Journal articles: 'Bandura's Theory of Self-Efficacy'

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Yantraprakorn, Phuttharaksa, Pornapit Darasawang, and Pamararat Wiriyakarun. "Self-efficacy and Online Language Learning: Causes of Failure." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1319. http://dx.doi.org/10.17507/jltr.0906.22.

Full text

Abstract:

The study reported in this article examined why some highly efficacious learners failed in an online foreign language course based on Bandura's theory of self-efficacy. The study was conducted as part of a project investigating the self-efficacious foreign language learners in an online writing course. The motivation behind the study was that the success rate of online learning in Thailand is low. The learning performance of six highly efficacious distance language learners at a recognised English language tutorial school in Bangkok, Thailand was analysed. The data collection included an online questionnaire and individual telephone interviews. The findings suggested that goal setting, shift of attribution and insufficient feedback are factors that might decrease the efficacy of online learners’ and affect their decision to withdraw from a program. The implications of this study provide recommendations on support to help online language learners succeed.

APA, Harvard, Vancouver, ISO, and other styles

12

Arch, Elizabeth C. "Sex Differences in the Effect of Self-Efficacy on Willingness to Participate in a Performance Situation." Psychological Reports 70, no. 1 (February 1992): 3–9. http://dx.doi.org/10.2466/pr0.1992.70.1.3.

Full text

Abstract:

Building from Bandura's work on social cognitive theory wherein self-efficacy beliefs are important determinants of human action, this study examined whether affective control efficacy—the belief that one can cope with one's own affective responses—is a more important determinant of willingness to participate for women than for men. A questionnaire with a simulated performance situation was used to gather data from graduate students in education on perceived anxiety, extent of efficacy of affective control, extent of task efficacy, and willingness to participate. Analysis indicated that efficacy of affective control is a significant predictor of willingness to participate for women but not for men.

APA, Harvard, Vancouver, ISO, and other styles

13

Goode, Pandora. "Historical Theoretical Perspectives to Consider in the Application of Community-Based Interventions for African Americans and Communities of Color." Creative Nursing 27, no. 1 (February 1, 2021): 55–60. http://dx.doi.org/10.1891/crnr-d-19-00027.

Full text

Abstract:

Using theory as a framework for community-based interventions in African American members provides the principles and guidance needed to generate nursing knowledge. However, choosing an appropriate theoretical framework to guide community-based interventions can be challenging. The aim of this manuscript is to examine the use of three historical models or theories (the Health Belief Model, the Theory of Planned Behavior, and Bandura's Self-Efficacy Theory), which are still being used today, to better understand their applications in community-based interventions.

APA, Harvard, Vancouver, ISO, and other styles

14

Heyne, David, Neville King, Bruce Tonge, Stephanie Rollings, Melinda Pritchard, Dawn Young, and Nicole Myerson. "The Self-efficacy Questionnaire for School Situations: Development and Psychometric Evaluation." Behaviour Change 15, no. 1 (March 1998): 31–40. http://dx.doi.org/10.1017/s081348390000588x.

Full text

Abstract:

Following Bandura's theory, a Self-efficacy Questionnaire for School Situations (SEQ-SS) was developed to assess the cognitions of school refusers. The instrument contains twelve school-related situations which are rated by children according to their belief about their ability to cope with each situation. Factor analysis yielded two reliable factors labelled Academic/Social Stress and Separation/Discipline Stress. Psychometric evaluation also revealed good internal consistency and test-retest reliability. Total self-efficacy scores for 135 school refusers ranged from very low to very high. Self-efficacy was highest with regard to doing school work and lowest with regard to answering peers' questions about absences. The clinical utility of the SEQ-SS is discussed, with implications for the selection of cognitive and behavioural treatment procedures. The application of the instrument in future research is also considered.

APA, Harvard, Vancouver, ISO, and other styles

15

Valentiner, David P., Michael J. Telch, Diana C. Petruzzi, and Molly C. Bolte. "Cognitive mechanisms in claustrophobia: An examination of reiss and McNally's expectancy model and Bandura's self-efficacy theory." Cognitive Therapy and Research 20, no. 6 (December 1996): 593–612. http://dx.doi.org/10.1007/bf02227963.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Wong, Mee Lian, Roy Chan, David Koh, and Christina Misa Wong. "Theory and Action for Effective Condom Promotion: Illustrations from a Behavior Intervention Project for Sex Workers in Singapore." International Quarterly of Community Health Education 15, no. 4 (January 1995): 405–21. http://dx.doi.org/10.2190/c8a0-vnch-mneb-h6av.

Full text

Abstract:

Acquired immunodeficiency virus (AIDS) and sexually transmitted diseases (STD) control programs targeted at sex workers have focused on condom use. Reasons for non-condom use among female brothel-based sex workers in Singapore were found to be low self-efficacy, lack of condom negotiation skills, and barriers such as fear of annoying clients. Green's PRECEDE framework and Bandura's self-efficacy theory were applied to develop a project aimed at equipping sex workers with negotiation skills, overcoming barriers to condom use, and gathering support from brothel keepers and peers. The experimental group showed significant improvements in negotiation skills and outcome behavior of always refusing sex without a condom, that were supported by a decline in gonorrhea incidence. This article describes the application of behavior change and health education theories to achieve reduction in gonorrhea risk.

APA, Harvard, Vancouver, ISO, and other styles

17

Klassen, Rob. "A Question of Calibration: A Review of the Self-Efficacy Beliefs of Students with Learning Disabilities." Learning Disability Quarterly 25, no. 2 (May 2002): 88–102. http://dx.doi.org/10.2307/1511276.

