. The purpose of this study was to use Social Cognitive Career Theory (SCCT) as a framework to investigate the impact of cyberbullying in the workplace by examining the relationship between cyberbullying and both job satisfaction and social self-efficacy. The results of this study indicate that among individuals who are cyberbullied, higher rates of cyberbullying has a significant negative relationship with social self-efficacy, and social self-efficacy was negatively related to job satisfaction and also mediated the relationship between cyberbullying and job satisfaction. The findings of this study suggest cyberbullying is a workplace environmental condition that should be studied in SCCT due to its potential to negatively impact career development by indirectly influencing job satisfaction through a person’s social self-efficacy. Counselors and organizational leaders should consider this issue when designing interventions to combat workplace bullying.
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Hill, Don. "Mathematics teacers' strategies for supporting students' metacognitive development: Has theory been realized in practice?" Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19132.
Full textAbstract:
The purpose of this study is to investigate (1) how mathematics instructors develop their students’ metacognitive abilities concretely within mathematics instruction and (2) whether these teachers feel adequately prepared to develop their students’ metacognitive abilities. Qualitative email interviews with credentialed secondary school mathematics teachers in Sweden were used. Analysis of the participants’ interview responses indicate that the participants reported a limited use of the metacognitive teaching strategies described in the research. Although teacher responses indicated stress, frustration, and irritation and their responses indicated limited proficiency in their intuitive declarative metacognitive knowledge of thinking skills, whether or not teachers feel adequately prepared to develop their students’ metacognitive abilities cannot be completely answered by this study.
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Nichols, Melanie. "Self-Efficacy, Outcome Expectancy, and Fear of Failure as Predictors of Physical Activity." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/638.
Full textAbstract:
Though the benefits of physical activity are well-studied and accepted, researchers have struggled to identify models of health behavior that accurately predict exercise. This dissertation utilized two components of Bandura's Social-Cognitive Model (self-efficacy and outcome expectancies) and added the construct of fear of failure in order to evaluate what factors influence an individual's decision to exercise or avoid physical activity. Self-report data assessing fear or failure, self-efficacy, outcome expectancies, and physical activity were collected from 248 university students and were analyzed using structural equation modeling techniques in order to evaluate the proposed structural model, which hypothesized that fear of failure would negatively relate to the two Social-Cognitive variables, which were expected to positively predict physical activity engagement. Results revealed that although fear of failure did not add significantly to the Social-Cognitive model, a large portion of the variance in physical activity (i.e., 49%) could be accounted for by the model. Additionally, results indicated that outcome expectancies were a much stronger predictor of physical activity than self-efficacy beliefs. This finding is discussed in relation to how individual differences and genetics may influence how rewarding or aversive individuals find exercising. Implications for intervention and directions for future study, including alternate ways of adding affect to the model are discussed.
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Monachino, Kimberly S. "A Study of the Advancement Via Individual Determination (AVID) Program and Student Self-Efficacy and Academic Achievement: An Exploration with Middle and High School Students." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1352560328.
Full text
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Higgins, Helen J. "A study exploring the influences of training on teaching assistants' learning, behaviour and self efficacy." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10962/.
Full textAbstract:
There is a growing number of teaching assistants (TAs) in mainstream schools (DCFS, 2009) and research is inconclusive about their efficacy at improving outcomes for children, including those at risk of exclusion (Groom and Rose, 2005; Tennant, 2001). It has been proposed that TAs do not have enough training for their roles (Russell et al, 2005). However, there is debate about the most appropriate adult training methods (Merriam et al, 2007). Nevertheless, several writers suggest that training can influence self efficacy and this can improve performance (Giallo and Little, 2003). A mixed methods design was implemented. Firstly, two fixed designs evaluated TA self efficacy following training and pupil behaviour following a TA delivered anger management intervention. However, due to design and implementation issues the data produced was very limited and conclusions could not be made. Secondly, a flexible design explored factors that influenced TAs’ learning, behaviour and self efficacy. Data was collected from 14 mainstream secondary school TAs using evaluation forms and focus groups. A thematic analysis was carried out on this data. Themes regarding learning, confidence, training and self efficacy emerged from the data. The learning implied by some of the TAs referred to the acquisition and maintenance of terminology, developing different knowledge bases and the autonomy to adapt materials. Similarly, some of the TAs referred to having confidence mainly when they had some control over the situation. Training subthemes that seemed to influence TAs’ learning and confidence were confirmation/ reassurance from others, parameters of training, iterative process of training and involvement in the process. Finally, TA self efficacy seems to have been influenced by Bandura’s (1977) sources of information, outcome expectations and whole school support and norms. In conclusion, it is important to challenge unhelpful outcome expectations, develop whole school norms and the equality of TAs in schools. Furthermore, training of TAs should involve appropriate psychological paradigms from adult learning theories.