Full text

Abstract:

This article reviews the literature on the self-efficacy beliefs of students with learning disabilities (LD). Motivational and metacognitive difficulties of students with LD are briefly discussed, followed by a synopsis of Bandura's self-efficacy theory, with special attention to the issue of calibration. From the literature search, 22 studies met the criteria of (a) using a measure of self-efficacy, and (b) including a sample of students identified as having learning disabilities. The resulting body of literature is summarized and analyzed in terms of the nature of the sample, the performance task or domain, the self-efficacy measure used, the research question and outcomes, and the accuracy of calibration between perceived self-efficacy and task outcome. The results from this review suggest that in specific contexts — in the writing performance of students with specific writing difficulties, in particular — students appear to optimistically miscalibrate their self-efficacy. Methodological problems found in some of the research, such as “conceptual blurring,” are discussed. Finally, implications for practice are considered, and suggestions are made for future research.

APA, Harvard, Vancouver, ISO, and other styles

18

Desharnais, Raymond, Jacques Bouillon, and Gaston Godin. "Self-Efficacy and Outcome Expectations as Determinants of Exercise Adherence." Psychological Reports 59, no. 3 (December 1986): 1155–59. http://dx.doi.org/10.2466/pr0.1986.59.3.1155.

Full text

Abstract:

Based upon Bandura's (1977) theory of self-efficacy, this prospective research concerned the prediction of adherence to exercise in a physical fitness program. Adherence was predicted from expectations of both outcome and self-efficacy measured at the first meeting of a 22-session exercise program (two sessions per week). 98 adults of both sexes participated. After completion of the program, participants were classified as “adherers” or “dropouts” from attendance records. Analysis showed that, self-efficacy was a more central determinant of adherence than expectation of outcome, although both variables were significant cognitive mediators of adherence to exercise. At the outset of the program, potential dropouts displayed less certainty than adherers about their capacity to attend the program regularly until its completion. They also expected mote benefits from participation in the program. This suggests that the likelihood of adhering to or dropping out of a fitness program may partly reside in the individual at the outset of involvement. Based on this finding, strategies to improve adherence to exercise are proposed.

APA, Harvard, Vancouver, ISO, and other styles

19

Rossillo, Kim, Vivian Norman, Mary Wickman, and Elizabeth Winokur. "Caritas Education: Theory to Practice." International Journal for Human Caring 24, no. 2 (June 1, 2020): 106–20. http://dx.doi.org/10.20467/humancaring-d-19-00030.

Full text

Abstract:

Increasingly complex occupational demands along with varied educational and personal examples of caring, may impact the ability to deeply connect with patients. Literature has identified that nurses and patients have differing perceptions of caring behaviors. Jean Watson's Theory of Human Caring provides a framework for care delivery that focuses on the caring nurse–patient relationship and the experience through the patients' lens.Caring healing relationships are at the core of professional nursing. The purpose of this project was to design and deliver an educational seminar based on Jean Watson's Theory of Human Caring to newly graduated nurses to examine the impact on self-efficacy in caring behaviors.The project participants (N = 56) consisted of a nonprobability convenience sample of newly graduated nurses at a local faith-based community hospital. The educational intervention consisted of experiential learning activities to facilitate translating theory to practice. The study utilized the Caring Efficacy Scale (CES), which is an instrument based on Watson's caring theory and Albert Bandura's self-efficacy theory. Results demonstrated a significant improvement in caring efficacy between the preintervention (M = 5.1, SD = .47), and immediate post intervention (M = 5.5, SD = .38); t (52) = −9.09, p = .000.The knowledge from this study could provide insights for the development of effective teaching strategies to facilitate translating nursing theory to practice. Establishing and developing skills to facilitate nurturing, caring nurse–patient relationships may enhance both the patient and caregiver experience.

APA, Harvard, Vancouver, ISO, and other styles

20

Qiao, Juan, Yan Shan, Qin Chen, and Zhao-Ping Xu. "Design and application of weight gain graphs based on Bandura's self-efficacy theory for patients on maintenance haemodialysis." International Journal of Nursing Sciences 1, no. 1 (March 2014): 110–16. http://dx.doi.org/10.1016/j.ijnss.2014.02.012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Fleming, Robin, Bobbie Berkowitz, and Allen D. Cheadle. "Increasing Minority Representation in the Health Professions." Journal of School Nursing 21, no. 1 (February 2005): 31–39. http://dx.doi.org/10.1177/10598405050210010701.

Full text

Abstract:

Research indicates that health disparities may be reduced by increasing the number of ethnic minorities working in health occupations. Establishing health career pathway programs for immigrant and ethnic minority students is one way to address this problem. One such program, Cross-Cultural Education in Public Health (CCEPH), was developed, implemented, and evaluated to determine whether participants expressed greater interest in pursuing health care careers after program completion. A sample of 72 immigrant students in two high schools participated in the program, which was based on Bandura's theory of self-efficacy. Data were gathered using pre- and postprogram surveys that measured academic self-efficacy and career consideration. Results for academic efficacy were not statistically significant, but interest level in health care careers rose substantially. Although further research needs to be conducted to determine whether such programs increase self-efficacy, programs such as CCEPH can increase the consideration of health careers among immigrant and ethnic minority students.

APA, Harvard, Vancouver, ISO, and other styles

22

Fleming, Robin, Bobbie Berkowitz, and Allen D. Cheadle. "Increasing Minority Representation in the Health Professions." Journal of School Nursing 21, no. 1 (February 2005): 31–39. http://dx.doi.org/10.1177/10598405050210010801.

Full text

Abstract:

Research indicates that health disparities may be reduced by increasing the number of ethnic minorities working in health occupations. Establishing health career pathway programs for immigrant and ethnic minority students is one way to address this problem. One such program, Cross-Cultural Education in Public Health (CCEPH), was developed, implemented, and evaluated to determine whether participants expressed greater interest in pursuing health care careers after program completion. A sample of 72 immigrant students in two high schools participated in the program, which was based on Bandura's theory of self-efficacy. Data were gathered using pre- and postprogram surveys that measured academic self-efficacy and career consideration. Results for academic efficacy were not statistically significant, but interest level in health care careers rose substantially. Although further research needs to be conducted to determine whether such programs increase self-efficacy, programs such as CCEPH can increase the consideration of health careers among immigrant and ethnic minority students.

APA, Harvard, Vancouver, ISO, and other styles

23

Biglan, Anthony. "A Behavior-Analytic Critique of Bandura’s Self-Efficacy Theory." Behavior Analyst 10, no. 1 (April 1987): 1–15. http://dx.doi.org/10.1007/bf03392402.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Gould, Daniel, Ken Hedge, Kirsten Peterson, and John Giannini. "An Exploratory Examination of Strategies Used by Elite Coaches to Enhance Self-Efficacy in Athletes." Journal of Sport and Exercise Psychology 11, no. 2 (June 1989): 128–40. http://dx.doi.org/10.1123/jsep.11.2.128.

Full text

Abstract:

Two studies were conducted to assess strategies elite coaches use to enhance self-efficacy in athletes, in particular the degree to which coaches use 13 strategies to influence self-efficacy and their evaluation of the effectiveness of those strategies. Self-efficacy rating differences between categories of coaches were also examined. Intercollegiate wrestling coaches (iV=101) surveyed in Study 1 indicated they most often used instruction-drilling, modeling confidence oneself, encouraging positive talk, and employing hard physical conditioning drills. Techniques or strategies judged most effective by these coaches included instraction-drilling, modeling confidence oneself, liberal use of reward statements, and positive talk. In Study 2, 124 national team coaches representing 30 Olympic-family sports served as subjects. The strategies they most often used were instruction-drilling, modeling confidence oneself, encouraging positive talk, and emphasizing technique improvements while downplaying outcome. The techniques judged most effective were instruction-drilling, encouraging positive talk, modeling confidence onself, and liberal use of reward statements. Few between-coach differences were found in efficacy use and effectiveness ratings. Findings are discussed in light of Bandura's (1977) theory of self-efficacy.

APA, Harvard, Vancouver, ISO, and other styles

25

Khorakian, Alireza, and Mohammad Sadegh Sharifirad. "Integrating Implicit Leadership Theories, Leader–Member Exchange, Self-Efficacy, and Attachment Theory to Predict Job Performance." Psychological Reports 122, no. 3 (May 15, 2018): 1117–44. http://dx.doi.org/10.1177/0033294118773400.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

26

Spence, Dianna J., and Ellen L. Usher. "Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement." Journal of Educational Computing Research 37, no. 3 (October 2007): 267–88. http://dx.doi.org/10.2190/ec.37.3.c.

Full text

Abstract:

This research applied Bandura's (1986) social cognitive theory to examine engagement with courseware in traditional and online remedial mathematics learning environments. The study investigated the relationship of courseware engagement to age, computer self-efficacy, computer playfulness, and self-efficacy for self-regulated mathematics learning. The study also analyzed mathematics achievement in terms of engagement, age, gender, mathematics grade self-efficacy, and self-efficacy for self regulated mathematics learning. Participants were 88 students in a traditional environment and 76 students in an online environment. The two groups differed significantly in age, mathematics grade self-efficacy, computer self-efficacy, computer playfulness, courseware engagement, and mathematics achievement. When controlled for age, all significant differences found between the two groups persisted. When controlled for mathematics self-efficacy, the groups no longer differed significantly in mathematics achievement, but all other significant differences remained. Computer self-efficacy and computer playfulness each had a significant association with courseware engagement in the online environment, but not in the traditional environment. Regression models revealed that course setting, age, and self-efficacy for self-regulation jointly predicted engagement with courseware. Both mathematics grade self-efficacy and age jointly predicted achievement. These findings support the views that mathematics self-efficacy is among the most significant predictors of mathematics achievement; computer self-efficacy and computer playfulness are associated with courseware engagement; and self-regulation is an important component of e-learning. Implications for researchers and educators are discussed.

APA, Harvard, Vancouver, ISO, and other styles

27

Yu, Mei-yu, Lixin Song, Amy Seetoo, Cuijuan Cai, Gary Smith, and Deborah Oakley. "Culturally Competent Training Program: A Key to Training Lay Health Advisors for Promoting Breast Cancer Screening." Health Education & Behavior 34, no. 6 (July 21, 2006): 928–41. http://dx.doi.org/10.1177/1090198107304577.

Full text

Abstract:

The lay health advisor (LHA) training program for breast cancer screening was conducted among Chinese– English bilingual trainees residing in Southeast Michigan. Guided by Bandura's Social Learning Theory, the development of the training curriculum followed the health communication process recommended by the National Cancer Institute. Data analysis based on questionnaires completed by 79 LHAs indicated that the breast cancer screening training program significantly increased LHAs' knowledge and self-efficacy ( p < .01, t test, two-tailed) and LHAs had a positive perception with regard to the training manual. Regression analysis found that LHAs who were younger, employed, and demonstrated a positive perception of the training manual tended to have higher self-efficacy in promoting breast cancer screening ( R2 = .30). This study suggests that a culturally competent training program effectively increases LHAs' self-efficacy. The findings have implications for developing effective LHA training programs in Asian American communities where LHA interventions are rarely implemented.