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Moteleng, Barnard. "A psychological study of the relationship between micro-finance self-esteem and self-efficacy of the poor in South Africa." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/60398.
Full textAbstract:
The impact of micro-finance on the lives of the poor is a hotly debated issue filled with
controversies and inaccuracies. The literature review on the benefits of micro-finance
indicates that early debates were mostly based on heart-warming anecdotes and case
studies, with little empirical study on its actual impact. Thus, despite the heated debate on
micro-finance, there is still little understanding on the true empirical impacts of microfinance,
particularly its psychological impacts on the poor. This study investigated the
relationship and impact of micro-finance on self-esteem and self-efficacy. The study was
conducted using a non-experimental research strategy (within-subjects design) and quasiexperimental
strategy (pre-post-test non-equivalent control group). Two sampling
methods, systematic and convenience sampling were used to select participants. A total of
264 pre-test and 159 post-test participants took part in this study. Data were collected
using the Rosenberg self-esteem scale and General self-efficacy scale. The Pearson
product-moment correlation coefficient was employed to measure the relationship between
micro-finance, self-esteem and self-efficacy. The MANCOVA was used to investigate the
impact of the provision of micro-finance on self-esteem and self-efficacy. The results not
only showed that micro-finance is positively related to self-esteem and self-efficacy, but
also showed that the provision of micro-finance led to an increase in the self-esteem of the
recipients. The study further revealed a decline in the self-esteem of those who were
declined micro-finance and highlighted the covariates that influenced this relationship. In
light of these results, practical and theoretical implications affecting micro-finance
practitioners, researchers and recipients are identified. Suggestions for future research are
made based on the improvement of current methodologies, inclusion and use of valid
control groups, the use of different sampling methods and larger sample sizes.Thesis (PhD)--University of Pretoria, 2015.
Psychology
PhD
Unrestricted
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Lorente, Prieto Laura. "Exploring the Power of Self-efficacy at Work: Some Empirical Studies from the Social Cognitive Theory." Doctoral thesis, Universitat Jaume I, 2009. http://hdl.handle.net/10803/10528.
Full textAbstract:
Con el desarrollo de esta tesis se pretendía profundizar en el estudio de las creencias de eficacia, utilizando la Teoría Social Cognitiva (TSC) de Albert Bandura como marco teórico. Esta teoría asume que las personas, en un intento por alterar su entorno, se adaptan a aquellos aspectos que les gustan, mientras que al mismo tiempo tratan de modificar aquellos aspectos que encuentran indeseables, desarrollando creencias y competencias. Por otro lado, algunos de los estudios que componen la tesis se han centrado en los antecedentes y consecuencias del bienestar de los trabajadores, centrándose en las principales predicciones del Modelo Demandas y Recursos Laborales (D-RL) (Demerouti, Bakker, Nachreiner, y Schaufeli, 2001; Schaufeli y Bakker, 2004). Este modelo reconoce la singularidad de cada entorno laboral, es decir, las características laborales y organizacionales que son las principales responsables de su bienestar.Por tanto, los objetivos generales son: 1) Ampliar el Modelo D-RL, incluyendo los recursos personales (creencias de eficacia), demandas y recursos laborales en la predicción del burnout y del engagement. 2) Diseñar y validar una escala de autoeficacia específica, siguiendo las recomendaciones de la TSC. 3) Probar si la autoeficacia predice engagement y desempeño laboral a través de los recursos laborales y personales. 4) Obtener información sobre los mecanismos psicológicos (poder motivacional de las creencias de eficacia), que operan en la forma en que el liderazgo transformacional predice desempeño extra rol. 5) Conocer las diferentes percepciones sobre las causas de los accidentes laborales en el sector de la construcción. 6) Profundizar en el conocimiento de las consecuencias de los altos niveles de autoeficacia (sobreconfianza), y examinar si sus consecuencias son positivas o negativas dependiendo del tipo de actividad que se está desarrollando (de aprendizaje, de innovación o de riesgo).