APA, Harvard, Vancouver, ISO, and other styles

28

McLean, Neil J. "Cognitive Processes and Sports Performance." Behaviour Change 3, no. 2 (June 1986): 112–19. http://dx.doi.org/10.1017/s0813483900009268.

Full text

Abstract:

In focussing on the relationship between cognition and sports performance, sports psychology is following a trend evident in other areas in psychology. Sports psychology research has borrowed conceptually and methodologically from cognitive-behavioural researchers within clinical psychology. This article reviews five areas of research: imagery; self talk; self efficacy; attentional focus and concentration; and decision making. Of these topics, imagery has attracted the most research interest, and strategies of mental rehearsal are frequently used by athletes.Attempts to apply the theories of self talk and self efficacy to sports performance appear promising. The self efficacy research has demonstrated that expectations of success influence performance. As yet, little attention has been paid to the second part of Bandura's theory: the effect of outcome expectations on performance.The sporting environment is often complex with the athlete frequently required to make numerous decisions. Decision making has been studied in a range of settings (e.g., medical decision making, jury decisions etc.) but has been largely ignored by sports psychologists. Issues relating to the decision making of the athlete are discussed.

APA, Harvard, Vancouver, ISO, and other styles

29

Choi, Yun Ha, and Min-Jeong Chae. "Development and Effects of Smartphone App-Based Walking Exercise Program for Taxi Drivers: Based on Bandura's Self Efficacy Theory." Journal of Korean Academy of Nursing 50, no. 2 (2020): 242. http://dx.doi.org/10.4040/jkan.2020.50.2.242.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Dzewaltowski, David A. "Toward a Model of Exercise Motivation." Journal of Sport and Exercise Psychology 11, no. 3 (September 1989): 251–69. http://dx.doi.org/10.1123/jsep.11.3.251.

Full text

Abstract:

This study compared the ability of Bandura's social cognitive theory and Fish-bein and Ajzen's theory of reasoned action to predict exercise behavior. The theories' constructs were assessed and then the exercise behaviors of 328 individuals were recorded for the following 7 weeks. A path analysis indicated that the theory of reasoned action model fit the data, but explained only 5 % of the exercise behavior variance. Two social cognitive theory variables, self-efficacy and self-evaluated dissatisfaction, significantly predicted exercise behavior. Also, a multiplicative function of self-evaluated dissatisfaction and outcome expectations increased the amount of predicted exercise behavior variance to 16%. Thus, individuals who were confident they could adhere to an exercise program and were satisfied with their standing on probable outcomes from participation (e.g., present body weight) exercised more days per week. A commonality analysis indicated that the theory of reasoned action did not account for any unique variance in exercise behavior over the social cognitive theory constructs. In sum, social cognitive theory was more effective than the theory of reasoned action in predicting exercise behavior.

APA, Harvard, Vancouver, ISO, and other styles

31

Foster, Mindi D., and Kenneth L. Dion. "Dispositional Hardiness and Women's Well-Being Relating to Gender Discrimination: the Role of Minimization." Psychology of Women Quarterly 27, no. 3 (September 2003): 197–208. http://dx.doi.org/10.1111/1471-6402.00099.

Full text

Abstract:

Three studies examined whether personality-based hardiness would be associated with mental health benefits in contexts of gender discrimination. Hardy women encountering both a laboratory simulation and a hypothetical scenario of discrimination showed greater self-esteem and less negative affect than low hardy women. However, these benefits were mediated by the use of specific attributions, suggesting that well-being in hardy women may have been achieved through minimizing the pervasiveness of discrimination. The third study showed this mediation pattern occurred only for participants exposed to higher threat scenarios versus lower threat scenarios of discrimination. Thus, minimizing the pervasiveness of discrimination may have been a threat-reducing tool for high hardy women. Bandura's (1997) self-efficacy theory was used as a possible explanation for this finding.

APA, Harvard, Vancouver, ISO, and other styles

32

Dussault, Marc, Daniel Payette, and Mathieu Leroux. "Principals' Transformational Leadership and Teachers' Collective Efficacy." Psychological Reports 102, no. 2 (April 2008): 401–10. http://dx.doi.org/10.2466/pr0.102.2.401-410.

Full text

Abstract:

The study was designed to test the relationship of principals' transformational, transactional, and laissez-faire leadership with teachers' collective efficacy. Bandura's theory of efficacy applied to the group and Bass's transformational leadership theory were used as the theoretical framework. Participants included 487 French Canadian teachers from 40 public high schools. As expected, there were positive and significant correlations between principals' transformational and transactional leadership and teachers' collective efficacy. Also, there was a negative and significant correlation between laissez-faire leadership and teachers' collective efficacy. Moreover, regression analysis showed transformational leadership significantly enhanced the predictive capabilities of transactional leadership on teachers' collective efficacy. These results confirm the importance of leadership to predict collective efficacy and, by doing so, strengthen Bass's theory of leadership.

APA, Harvard, Vancouver, ISO, and other styles

33

Lin, Bih-Jiau, and Wen-Bin Chiou. "Undergraduates' Intentions to Take a Second Language Proficiency Test: A Comparison of Predictions from the Theory of Planned Behavior and Social Cognitive Theory." Psychological Reports 106, no. 3 (June 2010): 798–810. http://dx.doi.org/10.2466/pr0.106.3.798-810.

Full text

Abstract:

English competency has become essential for obtaining a better job or succeeding in higher education in Taiwan. Thus, passing the General English Proficiency Test is important for college students in Taiwan. The current study applied Ajzen's theory of planned behavior and the notions of outcome expectancy and self-efficacy from Bandura's social cognitive theory to investigate college students' intentions to take the General English Proficiency Test. The formal sample consisted of 425 undergraduates (217 women, 208 men; M age = 19.5 yr., SD = 1.3). The theory of planned behavior showed greater predictive ability ( R2 = 33%) of intention than the social cognitive theory ( R2 = 7%) in regression analysis and made a unique contribution to prediction of actual test-taking behavior one year later in logistic regression. Within-model analyses indicated that subjective norm in theory of planned behavior and outcome expectancy in social cognitive theory are crucial factors in predicting intention. Implications for enhancing undergraduates' intentions to take the English proficiency test are discussed.

APA, Harvard, Vancouver, ISO, and other styles

34

Meier, Scott T., and James P. Sampson. "Use of Computer-Assisted Instruction in the Prevention of Alcohol Abuse." Journal of Drug Education 19, no. 3 (September 1989): 245–56. http://dx.doi.org/10.2190/ktgd-qwgt-qcnh-t2c9.

Full text

Abstract:

Recent critiques of and research with traditional alcohol prevention programs have revealed serious problems. Prevention programs typically increase knowledge and appropriate attitudes about alcohol while having little effect on drinking behavior. In this article several concepts are introduced in support of a technology which has the potential to revitalize alcohol education efforts. First, Bandura's self-efficacy theory offers a direction for re-conceptualizing the design of prevention programs as well as the measurement of their effects. Second, computer-assisted instruction (CAI) programs may provide a means for capturing attention, effectively educating about alcohol, and supplementing traditional approaches. One current CAI program is described in detail. Implications for research and practice and obstacles to effective CAI use are also discussed.

APA, Harvard, Vancouver, ISO, and other styles

35

Meier, Augustine. "Toward an Integrated Model of Competency: Linking White and Bandura." Journal of Cognitive Psychotherapy 7, no. 1 (January 1993): 35–47. http://dx.doi.org/10.1891/0889-8391.7.1.35.

Full text

Abstract:

This paper demonstrates how concepts from White’s Effectance theory and Bandura’s Self-Efficacy theory can be integrated to form a more comprehensive theory of competency. White’s concepts of “strive for competency” and “sense of competency” and Bandura’s concept of “self-efficacy” and the associated micro-analytical research method can form the basis for the development of a comprehensive theory of competency. The major terms that allow for a conceptual linking of these two theories are those of “sense of competency” and “self-efficacy”. Both terms refer to the conviction that one is or is not able to perform a task.

APA, Harvard, Vancouver, ISO, and other styles

36

Kane, Thomas D., Michelle A. Marks, Stephen J. Zaccaro, and Virginia Blair. "Self-Efficacy, Personal Goals, and Wrestlers’ Self-Regulation." Journal of Sport and Exercise Psychology 18, no. 1 (March 1996): 36–48. http://dx.doi.org/10.1123/jsep.18.1.36.

Full text

Abstract:

Goal theory (Locke & Latham, 1990) and social cognitive theory (Bandura, 1986) converged on a single model describing the relationships among prior performance, self-efficacy, personal goals, and individual performance. The model, portraying self-regulatory processes, guided an investigation of the performance of 216 wrestlers competing at a wrestling camp. Two hypotheses were tested. First, general support was expected for the self-regulatory model. Second, self-efficacy was predicted to be especially relevant for performance under extremely competitive conditions (i.e., overtime match performance). Both hypotheses were supported. Analyses using LISREL VI supported the relationships posited by the self-regulatory model. Also, self-efficacy was found to be the only significant predictor of wrestlers’ performance in overtime matches.

APA, Harvard, Vancouver, ISO, and other styles

37

Basuki, Tentrem, Khayatun Nufus Akhsania, DYP Sugiharto, and Muhammad Japar. "KONTRIBUSI TES PSIKOLOGIS TERHADAP SELF EFFICACY PENGAMBILAN KEPUTUSAN KARIR SISWA DI SEKOLAH BERBASIS PONDOK PESANTREN." JURNAL EDUKASI: Jurnal Bimbingan Konseling 6, no. 1 (June 9, 2020): 68. http://dx.doi.org/10.22373/je.v6i1.5422.

Full text

Abstract:

This study discusses psychology for students in Islamic boarding schools who have taken psychological tests and who have never taken a psychological test. The research method used is a comparison of research with data analysis of comparative test Career Decision Making Self-Efficacy Scale between students who have taken a psychological test and who have never received a psychological test at a boarding school. Bandura's Self-Efficacy Theory uses work theory, while the sample in this study uses cluster random sampling with a total of students (N = 22). Data collection was carried out through a direct survey consisting of 25 question items about self efficacy. The results of the t-test different test analysis showed no significant difference between students who had received a psychological test and who had never taken a psychological test in junior high school students in a boarding school based school. With the results of IQ tests (t (22) = 1,076, p> 0.05), aptitude tests (t (22) = 1,731, p> 0.05) and, interest tests (t (22) = 1,137, p> 0 , 05). These results indicate that there is no significant difference between students who take psychological tests who take IQ, aptitude, and interest tests, and who have never taken a psychological test, one of the contributing factors is representing irregular beliefs or relationships with what is on almighty will in providing sustenance, as long as his servant wants to succeed.