Para poner a prueba estos objetivos generales, se han desarrollado seis estudios empíricos. Estos estudios han combinado metodología cualitativa y cuantitativa, estudios longitudinales y transversales, de campo y de laboratorio y se han utilizado seis muestras distintas, pertenecientes a dos países europeos. Estos estudios han dado lugar a seis artículos de investigación que han sido sometidos varias revistas de impacto para su publicación.
Con el desarrollo de los citados seis estudios que componen la tesis, se han alcanzado los seis objetivos planteados. El primer objetivo era ampliar el modelo D-RL, incluyendo (además de demandas y recursos laborales), la autoeficacia como recurso personal, en la predicción del burnout y del engagement. Se utilizó un diseño longitudinal con dos momentos temporales de recogida de datos. La muestra estuvo compuesta por 274 profesores de secundaria. Análisis de regresión múltiple jerárquicos pusieron de manifiesto que la autoeficacia en Tiempo 1 predecía significativamente los niveles de burnout y engagement en Tiempo 2, pero esta relación desaparecía cuando se tenían en cuenta los niveles basales de burnout y engagment. Por tanto, estos resultados son importantes a la hora de explicar el desarrollo temporal del burnout y del engagement.
El segundo objetivo de la tesis era mostrar el procedimiento llevado a cabo para diseñar y validar una escala específica de creencias de eficacia, siguiendo las recomendaciones de la TSC. Por tanto, aplicando la Técnica de Incidentes Críticos de Flanagan (1954), y un análisis cualitativo del contenido, se identificaron los principales obstáculos que posteriormente permitieron desarrollar los 7 ítems que formaron la escala definitiva. Esta escala fue validada en una muestra de 265 trabajadores de la construcción y se utilizó en el estudio 3 que se explica en el capítulo 4 de esta tesis.
El tercer objetivo de la tesis era poner a prueba el rol predictor de la autoeficacia en el modelo D-RL, es decir, comprobar si la autoeficacia predice el engagement y el desempeño a través de los recursos laborales y personales. Para ello se utilizó una muestra de 228 trabajadores de la construcción. Modelos de ecuaciones estructurales confirmaron nuestro modelo de investigación, esto es, el rol predictor que desempeña la autoeficacia, en la percepción de recursos laborales y también personales (competencias mentales y emocionales), que a su vez influyen en el engagement y el desempeño laboral. Además también se encontró una relación directa entre autoeficacia y desempeño. Estos resultados enfatizan el papel que juega la autoeficacia en la predicción de procesos positivos en el ámbito laboral.
El cuarto objetivo de la tesis era obtener más información sobre los mecanismos psicológicos (poder motivacional de las creencias de eficacia), que operan en la forma en que el liderazgo transformacional predice el desempeño extra-rol de los trabajadores. Se utilizó una muestra de 280 enfermeros portugueses. Análisis con modelos de ecuaciones estructurales fueron consistentes con un modelo mediacional en el que el liderazgo transformacional se relaciona con desempeño extra-rol, a través de la autoeficacia y el engagement laboral. Por tanto, se puede concluir que el estilo de liderazgo transformacional influye en las creencias de eficacia de los trabajadores, que a su vez, predice positivamente los niveles de engagement y de desempeño extra-rol. Por tanto, este estudio ha permitido identificar una variable contextual (liderazgo transformacional), capaz de influir en las creencias de eficacia de los trabajadores a través del modelado y la persuasión verbal, que son dos importantes fuentes de autoeficacia (Bandura, 2001b).
El quinto objetivo de la tesis era ampliar nuestro conocimiento sobre las posibles causas de accidentes en el sector de la construcción. Para ello, utilizando una metodología cualitativa, se analizaron las diferentes percepciones que presentaban varios expertos del sector que fueron entrevistados y que participaron en una mesa redonda en la que se trataron los temas de interés psicosocial para el desarrollo de este estudio. Los resultados mostraron un consenso absoluto entre todos los participantes sobre las principales causas de accidentes: la sobreconfianza y los riesgos percibidos más como un reto que como un peligro para la integridad física. Estos resultados inspiraron, en parte, nuestro próximo estudio, en el que se comparan varios contextos para ver si una alta autoeficacia (o sobreconfianza) se relaciona con consecuencias positivas o negativas en función de la actividad que se esté desarrollando.