APA, Harvard, Vancouver, ISO, and other styles

38

Tuthill, Emily L., Jacqueline M. McGrath, Melanie Graber, Regina M. Cusson, and Sera L. Young. "Breastfeeding Self-efficacy." Journal of Human Lactation 32, no. 1 (August 28, 2015): 35–45. http://dx.doi.org/10.1177/0890334415599533.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

39

Eagle, Daniel, Fong Chan, Kanako Iwanaga, Antonio Reyes, Chung-Yi Chiu, Jill Bezyak, Jessica M. Brooks, John Keegan, and Veronica Muller. "Health Promotion for People with Disabilities: A Primer for Rehabilitation Counsellors." Australian Journal of Rehabilitation Counselling 23, no. 2 (November 27, 2017): 98–111. http://dx.doi.org/10.1017/jrc.2017.9.

Full text

Abstract:

To engage in the community and the workplace requires physical, mental, and social health and wellbeing. Health promotion is a crucial rehabilitation counselling function for the health and wellbeing of people living with chronic illness and disability (CID). This exploratory review seeks to examine theories and models of motivation applicable to health promotion interventions in rehabilitation counselling practice. Although no single theory can address all the potential variables affecting people with CID's health behaviours, Bandura's (1977) concept of self-efficacy and outcome expectancy appear to be the most common factors in the health promotion models we surveyed. Among theories of motivation, only self-determination theory specifically includes a motivation variable, autonomy (internal and external motivation). We developed a diagram to depict a model, including all the theories and models covered in this exploratory review and identify commonalities among their constructs. This diagram can be used by rehabilitation counsellors to apply theories and models of motivation in case conceptualisation, formulating clinical hypotheses, developing treatment plans, and selecting and implementing evidence-based health promotion interventions for their clients.

APA, Harvard, Vancouver, ISO, and other styles

40

Alimohammadi, Leila, Fatemeh Zarei, and Mojgan Mirghafourvand. "The effect of counseling based on Bandura’s self-efficacy theory on sexual self-efficacy and quality of sexual life." Women & Health 60, no. 4 (September 10, 2019): 473–86. http://dx.doi.org/10.1080/03630242.2019.1662871.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Darmawan, Natalia W., Sri Tiatri, and Heni Mularsih. "SELF-EFFICACY SISWA SD YANG MENGHADAPI SOAL CERITA MATEMATIKA: DAMPAK PENGAJARAN STRATEGI METAKOGNITIF IDEA." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 3, no. 2 (October 14, 2019): 549. http://dx.doi.org/10.24912/jmishumsen.v3i2.3487.2019.

Full text

Abstract:

Performa pemecahan soal cerita matematika pada siswa SD di Indonesia masih rendah. Salah satu faktor yang menyebabkan rendahnya performa pemecahan soal cerita matematika adalah self-efficacy rendah pada siswa. Untuk mengembangkan self-efficacy siswa diperlukan penguasaan strategi belajar yang efektif. Beberapa penelitian yang menguji keterkaitan antara strategi metakognitif dan pemecahan masalah matematika telah banyak dilakukan, namun di Indonesia menunjukkan hasil yang berbeda. Penelitian ini bertujuan melihat pengaruh pengajaran strategi metakognitif IDEA terhadap peningkatan self-efficacy soal cerita matematika pada siswa kelas 5 SD. Strategi metakognitif IDEA merupakan metode pengajaran soal cerita matematika yang dikembangkan berdasarkan teori Polya (1973) terdiri dari empat langkah, yaitu memahami masalah, membuat rencana perhitungan, melakukan perhitungan, dan melakukan pengecekan kembali. Self-efficacy pemecahan soal cerita matematika merupakan suatu keyakinan individu atas kemampuannya dalam mengatur diri dan menyelesaikan tugas pemecahan soal cerita matematika. Sampel dalam penelitian ini adalah siswa kelas 5 SD X Jakarta Barat berjumlah 6 siswa. Teknik pengambilan sampel dilakukan dengan purposive sampling. Pengukuran self-efficacy soal cerita matematika menggunakan kuesioner self-efficacy yang disusun berdasarkan teori Bandura (1997) meliputi dimensi level, generality, dan strength. Metode penelitian yang digunakan adalah metode kuantitatif, dengan desain penelitian quasi experiment, one group pretest-posttest. Analisis data dilakukan dengan menggunakan uji statistik paired sample T-test. Hasil penelitian menunjukkan bahwa tidak ada perbedaan yang signifikan pada self-efficacy pemecahan soal cerita matematika sebelum dan sesudah pengajaran strategi metakognitif (t = -1.535, ρ > 0.05). Berdasarkan hasil analisis, disimpulkan bahwa tidak ada pengaruh pengajaran strategi metakognitif terhadap peningkatan self-efficacy soal cerita matematika pada siswa kelas 5 SD. Elementary school students in Indonesia still struggle to solve mathematical word problems. One factor that causes this is low self-efficacy among students. To develop self-efficacy, students need mastery of effective learning strategies. Several studies examining the link between metacognitive strategies and mathematical problem solving have been carried out, however in Indonesia they show varied results. This study aims to examine the effect of teaching IDEA metacognitive strategies on increasing self-efficacy of 5th grade students in doing mathematical word problems. IDEA metacognitive strategy is a method of teaching mathematical world problems developed based on Polya's (1973) theory consisting of four steps, namely understanding the problem, making a calculation plan, doing the calculation, and re-checking. Self-efficacy in solving mathematical word problems is an individual's belief in his/her ability to organize themselves and complete the task of solving mathematical word problems. The samples in this study were six 5th grade students of SD X West Jakarta. The sampling technique is purposive sampling. Measurement of self-efficacy in solving mathematical word problems used a self-efficacy questionnaire that was compiled based on Bandura's (1997) theory which includes levels, generality, and strength dimensions. The research method is quantitative, with a quasi-experimental research design, one group pretest-posttest. Data analysis was performed using paired sample T-test statistical test. The result shows that there is no significant differences in the self-efficacy in solving mathematical word problems before and after teaching metacognitive strategies (t = -1.535, ρ > 0.05). Based on the results of the analysis, it was concluded that teaching metacognitive strategies has no effect on increasing self-efficacy in solving math word problems among 5th grade students.

APA, Harvard, Vancouver, ISO, and other styles

42

Byrd, A. Preston, P. Ryan Saucier, and Ryan G. Anderson. "Laboratory Management Needs of Iowa School-Based Agricultural Mechanics Teachers." Career and Technical Education Research 44, no. 3 (December 31, 2019): 37–52. http://dx.doi.org/10.5328/cter44.3.37.

Full text

Abstract:

Further investigation is needed to determine the specific laboratory management needs of agricultural education teachers. The theoretical foundation which guided this study was Bandura's theory of self-efficacy (1997). To further align this theory with this study, researchers explored the beliefs and one's capabilities to organize and excute the course of action to manage an agricultural mechanics laboratory. The research objectives for this study were: Determine the self-perceived level(s) of importance and ability as related to agricultural mechanics laboratory management competencies and determine the professional development needs of Iowa school-based agricultural education teachers regarding agricultural mechanics laboratory management competencies. Results of the Mean Weighted Discrepancy Scores (MWDS) indicated teacher's greatest in-service needs revolved around hazardous laboratory conditions and materials. The competencies which ranked the highest included correcting hazardous laboratory conditions, safely disposing of hazardous materials, properly installing and maintaining safety devices and emergency equipment, safely handling hazardous materials, and safely storing hazardous materials. Agricultural education teachers need professional development in the realm of hazardous conditions within the confines of an agricultural mechanics laboratory and handling hazardous materials. Working with hazardous materials is a critical competency agricultural educators must have when managing any type of laboratory.

APA, Harvard, Vancouver, ISO, and other styles

43

Mitchell, Kim M., Kendra L. Rieger, and Diana E. McMillan. "A Template Analysis of Writing Self-Efficacy Measures." Journal of Nursing Measurement 25, no. 2 (2017): 205–23. http://dx.doi.org/10.1891/1061-3749.25.2.205.

Full text

Abstract:

Background and Purpose: This investigation reviews the item content of writing self-efficacy (WSE) measures developed for undergraduate students. Bandura’s self-efficacy theory and a writing theory by Flower and Hayes informed the a priori themes used to develop a template of WSE categories critical to the concept. Method: Articles describing WSE measures were identified through Cumulative Index to Nursing and Allied Health Literature (CINAHL), PsycINFO, Education Resources Information Center (ERIC), PubMed, Scopus, and Google Scholar (1984–2015). A template analysis method was used to analyze 182 individual items present on 11 WSE instruments. A nursing perspective was applied. Results: The analysis identified 16 categories influencing WSE as well as gaps in current measurement items. Conclusion: The theoretical examination of WSE is the first step toward the development of a WSE measure specific to the nursing context and contributes to nursing education by advancing the measurement of WSE.

APA, Harvard, Vancouver, ISO, and other styles

44

Saville, Paul D., Steven R. Bray, Kathleen A. Martin Ginis, John Cairney, Deborah Marinoff-Shupe, and Andrew Pettit. "Sources of Self-Efficacy and Coach/Instructor Behaviors Underlying Relation-Inferred Self-Efficacy (RISE) in Recreational Youth Sport." Journal of Sport and Exercise Psychology 36, no. 2 (April 2014): 146–56. http://dx.doi.org/10.1123/jsep.2013-0144.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

45

Adams, Curt M., and Patrick B. Forsyth. "Proximate sources of collective teacher efficacy." Journal of Educational Administration 44, no. 6 (November 1, 2006): 625–42. http://dx.doi.org/10.1108/09578230610704828.

Full text

Abstract:

PurposeRecent scholarship has augmented Bandura's theory underlying efficacy formation by pointing to more proximate sources of efficacy information involved in forming collective teacher efficacy. These proximate sources of efficacy information theoretically shape a teacher's perception of the teaching context, operationalizing the difficulty of the teaching task that faces the school and the faculty's collective competence to be successful under specific conditions. The purpose of this study was to examine the influence of three contextual variables: socioeconomic status, school level, and school structure on teacher perceptions of collective efficacy.Design/methodology/approachSchool level data were collected from a cross‐section of 79 schools in a Midwestern state. Data were analyzed at the school level using hierarchical multiple regression to determine the incremental variance in collective teacher efficacy beliefs attributed to contextual variables after accounting for the effect of prior academic performance.FindingsResults support the premise that contextual variables do add power to explanations of collective teacher efficacy over and above the effects of prior academic performance. Further, of the three contextual variables school structure independently accounted for the most variability in perceptions of collective teacher efficacy.Research limitations/implicationsA sample of 79 schools was considered small to accurately test a hypothesized model of collective teacher efficacy formation using structural equation modeling. That approach would have had the advantage of permitting the researchers to identify the relationships among the predictor variables and between the predictors and the criterion. Additionally, there was a concern of possible aggregation bias associated with aggregating collective teacher efficacy scores to the school level. Despite these limitations, the findings hold theoretical and practical implications in that they defend the theoretical importance of contextual factors as efficacy sources. Furthermore, formalized and centralized conditions conducive to promoting perceptions of collective efficacy in teachers are identified.Originality/valueExtant collective efficacy studies have generally not operationalized Bandura's efficacy sources to include the effects of current context. This study does.