Por tanto el sexto y último objetivo de la tesis era analizar si las consecuencias de unos altos niveles de autoeficacia son positivas o negativas dependiendo del tipo de actividad. Para eso se compararon tres contextos distintos, utilizando tres muestras diferentes: 527 estudiantes para el contexto de aprendizaje, 165 participantes de un estudio de laboratorio para el contexto de innovación y finalmente, 228 trabajadores de la construcción para el contexto de riesgo. Los resultados mostraron que efectivamente, las creencias de eficacia se relacionan con consecuencias positivas o negativas en función del contexto de actividad. En el contexto de aprendizaje y de innovación, altos niveles de creencias de eficacia se relacionan con consecuencias positivas (mejor desempeño académico y de innovación), mientras que en el contexto de riesgo, niveles altos de creencias de autoeficacia se relacionan con menos conductas seguras, es decir, con un bajo desempeño en seguridad, y por tanto con consecuencias negativas (negligencias y accidentes laborales). Estudios anteriores muestras que altos niveles de autoeficacia suelen relacionarse con resultados positivos pero nuestros resultados ponen de manifiesto que esta relación "depende" del contexto de actividad en el que nos encontremos.
Con el desarrollo de los seis estudios que forman la tesis, se ha ampliado el modelo D-RL, pues se han incluido las creencias de eficacia como recurso personal y se ha puesto de manifiesto su rol predictor en el proceso motivacional del modelo. Por tanto se ha mostrado que las creencias de eficacia son el principal recurso personal, ya que presentan poder de influencia en el desempeño laboral y en la forma en que los trabajadores perciben los recursos laborales pero también otros recursos personales como las propias competencias mentales y emocionales.
Por otro lado, el liderazgo transformacional se ha identificado como una variable contextual capaz de aumentar las creencias de eficacia de los trabajadores, así como sus niveles de bienestar y su desempeño extra-role.
Finalmente, se ha ampliado la Teoría Social Cognitiva, explorando y comparando el rol de las creencias de eficacia, así como sus consecuencias, en distintos contextos de actividad.
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Ruppert, Michaela Siobhan. "Self-efficacy, conventional cognitive coping, and the strain-delinquency relationship: A test of general strain theory." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1499.
Full textAbstract:
Agnew's (1992) general strain theory (GST) provides a framework for understanding individual and social factors that influence juvenile delinquency. Given the breadth of ideas encompassed by GST, tests typically focus on particular elements rather than testing the theory as a whole. Studies have provided a great deal of support for many of the core tenets of GST (e.g., Agnew and White 1992), while failing to produce conclusive support for others (e.g., Paternoster and Mazerolle 1994). Specifically, Agnew (1992) argues that the relationship between strain and delinquency is conditional, although research regarding what factors and through what mechanisms these factors shape the relationship is not conclusive. This project studies particular forms of strain -- noxious peer relationships and bullying victimization -- as well as tests the conditioning effects of self-efficacy within the strain-delinquency relationship.
Self-efficacy is defined as one's personal evaluation of their ability to produce desired outcomes in a given situation (Bandura 1987, 1997). Agnew (1992) suggests self-efficacy is a coping resource that will condition the relationship between strain and delinquency. It is hypothesized that variations in self-efficacy will translate to differences in selected methods for coping and engagement in conventional coping adaptations to strain.
I test the relationship between various forms of strain, self-efficacy and delinquency using two distinct data sets and methodologies. Findings from cross-sectional and longitudinal analyses indicate noxious peer relationships and bullying victimization are both positively related to delinquency. The theoretical implications surrounding the importance of self-efficacy as a coping resource, which promote conventional cognitive coping, are highlighted. But, indirect tests suggest this idea is not supported. In this research, self-efficacy does not moderate the relationship between strain and delinquency in the expected manner. Across methods and measures, strain and self-efficacy influence delinquency independent of each other.
The dissertation concludes with a discussion of future research possibilities and policy implications.
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Babatunde, Adebimpe Yetunde. "Perceived Self-Efficacy and Dispositional Optimism in Leaders' Behavioral Escalation of Commitment." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2200.
Full textAbstract:
Escalation of commitment is an individual's persistent behavior at sustaining commitment to an original decision or course of action. Although researchers have found that personality impacts escalation of commitment behavior, this study addressed a gap in escalation of commitment behavior regarding personality in higher education, which has consistently been ignored. Building on the self-justification theory, this study was an investigation of (a) whether perceived self-efficacy and dispositional optimism individually predicted escalation of commitment behavior; and (b) whether perceived self-efficacy and dispositional optimism jointly predicted escalation of commitment behavior after controlling for age, gender, ethnicity, socioeconomic status, and tenure. Hierarchical regression was performed using a sample of 76 participants from a community college in Minnesota. Results suggested that only perceived self-efficacy will predict leaders' escalation of commitment behavior and not dispositional optimism. The result of this study has implications for positive social change by aiding effective leadership decision making, enabling better screening and recruiting process, and allowing organizations to develop specific training and intervention programs that will help educational leaders utilize their positive attributes appropriately.
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Lindman, Britta, and Kajsa Dahl. "Motivation till fysisk aktivitet och samband med kön, ålder och aktivitetsnivå." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-24620.
Full textAbstract:
Fysisk aktivitet är en faktor som bidrar till ökad hälsa och välbefinnande. Trots det så hänvisar nationell statistik till att andelen inaktiva svenskar verkar vara bestående. Syftet med föreliggande studie var att undersöka eventuella skillnader och samband i motivation till fysisk aktivitet utifrån kön, ålder och aktivitetsnivå samt upplevda barriärer och handlingsstrategier. Data samlades in från träningsanläggningar och arbetsplatser i Halmstads kommun via forskningsadministrerade frågeformulär. Frågeformuläret innefattade de teoribaserade formulären IPAQ, MTUAM, BREQ-2 och GSE. Resultaten av studien visade bl.a. att kvinnor hade högre grad av inre motivation till fysisk aktivitet än män. Den högaktiva (HEPA-aktiva) gruppen var de som uppvisade högst grad av inre motivation. Ålder visade negativa korrelationer med aktivitetsnivå och introjicerad reglering och positiva samband med inre motivation och total aktivitetsnivå. Männen i studien hade högre generellt self-efficacy än kvinnor. Ålder, kön och aktivitetsnivå var således faktorer som påverkade motivation hos deltagarna i studien på olika sätt. Det viktigaste för att främja ett fysiskt aktivt beteende är utifrån resultaten av denna studie att ta hänsyn till den enskilda individen och dess förutsättningar.
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Garcia, Gilbert F. "The Relationship Between Self-Efficacy and Employee Commitment Among Perfusionists." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1309.
Full textAbstract:
Certified clinical perfusionists (CCPs) operate a variety of complex, invasive devices to provide heart-lung support. Job-related stress has been identified as having unfavorable influences on self-efficacy and commitment of employees in many domains, but this relationship has not been examined among CCPs. Guided by self-efficacy theory and organizational commitment model, the purpose of this study was to investigate whether a relationship exists between self-efficacy and commitment among CCPs and the extent to which age, gender, workload, experience, or education impacted CCPs' commitment. Data were collected from 264 respondents via 2 established survey instruments: the organizational commitment questionnaire and the work self-efficacy inventory. Data were analyzed using simple linear regression and multiple regression to estimate the relationships between the predictor variables and commitment levels among CCPs. Descriptive analyses were used to summarize patterns emerging from the data in a meaningful way. The results indicated a statistically significant direct relationship between self-efficacy levels and commitment levels among CCPs. There was no statistical relationship between CCPs' age, gender, workload, experience, or education, and commitment. The resulting project consisted of a policy recommendation in the form of formative evaluations to guide self-efficacy training for CCPs. Implications for positive social change included educating CCPs, perfusion leaders, and perfusion community leaders regarding strategies that can be used to promote self-efficacy for all CCPs.
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Strachan, Shaelyn. "An Identity Theory and Social Cognitive Theory Examination of the Role of Identity in Health Behaviour and Behavioural Regulation." Thesis, University of Waterloo, 2005. http://hdl.handle.net/10012/729.
Full textAbstract:
The self has been identified as the ?psychological apparatus that allows individuals to think consciously about themselves? (Leary & Price Tangney, 2003, p. 8). Further, the self has been identified as a worthwhile construct of investigation in relation to health behaviour (Contrada & Ashmore, 1999). Two self-related variables that have been useful in the study of health behaviour are identity (e. g. Anderson, Cychosz, & Franke, 1998; Petosa, Suminski & Hortz, 2003; Storer, Cychosz, & Anderson, 1997) and self-efficacy (Maddux, Brawley & Boykin, 1995). Identity Theory posits that individuals regulate their behaviour in a manner that is consistent with their goal identity (Gecas & Burke, 2003). Social Cognitive Theory provides a means of measuring social cognitions that may be important in behavioural regulation relative to identity. Further, self-efficacy beliefs may influence individuals? persistence at aligning their identity and behaviour. Research to date has investigated the link between identity and exercise (e. g. Anderson, Cychosz & Franke, 1998; Petosa, et al. , 2003). Further, researchers are beginning to investigate the link between identity and other health behaviours (e. g. Armitage & Conner, 1999; Kendzierski and Costello, 2004; Storer, Cychosz, & Andersen, 1997). However, research has not utilized the predictive frameworks offered by Identity Theory and Social Cognitive Theory to investigate the relationships between identity, behaviour and behavioural regulation. Study One investigated the role of identity and self-efficacy beliefs in the maintenance of vigorous physical activity. Results were consistent with both Identity Theory and Social Cognitive Theory. Individuals who strongly identified with the runner identity expressed stronger task and self-regulatory efficacy beliefs. They also exercised more frequently and for longer durations than did those who only moderately identified with running.
Study Two further explored the relationship between exercise identity, exercise behaviour and the self-regulatory processes involved in behavioural regulation. Identity Theory and Social Cognitive Theory were used as guiding frameworks for this investigation. High and moderate exercise identity groups were compared in term of their affective and cognitive reactions to a hypothetical behavioural challenge to exercise identity. Consistent with Identity Theory, results indicated that participants appeared to be regulating their behaviour in a manner that was consistent with their exercise identity. Specifically, in response to the behavioural challenge to identity, high exercise identity participants, in contrast to their moderate counterparts, showed (a) less positive and (b) greater negative affect about the challenge, (c) higher self-regulatory efficacy for future exercise under the same challenging conditions, (d) stronger intentions for this future exercise, as well as for (e) using self-regulatory strategies to manage the challenging conditions and (f) intending to exercise more frequently under those conditions.
Study Three investigated whether identity with healthy eating could also be useful in understanding behaviour and behavioural regulation. Similar to Study Two, extreme healthy-eater identity groups? reactions to a hypothetical behavioural challenge to identity were compared. Results were similar to Study Two. Participants responded in a manner that suggested that they would regulate their future behaviour relative to their healthy-eater identity. In response to the behavioural challenge to identity, individuals who highly identified as healthy-eaters expressed less (a) positive affect, greater (b) negative affect, (c) self-regulatory efficacy for managing their healthy eating in the future challenging weeks, (d) intentions to eat a healthy diet, (e) generated more self-regulatory strategies and had (f) stronger intentions to use those strategies in future weeks under the same challenging conditions than did individuals who moderately identified themselves as healthy-eaters. Further, prospective relationships between healthy-eater identity and social cognitive variables, and healthy eating outcomes were examined. As was found in Study One in the context of exercise, healthy-eater identity and social cognitions predicted healthy eating outcomes.
Taken together, the three studies suggest that identity may be important in understanding health behaviours and the regulation of these behaviours. Also, the present findings support the compatible use of Identity Theory and Social Cognitive Theory in the investigation of identity and health behaviour.
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Booth, Erin B. "Influence of Contextual Factors and Self Efficacy on Self- Management in Parents of Children with Cystic Fibrosis." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5152.
Full textAbstract:
Cystic Fibrosis, a life threatening autosomal recessive genetic disease, is characterized by a defective gene resulting in the production of thick mucus that obstructs the lungs and pancreas. CF requires intensive management performed at the home. An initial pilot study was performed to describe knowledge of CF related diabetes (CFRD) in adults with CF. The findings of this study, which demonstrated that adults with CF lacked sufficient knowledge about CFRD confirmed the need to explore additional factors of self-management guided by a theoretical framework. The second study presented in this dissertation used the Individual and Family Self-Management Theory (IFSMT) to describe context (condition-specific and individual and family factors) and process (self-efficacy and knowledge) and outcome (family self-management) variables for caregivers of children with CF. It also compared differences in context, process, and outcomes in caregivers based on socioeconomic status (Medicaid vs. private insurance), and explored correlations among context, process, and outcomes. Participants for this cross-sectional descriptive study were caregivers of individuals with CF who were under the age of 18 and diagnosed with CF for at least 9 months. Participants completed a demographic survey and questionnaires that included measures of perceived disease severity (VAS), depression (Patient Health Questionnaire), self-efficacy (Perceived Health Competence Scale, Mountain West Cystic Fibrosis Consortium Questionnaire), knowledge (CF Knowledge and Attitudes Questionnaire), and self management behaviors (Self-Management Behaviors Questionnaire) Additional information was collected on the children with CF and included demographic information as well as height/weight/BMI, pulmonary function test results, medication profile, and insurance status.
Participants in this study were primarily female caregivers with high self-efficacy, and average knowledge. The children with CF in this study had moderate treatment complexity and normal/mild impairment in lung function. Deficits were noted in the areas of caregivers’ reproductive and genetic knowledge. This study found differences between Medicaid and private insurance groups related to knowledge. There were significant relationships between disease severity and CF specific self-efficacy and nutritional surveillance as well as general self-efficacy and respiratory surveillance.
These findings confirmed that the IFMST would provide a consistent framework to guide future studies aimed at identifying factors that influence self-management behaviors of CF in patients and their caregivers.
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Larsson, Linnéa, and Hanna Wester. "Self-efficacy och motivation för fysisk träning efter höftledsplastik : En beskrivande longitudinell enkätstudie." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-47488.
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Richardson, Elizabeth DeHart. "Adventure-Based Therapy and Self-Efficacy Theory: Test of a Treatment Model for Late Adolescents with Depressive Symptomatology." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26812.
Full textAbstract:
The primary objective of the current study was to propose and test a model for conceptualizing changes that occur as a result of adventure-based therapy (ABT), using self-efficacy theory as the conceptual foundation. Other objectives were to test the effects of ABT on depressive symptomatology and related psychosocial variables (e.g., anxiety, self-esteem). One-hundred and nine college freshmen participated in the screening procedure. Subjects who indicated mild to severe depressive symptomatology on a self-report measure and did not report past history of trauma were invited to participate in the study. Forty-one individuals were randomly assigned to either the adventure-based therapy (ABT) condition (i.e., a one-day ropes course experience) or to a placebo-control condition (i.e., an extended walk outdoors in a group). Subjects were divided into two cohorts, each with treatment and control groups, because of safety requirements related to capacity on the ropes course. Self-report instruments were completed immediately prior to participation (i.e., pretest), immediately following participation (i.e., posttest), and at 2-weeks and 2-months post participation.
Primary multivariate analyses of variance performed on state and trait dependent measures did not yield statistically significant interactions; therefore, results indicated that ABT may not significantly decrease depressive and anxious symptomatology in late adolescents with depressive symptomatology. However, data were further analyzed for exploration in light of the generally low statistical power and group differences suggested by graphic displays of data. Exploratory analyses suggested that ABT may increase efficacy for coping with anxiety created by novel situations and efficacy for working and problem-solving in a group. It was therefore suggested that self-efficacy theory warrants further consideration as a theoretical framework for explaining changes that occur as a result of ABT. In addition, exploratory analyses suggested that ABT may also reduce anxiety and general psychological distress. Finally, depressive symptomatology decreased for individuals in the ABT treatment group and the placebo-control group according to exploratory analyses; however, there were no differences between groups. Further exploration of the potential effects of ABT on depressive and anxious symptomatology and general psychological distress is warranted.Ph. D.
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Culos-Reed, S. Nicole. "Use of social-cognitive theories in the study of physical activity and fibromyalgia, self-efficacy theory and the theory of planned behaviour." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ53490.pdf.
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Sturt, Jacqueline Alys. "Implementation of self-efficacy theory into health promotion practice in primary health care : an action research approach." Thesis, Bucks New University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251328.
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