APA, Harvard, Vancouver, ISO, and other styles

46

Valiante, Gio, and David B. Morris. "The Sources and Maintenance of Professional Golfers’ Self-Efficacy Beliefs." Sport Psychologist 27, no. 2 (June 2013): 130–42. http://dx.doi.org/10.1123/tsp.27.2.130.

Full text

Abstract:

The purpose of this study was to explore the self-efficacy beliefs of male professional golfers (N = 12). Three themes emerged from the qualitative analysis of interview responses. First, enactive mastery experiences were the most powerful source of self-efficacy. Second, golfers maintained high self-efficacy over time by recalling prior success, strategically framing experiences, and enlisting supportive verbal persuasions from themselves and from others. Finally, self-efficacy influenced professional golfers’ thought patterns, outcome expectations, and emotional states. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory.

APA, Harvard, Vancouver, ISO, and other styles

47

Usher, Ellen L. "Sources of Middle School Students’ Self-Efficacy in Mathematics: A Qualitative Investigation." American Educational Research Journal 46, no. 1 (March 2009): 275–314. http://dx.doi.org/10.3102/0002831208324517.

Full text

Abstract:

According to A. Bandura’s (1986) social cognitive theory, individuals form their self-efficacy beliefs by interpreting information from four sources: mastery experience, vicarious experience, social persuasions, and physiological or affective states. The purpose of this study was to examine the heuristics students use as they form their mathematics self-efficacy from these and other sources. Semistructured interviews were conducted with eight middle school students who reported either high or low self-efficacy and with students’ parents and mathematics teachers. Students relied on information from all four hypothesized sources, which were combined according to various heuristics. Teaching structures, course placement, and students’ self-regulated learning also emerged as important factors related to self-efficacy. Results refine and extend the tenets of social cognitive theory.

APA, Harvard, Vancouver, ISO, and other styles

48

Atmojo, Didik Susetiyanto, Heny Kristanto, and Hengky Irawan. "Enhancing Self Efficacy Of Prolanis Group On Self Assesment Of Diabetic Foot Early Detection Based On Health Belief Model Theory And Bandura’s Self Efficacy." STRADA Jurnal Ilmiah Kesehatan 9, no. 2 (November 1, 2020): 950–53. http://dx.doi.org/10.30994/sjik.v9i2.409.

Full text

Abstract:

Diabetes Mellitus (DM) complications are serious problems for patients and their families. . The purpose of this study was to improve Self Efficacy on the ability to detect the risk of diabetic foot injury.The research design used was pre-experimental research with a one group pre-post test design approach. Respondents of this study were the Clinic Prolanis Group dr. Chreslina Subagyo, Kediri City Collecting data with clinical questionnaire sheet self-efficacy skills in order to determine the increase in self-efficacy. Based on the Wilcoxon test above, the p value = 0.000, which means that action given caused a changed or increased in a person's self-assessment This study revealed that the potential impact of self-efficacy, outcome expectations considered in the education program for patients. Therefore, the use of self-efficacy theory when designing patient education interventions could enhance diabetes self-care

APA, Harvard, Vancouver, ISO, and other styles

49

Umstattd, M. Renée, and Jeffrey Hallam. "Older Adults’ Exercise Behavior: Roles of Selected Constructs of Social-Cognitive Theory." Journal of Aging and Physical Activity 15, no. 2 (April 2007): 206–18. http://dx.doi.org/10.1123/japa.15.2.206.

Full text

Abstract:

Exercise is consistently related to physical and psychological health benefits in older adults. Bandura’s social-cognitive theory (SCT) is one theoretical perspective on understanding and predicting exercise behavior. Thus, the authors examined whether three SCT variables—self-efficacy, self-regulation, and outcome-expectancy value—predicted older adults’ (N= 98) exercise behavior. Bivariate analyses revealed that regular exercise was associated with being male, White, and married; having higher income, education, and self-efficacy; using self-regulation skills; and having favorable outcome-expectancy values (p< .05). In a simultaneous multivariate model, however, self-regulation (p= .0097) was the only variable independently associated with regular exercise. Thus, exercise interventions targeting older adults should include components aimed at increasing the use of self-regulation strategies.

APA, Harvard, Vancouver, ISO, and other styles

50

Sachs, John J., and Sidney R. Miller. "The Impact of a Wilderness Experience on the Social Interactions and Social Expectations of Behaviorally Disordered Adolescents." Behavioral Disorders 17, no. 2 (February 1992): 89–98. http://dx.doi.org/10.1177/019874299201700207.

Full text

Abstract:

The literature clearly supports the thesis that behaviorally disordered students need to develop appropriate social skills and the ability to cope effectively with stressful situations. Although a majority of the literature has focused on the development of social skills in the school setting, other settings such as wilderness programs appear to be viable alternatives to traditional training programs. The primary goal of this study was to evaluate the impact of a modified wilderness program on the cooperative and aggressive behaviors of seriously emotionally disturbed adolescents utilizing standardized measures and direct observation procedures. The second goal was to apply Bandura's self-efficacy theory as a means to understand and evaluate the impact of this intervention procedure. The results of this study indicate that the behaviorally disordered adolescents who participated in the wilderness program had a significant increase in cooperative behaviors, and that the direct observation procedures were significantly more sensitive to changes in the participants' overt behaviors.

APA, Harvard, Vancouver, ISO, and other styles

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles