Relevant bibliographies by topics / Coping self-efficacy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Coping self-efficacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Coping self-efficacy"

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Mete, Pelin. "Structural Relationships between Coping Strategies, Self-Efficacy, and Fear of Losing One’s Self-Esteem in Science Class." International Journal of Technology in Education and Science 5, no. 3 (July 17, 2021): 375–93. http://dx.doi.org/10.46328/ijtes.180.

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This study aimed to investigate the relationship between coping strategies (positive coping, projective coping, non-coping and denial coping), self-efficacy, and fear of losing one’s self-esteem among secondary school students in science course. The study group consisted of 381 students studying in a large city located in the eastern part of Turkey. The data of the study were obtained using Academic Coping, Self-efficacy, Fear of losing one's self-esteem scales. Data were analyzed with the structural equality model using the Amos program, and the proposed relationships between variables were tested. According to the results obtained from the research, it was found that the positive coping and projective coping strategy predicted positively and the non-coping strategy negatively on self-efficacy. Self-efficacy negatively predicted the fear of losing one’s self-esteem. Additionally, positive coping, denial coping, and non-coping strategies were observed to positively predict the fear of losing one's self-esteem. Additionally, positive coping, projective coping, non-coping, and denial coping strategies variables together explained 28% of the variance in self-efficacy. The self-efficacy and all of the coping strategies explained 48% of the variance in fear of losing one’s self-esteem.
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Shi, Changxiu, and Xiaojun Zhao. "The Influence of College Students' Coping Styles on Perceived Self-Efficacy in Managing Inferiority." Social Behavior and Personality: an international journal 42, no. 6 (July 16, 2014): 949–57. http://dx.doi.org/10.2224/sbp.2014.42.6.949.

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We examined the influence of college students' coping styles on perceived self-efficacy, through the mediating effect of general self-efficacy, in managing inferiority. A sample of 206 college students completed a Coping Style Questionnaire, the Regulatory Emotional Self-Efficacy Scale of Chinese college students, and a general self-efficacy scale. The results showed the following: (a) there were significant correlations among the problem solving, self-blame, and fantasy coping styles, and general self-efficacy and perceived self-efficacy in managing inferiority; (b) the problem solving and self-blame coping styles indirectly predicted perceived self-efficacy in managing inferiority by general self-efficacy, and general self-efficacy played a partial mediating role between the problem solving and self-blame coping styles and perceived self-efficacy in managing inferiority; and (c) gender played a moderating role between coping style and perceived self-efficacy in managing inferiority. The results are important for counseling to enhance regulatory emotional self-efficacy.
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Kroemeke, Aleksandra, and Małgorzata Sobczyk-Kruszelnicka. "Interaction effect of coping self-efficacy and received support in daily life of hematopoietic cell transplant patient-caregiver dyads." PLOS ONE 16, no. 11 (November 17, 2021): e0260128. http://dx.doi.org/10.1371/journal.pone.0260128.

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Objectives According to the social cognitive theory, social support and self-efficacy may interact with each other i.e. compete or account jointly for better adaptation. This study examined the nature of the interaction between coping self-efficacy and received social support in daily lives of patient-caregiver dyads after cancer treatment. We tested whether the effect of daily fluctuations in coping self-efficacy and received support on daily affect was synergistic (positive jointed effect), compensatory (positive competing effect), or interference (negative competing effect). Design A dyadic daily-diary study conducted for 28 days after hospital discharge following hematopoietic cell transplantation. Methods Coping self-efficacy, received support, and positive and negative affect were measured in 200 patient-caregiver dyads. The analysis was based on the actor-partner interdependence moderation model using multilevel structural equation modeling. Results Statistically significant effect of interaction between daily coping self-efficacy and received support on negative affect was found, although only in the caregivers. In that group, higher daily received support compensated for lower daily coping self-efficacy but had a negative effect when coping self-efficacy was significantly higher than typical. Also, direct beneficial effects of higher daily coping self-efficacy and received support on caregiver positive affect were found. In the patients, higher daily coping self-efficacy was directly associated with better daily affect. Conclusions Diverse effects of daily coping self-efficacy and received social support were found—the interference effect in the caregivers and the main effect of coping self-efficacy in the patients. Higher daily coping self-efficacy and optimal received social support may provide resilience against affect disturbance after cancer treatment.
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Werdani, Yesiana Dwi Wahyu, and Pascalis Arief Ardiansyah Silab. "Self-Efficacy Affects Cancer Patients in Solving Problems, Seeking Support and Avoiding Problems as Coping Mechanisms." Nurse Media Journal of Nursing 10, no. 2 (August 21, 2020): 146–57. http://dx.doi.org/10.14710/nmjn.v10i2.26803.

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Background: Cancer is a disease that causes various physical and mental problems. Being diagnosed with cancer affects the self-efficacy and behavior of individuals to choose a coping mechanism in facing the problem.Purpose: This study aimed to determine the effect of self-efficacy on solving problems, seeking support, and avoiding problems as coping mechanisms in cancer patients.Methods: A cross-sectional study was conducted on 45 cancer patients selected using a total sampling technique from two public health centers in Surabaya, Indonesia. Data were collected using the General Self-Efficacy Scale and Coping Strategy Indicator, and analyzed using the Shapiro Wilk for data normality, and linear regression to determine the effects of self-efficacy on solving problems, seeking support, and avoiding problems with p< 0.05. Results: The results showed the participants’ rate of self-efficacy levels (M=3.26), and coping mechanism levels in solving problems (M=3.46), seeking support (M=2.88), and avoiding problems (M=3.27), as well as mean scores of self-efficacy (32.6±3.8), solving problems (34.6±3.8), seeking support (31.8±3.7), and avoiding problems (32.7±3.2). Based on the linear regression test, there was a significant effect self-efficacy on solving problems (p<0.001; R2=0.97), seeking support (p<0.001; R2=0.98), and avoiding problems (p<0.001; R2=0.98) as coping mechanisms. Conclusion: Cancer patients who had high self-efficacy scores would choose solving problems and seeking support as the coping mechanisms, but those with lower scores on self-efficacy prefer to avoid the problems.
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Gattuso, Suzanne M., Mark D. Litt, and Terence E. Fitzgerald. "Coping with gastrointestinal endoscopy: Self-efficacy enhancement and coping style." Journal of Consulting and Clinical Psychology 60, no. 1 (February 1992): 133–39. http://dx.doi.org/10.1037/0022-006x.60.1.133.

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Wang, Yefei, Guangrong Xie, and Xilong Cui. "Effects of Emotional Intelligence and Selfleadership on Students' Coping with Stress." Social Behavior and Personality: an international journal 44, no. 5 (June 4, 2016): 853–64. http://dx.doi.org/10.2224/sbp.2016.44.5.853.

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We examined the impacts of emotional intelligence and self-leadership on coping with stress, and assessing the mediating roles that positive affect and self-efficacy play in this process. Participants were 575 students at 2 Chinese universities, who completed measures of coping with stress, self-leadership, emotional intelligence, self-efficacy, and positive affect. The structural equation model analysis results indicated that self-efficacy fully mediated the relationship between emotional intelligence and active coping, as we had predicted. Further, self-leadership had a direct effect on active coping. However, positive affect and self-efficacy did not mediate the relationship between self-leadership and coping with stress. Implications are discussed in terms of theoretical contributions and interventions for coping with stress.
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Matsushima, Rumi, and Kunio Shiomi. "SOCIAL SELF-EFFICACY AND INTERPERSONAL STRESS IN ADOLESCENCE." Social Behavior and Personality: an international journal 31, no. 4 (January 1, 2003): 323–32. http://dx.doi.org/10.2224/sbp.2003.31.4.323.

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The purpose of this study was to examine the relationship between social self-efficacy and interpersonal stress in adolescence. Three scales, measuring social self-efficacy, interpersonal stress and interpersonal stress coping were administered to 180 high school students. Scores on social self-efficacy were negatively correlated with those on interpersonal stress and interpersonal stress coping. Furthermore, interpersonal stress scores correlated positively with interpersonal stress coping. A two-factor analysis on the mean scores for factors of interpersonal stress was conducted to examine social self-efficacy and interpersonal stress coping differences, and the effect of social self-efficacy on the reducing of interpersonal stress.
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Timkova, Vladimira, Iveta Nagyova, Sijmen A. Reijneveld, Ruzena Tkacova, Jitse P. van Dijk, and Ute Bültmann. "Psychological distress in patients with obstructive sleep apnoea: The role of hostility and coping self-efficacy." Journal of Health Psychology 25, no. 13-14 (August 11, 2018): 2244–59. http://dx.doi.org/10.1177/1359105318792080.

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We aimed to assess whether hostility and coping self-efficacy are associated with psychological distress in obstructive sleep apnoea patients. Furthermore, we examined whether coping self-efficacy mediates the association between hostility and psychological distress. We included 150 obstructive sleep apnoea patients (Apnoea-Hypopnoea Index ⩾5; 68% male; mean age: 48.9 ± 9.5 years). Regression models showed that hostility and poor coping self-efficacy were strongly associated with psychological distress in obstructive sleep apnoea patients. All assessed coping self-efficacy dimensions mediated the association between hostility and psychological distress. Coping self-efficacy for stopping unpleasant emotions and thoughts showed the strongest association with a lower level of psychological distress.
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Taiwo, Jeremiah. "A Commentary on the Relationship between Self-efficacy, Problem-focused Coping and Performance." Behavioural Sciences Undergraduate Journal 2, no. 1 (September 14, 2015): 37–41. http://dx.doi.org/10.29173/bsuj291.

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Self-efficacy influences self-regulatory cognition and behaviour, including the way we approach and cope with problems and how we perform tasks. In this paper I examined the construct of self-efficacy and the strongly related variables of coping and performance to better understand how self-efficacy works at a fundamental level. I briefly reviewed some key concepts, measures and methods used in the study of self-efficacy, commenting on potentially important and understudied differences in coping styles that may influence self-efficacy. Specifically, problem-focused coping was the main coping strategy in the literature that had a positive correlation with both self-efficacy and performance. Lastly, I present some ideas for future research toward more understanding of the development of self-efficacy and its contributing factors.
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Wysokinski, A., and I. Kloszewska. "Experienced stress, self-efficacy, self-esteem and strategies of coping with stress and their association with clinical symptoms in schizophrenia." European Psychiatry 26, S2 (March 2011): 1532. http://dx.doi.org/10.1016/s0924-9338(11)73236-9.

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IntroductionStress affects the development/course of schizophrenia. Inefficient coping may influence functioning.ObjectiveAssessment of experienced stress, self-efficacy, self-esteem and coping strategies in schizophrenia.MethodsStudy group: 33 schizophrenic in-patients and 27 healthy subjects. Scales: clinical symptoms - PANSS, HDRS; stress-related - experienced stress (SES), self-efficacy (GSES), self-esteem (RSES), coping strategies (COPE).ResultsPANSS, HDRS scores (mean ± SD): 49.2 ± 16.2, 10.1 ± 7.6. Table 1 shows SES, GSES, RSES scores, Table 2 - coping strategies (only significant differences). Inter-variable correlations were found: SES-PANSS (r = 0.56, p < 0.001), SES-HDRS (r = 0.69, p = 0.01), RSES-HDRS (r = -0.39, p = 0.02), COPE14-PANSS (r = 0.38, p = 0.03), COPE14-PANSS-P (r = 0.45, p = 0.008).[Stress, self-efficacy, self-esteem (mean score ± SD)][Coping strategies (mean score ± SD)]ConclusionsHigher experienced stress, lower self-efficacy and self-esteem were found in schizophrenic patients. Stress and coping strategies may affect/result from clinical symptoms. “Passive/avoiding” coping strategies were more frequent in schizophrenic patients.
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Dissertations / Theses on the topic "Coping self-efficacy"

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Guion, David. "Childhood Maltreatment, Coping, and Coping Self-Efficacy among Offenders." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2602.

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This study explored the relationship between childhood interpersonal trauma and coping self-efficacy, coping styles, and emotion regulation difficulties among male and female offenders in detention and diversion centers (N = 183). The coping-relapse model of recidivism posits that offenders’ coping ability plays a pivotal role in successful reentry (Zamble & Quinsey, 1997). Past research reveals that childhood maltreatment is associated with avoidant coping and emotion regulation difficulties, which could negatively impact reentry (e.g., Cloitre et al., 2009; Min, Farkas, Minnes, & Singer, 2007). The relationship between childhood maltreatment and coping self-efficacy has not been addressed. This study found that childhood interpersonal trauma was significantly related to emotion regulation difficulties (r = .20), but not coping self-efficacy, active coping, or avoidant coping. Coping self-efficacy was significantly related to emotion regulation difficulties (r = -.61), active coping (r = .60), and avoidant coping (r = -.30). Research and practice implications are discussed.
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Zurawski, Janina. "Internet usage, self-efficacy, and proactive coping skills." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1585527.

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This quantitative study examined the relationship between problematic Internet usage, self-efficacy, and proactive coping skills. This study compared demographic characteristics against three scales: Compulsive Internet Use Scale, General Self-Efficacy Scale, and Proactive Coping Subscale. A total of 146 Internet users over the age of 18 participated in this study. The results found a significant correlation between gender and, age, and ethnicity and proactive coping skills. There was also a significant relationship between age and compulsive Internet use. Compulsive Internet use was negatively correlated with proactive coping, suggesting improved proactive coping skills will lead to a lower level of compulsive Internet use.

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Greene, Dorothy, Mary Mullins, Paul Baggett, and Donna Cherry. "Self-Care for Helping Professionals: Students' Perceived Stress, Coping Self-Efficacy, and Subjective Experiences." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7646.

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Little has been published regarding BSW students' perceived stress, coping self-efficacy, and self-care. A preexperimental study, with one qualitative question, was used to determine the effects of a self-care course on students' perceived stress scores (PSS), coping self-efficacy scores (CSES), and subjective experiences. Nineteen undergraduate students participated. Mean age of participants was 25, 90% were female, and most were Caucasian. The average CSES was 161.42 (SD=41.57) at pretest and 180.72 (SD=34.97) at posttest. A statistically significant difference in mean scores was found (t=−2.109, p=.05). The average PSS was 17.58 (SD=8.50) at pretest and 14.83 (SD=5.607) at posttest. Students' subjective experiences with the course were positive, and 79% noted that their understanding of self-care changed. Despite the small sample and lack of diversity, the study's contribution is noteworthy. To the authors' knowledge, this is the first study to examine the impact of a 3-credit course on self-care for BSW students.
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Courbasson, Christine M. A. "Reflective activity, its relationship to coping, self-efficacy, and mental health." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0010/NQ33527.pdf.

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Walsh, Miquela. "A study of children's emotion regulation, coping and self-efficacy beliefs." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020730/.

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The successful management of emotions, defined as 'emotion regulation' is a fundamental skill that has an impact on multiple outcomes later in life from social skills to academic success. The development of emotion regulation is influenced by a range of environmental factors such as maternal health, caregiving practices and also individual differences such as resiliency and temperament. Recent evidence suggests that emotional self-efficacy (the belief in one's ability to manage emotions) plays a role in developing successful emotion regulation skills. This study aims to investigate the relationship between children's emotion regulation skills (as rated by themselves, teachers and others) and their emotional self-efficacy beliefs. Exploring children's own understanding of their emotion regulation skills has been championed by some as a much needed area for further research. This study explored the views of children towards their emotion regulation skills and the extent to which these related to teacher and parent perceptions. The findings indicate that children have a good awareness of their emotions, which corresponded to teacher and parent perspectives in unique ways suggesting that context plays and important role in the children's levels of emotional awareness. Differences were found in coping strategies and skills when comparing children with behaviour and emotional difficulties to the main sample of children. In general, children tended to use distraction and avoidance techniques in order to help them cope with their feelings of anger and sadness and within this age group parents and caregivers are still perceived by the children as their main provider of emotional support. The implications for further actions to elicit and engage the child in emotional dialogue alongside the formation of effective classroom interventions and strategies for the successful development of emotion regulation are also discussed.
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Kim, Yun Hwan. "Effects of Abstinence Self-Efficacy and Coping on Substance Use Among Homeless Youth." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345089601.

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Björk, Eleonora, and Mari Thorildsson. "Childbirth self-efficacy inventory in Tanzania : a pilot study." Thesis, Högskolan Dalarna, Omvårdnad, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:du-3270.

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Background. To give birth can be a stressful experience and women cope with thisstress in many different ways and have different personal outcomes. Self-efficacy orconfidence in ability to cope with labour can be considered as an important factoraffecting pregnant women’s motivation of normal childbirth and their interpretation ofthe childbirth event.The aim. The purpose of this study was to test the Chinese short form of theinstrument Childbirth self-efficacy instrument (CBSEI) in Tanzania, that measurepregnant women’s self-confidence and coping abilities during childbirth.Method. The Chinese short form of the CBSEI was used to pilot test the pregnantwomen’s confidence of childbirth to see if the questions were understood in theTanzanian culture. Besides this instrument socio-demographic data was collectedtogether with two open questions asking about attitudes and experiences of childbirth.The instrument was translated into Kiswahili. A sample of 60 pregnant women whowere visiting antenatal clinic (ANC) regularly were asked to participate and with helpfrom midwifes at two ANC places the questionnaires were filled out.Result. The result shows that the validity and reliability of the two subscales OE-16and EE-16 were established. The internal consistency reliability of the two subscaleswere high, suggesting that each of the subscale mean score provides a good overviewof self- reported belief in coping ability for childbirth.The results further show that the instrument, CBSEI in this pilot study is not able toidentify women who need extra support during childbirth.Conclusion. The reliability and validity of information presented in this pilot studysupport the use of the Chinese short form of the CBSEI as a research instrument in theTanzania culture. Further studies are recommended to get a wider understandingabout women’s coping abilities in a culture like Tanzania.
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Ch'ng, Amanda Majella. "Understanding the relationship between coping self-efficacy, coping behaviour and psychological wellbeing during recovery from stroke." University of Western Australia. School of Psychology, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0228.

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Although self-efficacy has long been established as an important variable for psychological wellbeing across a range of contexts, coping self-efficacy, a subtype of self-efficacy specific to the function of coping, has only recently begun to receive research attention. In addition, despite support from both self-efficacy theory and coping theory, the relationship between coping self-efficacy and coping behaviour in the face of stressful events has not previously been considered. This thesis explores the importance of coping self-efficacy for psychological wellbeing in a new context, recovery after stroke, and investigates the relationship between coping self-efficacy and coping behaviour in the face of this stressor. Stroke was selected as a suitable context for this exploration given its high incidence, lengthy recovery period and the prevalence of significant post stroke psychological distress. The thesis explores four key questions: (i) is coping self-efficacy related to psychological wellbeing for people recovering from stroke, (ii) what types of coping behaviours are related to coping self-efficacy during recovery, (iii) does coping behaviour mediate the relationship between coping self-efficacy and psychological outcomes, and (iv) what is the role of individual dispositional traits (optimism and trait anxiety) in these relations. The implications of these relationships for clinical intervention were a secondary focus of the project.
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Goss, Joanne Kate. "The relationship between self-efficacy and ways of coping of first-year university students." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1555.

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This is a quantitative, exploratory study focusing on self-efficacy and ways of coping of male and female first-year psychology students at a university in the Nelson Mandela Metropole. The study aimed to explore and describe the relationship between The General Perceived Self- Efficacy Scale and the Ways of Coping Questionnaire of first-year university psychology students. A non-probability convenience sampling technique was employed. The sample consisted of 34 males and 94 females between the ages of 18 and 21 years, who were registered for a first-year psychology module. Descriptive and inferential statistics were used to analyse the data. The results showed moderate correlations between general perceived self-efficacy and problem-focused and focusing on the positive as ways of coping. In addition, the results showed significant relationships between general perceived self-efficacy and problem-focused coping, seeking social support and focusing on the positive as ways of coping. Gender differences with regards to the constructs of coping and self-efficacy were also explored. Limitations of the present research were noted and recommendations for future research were proposed.
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Aboussafy, David 1969. "Stress, coping, self-efficacy and asthma control : clinic, diary and laboratory studies." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35553.

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Asthma has not declined in morbidity and mortality despite significant advances in medical treatment. A literature review was conducted and a program of research was devised with the goal of improving understanding of why many appropriately treated and educated asthmatics are unable to gain adequate control of their asthma. A review of the literature found that psychological stress was a poorly understood trigger for asthmatic symptoms and a possible factor in poor asthma control. A clinic visit study of adult asthmatics found: (1) life event stress was associated with asthma quality of life but not ventilatory function, (2) asthma self-efficacy was strongly related to asthma quality of life and ventilatory function, (3) style of coping with stress appeared to buffer the effects of stress on asthma, and (4) evidence for a stress-responsive asthmatic subgroup. A subsequent longitudinal daily diary study found: (1) concurrent stress and daily asthma symptoms were strongly associated, (2) daily bronchodilator use appeared to be determined by pre-diary beliefs about disease severity and controllability, (3) stress could precede (within one day) increases in asthma symptoms and decreases in airflow, and (4) clinically significant decreases in peak flow were often preceded by large increases in perceived stress. A laboratory study found: (1) exposure of asthmatics to specific passive and asthma-related stressors resulted in decreased airflow and that these decreases are associated with a concurrent increase in vagal (parasympathetic) tone, (2) an active stressor that resulted in increased sympathetic arousal did not result in decreased airflow, (3) relaxation resulted in parasympathetic arousal and decreased airflow, and (4) asthma self-efficacy was associated with parasympathetic reactivity. In sum, the program of research has generated findings that help explain how stress, coping and self-efficacy contribute to asthma control led to concrete suggestions to improve c
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Books on the topic "Coping self-efficacy"

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Albert, Bellg, ed. Listening to life stories: A new approach to stress intervention in health care. New York: Springer Pub. Co., 1997.

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Perraud, Suzanne. DEVELOPMENT OF THE DEPRESSION COPING SELF-EFFICACY SCALE. 1996.

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Campbell, Becky Fields. SELF-DETERMINATION, SELF-EFFICACY, AND SUCCESSFUL SELF-REGULATION OF WEIGHT (COPING STRATEGIES). 1990.

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Rand, Kevin L. Hope, Self-Efficacy, and Optimism. Edited by Matthew W. Gallagher and Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.4.

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This chapter reviews the conceptual similarities and differences among Snyder’s (1994) hope, Carver and Scheier’s optimism, and Bandura’s self-efficacy. Unlike optimism, hope is focused on beliefs about the self. Unlike self-efficacy, hope is a generalized belief and involves the determination to achieve one’s goals. This chapter also reviews the existing empirical literature, which shows that hope, optimism, and self-efficacy are structurally distinct and differentially related to important life outcomes, including psychological adjustment, coping, and goal-directed performance. The chapter concludes with a discussion of further research needed to clarify the causal relationships among hope, optimism, and self-efficacy and to differentiate hope from other positive psychology constructs.
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Romi, Shlomo. Effects of participant and symbolic modeling on the self-efficacy of youth advancement counselors: a self-efficacy, training and coping analysis. 1988.

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Romi, Shlomo. Effects of participant and symbolic modeling on the self-efficacy of youth advancement counselors: A self-efficacy training and coping analysis. 1988.

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The influence of coping strategies, performance and attributional feedback on skills, attributions and self-efficacy. 1987.

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Strahl, Carolyn Jane. The role of pain anxiety, coping strategies, and self-efficacy in rheumatoid arthritis patient funtioning. 1997.

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Holeman, Doris Mae Stanley. SELF-EFFICACY, ACHIEVING TENDENCY, LOCUS-OF-CONTROL AND COPING STYLES AS PREDICTORS OF ACADEMIC PERFORMANCE OF NURSING STUDENTS ENROLLED IN BACCALAUREATE AND ASSOCIATE DEGREE NURSING PROGRAMS. 1986.

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Miller, Laura J. Psychological, Behavioral, and Cognitive Changes During Pregnancy and the Postpartum Period. Edited by Amy Wenzel. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199778072.013.002.

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Becoming pregnant and giving birth can lead to considerable psychological, behavioral, and cognitive transformation. The nature and scope of change varies a great deal from woman to woman. This chapter summarizes qualitative and quantitative research on normal psychological adaptation to pregnancy, including recognition and acceptance of the pregnant state, experience of the boundary between self and fetus, and body image changes. It reviews research on internal representations of the fetus and fetal and neonatal attachment. Perinatal changes in stress reactivity and coping style are reviewed. The chapter explains the influence of women’s prenatal expectations about labor and delivery on subsequent experiences and reactions and describes normative postpartum mood reactivity. Perinatal effects on sleep, physical activity, sexual activity, and eating patterns are described. Controversies about the effects of pregnancy on cognition are examined. The chapter also covers topics related to the transition to motherhood, including influences on maternal self-esteem and self-efficacy.
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Book chapters on the topic "Coping self-efficacy"

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Mohiyeddini, Changiz, and Leo Montada. "BJW and Self-Efficacy in Coping with Observed Victimization." In Responses to Victimizations and Belief in a Just World, 41–54. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4757-6418-5_3.

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Singh, Jaywant, Benedetta Crisafulli, and Sanjit Kumar Roy. "Customer Coping Behaviour During Service Failures: The Role of Self-Efficacy and Failure Severity." In Rediscovering the Essentiality of Marketing, 833–34. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29877-1_160.

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Strizhakova, Yuliya, and Yelena Tsarenko. "Coping with Service Failures: The Role of Emotional Intelligence, Self-Efficacy and Intention to Complain." In The Customer is NOT Always Right? Marketing Orientationsin a Dynamic Business World, 654. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50008-9_176.

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Kern, Margaret L., and Michael L. Wehmeyer. "Conclusion." In The Palgrave Handbook of Positive Education, 769–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_30.

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AbstractThe chapters in this Handbook provide evidence of the plurality of theories, models, methods, and perspectives relevant to positive education. Chapters highlight the diverse ways in which positive education is conceptualized and implemented, complexities inherent to school environments, and the need to rigorously study the impact of activities. Chapters describe core ingredients of positive education, including basic psychological needs, mindset, character strengths, coping skills, empathy, engagement, gratitude, social relationships, emotions, kindness, meaning and purpose, mindfulness, self-efficacy, self-regulation, and wellbeing literacy. These ingredients primarily emphasize the skills and attributes of the person. Yet other chapters remind us of the importance of the social and environmental context, including the impact that trauma, disadvantage, culture, socioeconomic pressures, and broader systemic pressures have. Together, the chapters speak to both the possibilities and challenges of what positive education might become.
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Moore, Kathleen A. "Positive Psychology and Health: Situational Dependence and Personal Striving." In Beyond Coping, 107–26. Oxford University Press, 2002. http://dx.doi.org/10.1093/med:psych/9780198508144.003.0006.

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Chapter 6 explores positive psychology and health in the context of situational dependence and personal striving. It includes a history of positive psychology, and relates Maslow’s hierarchy of needs to biopsychosocial health. The chapter discusses categories of coping strategies and strategies that reduce the impact of threats to health (such as unemployment, restructuring changes) as well as mediators (self-efficacy, goals, and optimism).
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West, Amy E., Sally M. Weinstein, and Mani N. Pavuluri. "Coping and Positive Thinking for Parents." In RAINBOW, 53–60. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190609139.003.0007.

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Session 6 of the RAINBOW treatment protocol focuses on promoting self-efficacy in the parent and child (ingredient I: I can do it! of RAINBOW) and developing coping skills in parents (ingredient N: No negative thoughts, live in the now of RAINBOW), and it is conducted with the parent/caregivers. Therapist and parents first work to identify the child’s positive qualities and ways these can be promoted and reinforced through positive language and mastery activities. Parents are then encouraged to develop their own positive scripts and self-talk to improve their feelings of self-efficacy. Last, parents are instructed in cognitive and mindfulness skills to learn ways to reframe negative thoughts and increase their focus on the present moment.
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West, Amy E., Sally M. Weinstein, and Mani N. Pavuluri. "Coping Skills for Children." In RAINBOW, 47–52. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190609139.003.0006.

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Session 5 of the RAINBOW treatment protocol is primarily conducted with the child and focuses on improving self-efficacy through development of cognitive and behavioral coping skills (ingredients I: I can do it, N: No negative thoughts, and O: Oh, how do we solve this problem? of RAINBOW). Key skills developed in this session include positive-thinking strategies and “think and do” skills to manage emotional responses to identified triggers of negative moods. The therapist explains the connections between thoughts, feelings, and behaviors, and ways to respond more adaptively to the child’s triggers are role-played in the session. In addition, mood charts are reviewed, and mood monitoring along with practicing Think and Do skills are assigned as a between-session task for the child and family.
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Slone, Michelle, Yael Mayer, and Ayelet Gilady. "Teachers as Agents of Clinical Practice During Armed Conflict." In Handbook of Political Violence and Children, 344–68. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190874551.003.0013.

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This chapter advocates for conceptualization of the classroom teacher as a frontline responder for the emotional needs of children affected by war and armed conflict. An efficacy study of a teacher-delivered intervention to strengthen coping and resilience among exposed children is presented. The Feeling Safe program trained enrolled educational staff to administer in the classroom activities aimed to enhance three resilience factors of mobilization of social support, self-efficacy, and self-esteem among children. Program efficacy was assessed among Israeli children aged 15 to 17 exposed to political conflict in a repeated-measures design with intervention (n = 248) versus waiting-list control (n = 246) groups who responded to questionnaires measuring social support, self-efficacy, self-esteem, and psychological symptoms. Findings showed increases among the children in perceptions of school support, self-efficacy, and self-esteem and reductions in distress and depression in the intervention but not in the control group. Findings provide support for the efficacy of post-crisis school-based interventions in which teachers assume the role of frontline responders by serving as agents of clinical practice.
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Siu, Oi-Ling, Paul E. Spector, Chang-qin Lu, and Luo Lu. "Joint Moderating Effects of Self-Efficacy and Coping on Social Stressor–Psychological Strain Relationships in Greater China: Evidence from Three Subregions." In Coping, Personality and the Workplace, 67–81. Routledge, 2017. http://dx.doi.org/10.4324/9781315574240-8.

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Waddell, Julia Crouse, Caitlin McLaughlin, Robert LaRose, Nora Rifon, and Christina Wirth-Hawkins. "Promoting Online Safety among Adolescents: Enhancing Coping Self-Efficacy and Protective Behaviors through Enactive Mastery." In Communication and Information Technologies Annual, 133–57. Emerald Group Publishing Limited, 2014. http://dx.doi.org/10.1108/s2050-206020140000008021.

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Conference papers on the topic "Coping self-efficacy"

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Ai Na, Seow, Choong Chee Keong, and Choong Yuen Onn. "HOW COGNITIVE APPRAISALS AND MALADAPTIVE COPING EXPLAIN THE BEHAVIOURAL INTENTION OF HEALTH TOURISTS?" In GLOBAL TOURISM CONFERENCE 2021. PENERBIT UMT, 2021. http://dx.doi.org/10.46754/gtc.2021.11.012.

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The main purpose of this paper is to understand the behavioural intention of health tourists through cognitive appraisals and maladaptive coping. A research model is proposed. A field study was conducted in Malaysia’s various international airports. 718 international tourists were approached to partake in the paper survey. The data collected was analysed using SmartPLS software version 3 with partial least square structural equation modelling (PLS-SEM). This study’s findings show that only response severity is not significant related to maladaptive coping, which is defined as a compulsive behaviour individuals use to soothe themselves when feeling anxious. Perceived vulnerability and response cost are positively related to maladaptive coping, whereas response efficacy and self-efficacy are negatively significant to maladaptive coping. This study’s abstract consists of seven main elements: purpose and background, methodology, findings, conclusion, contribution/practical implications, references, and keywords.
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Astuti, Yuli, Yulia Lanti Retno Dewi, and Bhisma Murti. "The Effect of Self Efficacy on Voluntary Counseling and Testing of Hiv in Homosexual: A Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.68.

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Background: HIV-related stigma has been noted as a significant barrier to test acceptance in many contexts. Previous studies identified an individual’s confidence in their ability to cope with HIV infection, including the social consequence of potential stigma as important to the testing decision. HIV coping self-efficacy may increase opportunities to address the impact of HIV-related stigma on testing through interventions at the individual level. This study aimed to examine the effect of self-efficacy on voluntary counseling and testing of HIV in homosexual. Subjects and Method: This was meta-analysis and systematic review. Articles were collected from Google Scholar, PubMed, Springer Link, and Research Gate databases. Keywords used “Health belief model” OR “HBM” OR “Self efficacy” AND “VCT HIV” OR “HIV counseling” AND “Homosexual” OR “Gay” OR “MSM”. The inclusion criteria were full text, published articles from 2011 to 2020, and using cross-sectional study design. The articles were selected using PRISMA flow chart. The quantitative data were analyzed from Rebman 5.3. Results: A meta-analysis from 6 studies showed that strong self-efficacy improved VCT uptake in homosexual (aOR= 1.10; 95% CI= 1.06 to 1.14; p<0.001) with I2=54%. Conclusion: Strong self-efficacy improves VCT uptake in homosexual. Keywords: self-efficacy, voluntary counseling and testing, HIV, homosexual Correspondence: Yuli Astuti. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: yuliastuti1224@gmail.com. Mobile: 083821875621. DOI: https://doi.org/10.26911/the7thicph.02.68
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Boon, Helen. "Parenting and School Climate Predictors of Australian Aboriginal Students' Optimism, Coping, Self-Efficacy, and Academic Achievement." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436512.

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Siow, Elaine, Jade Soh, Mary Chen, Alan Wong, Carole McGlone, and John Costello. "Resilience, Academic Self-Efficacy, and Proactive Coping among Post-Registration Nursing Students in Singapore: A Cross-Sectional Study." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.155.

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Shillair, Ruth, and Jingbo Meng. "Multiple Sources for Security: Seeking Online Safety Information and their Influence on Coping Self-efficacy and Protection Behavior Habits." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2017. http://dx.doi.org/10.24251/hicss.2017.604.

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Yang, Yan. "Study of Factors Affecting Chinese International Students’ Lecture-listening Comprehension at Thai Universities, Their Coping Strategies and Self-efficacy." In ICEEL 2020: 2020 The 4th International Conference on Education and E-Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3439147.3439152.

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Leshem, Becky. "Support From School Faculty During the COVID-19 Pandemic: Can It Increase Teacher Self-Efficacy and Competence and Promote Coping With Online Teaching?" In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1884430.

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Horváth, Szilvia, and Katalin N. Kollár. "CONCEPTUALIZATION OF TEACHER BURNOUT AND ONLINE BURNOUT PREVENTION AMONG HUNGARIAN TEACHERS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact033.

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"In our study, we were testing an online burnout prevention programme among Hungarian teachers between 2016-2019, focusing on the background factors of the intervention effect size. Firstly, we conceptualized teacher burnout factors, and after exploratory and confirmatory factor analysis on the incoming sample (N=224), structure equation model has been built up which relate to work-stressors like effort-reward imbalance and over-commitment, burnout factors, perceived stress, general self-efficacy and depression. Secondly, by testing the stress-management intervention on a cumulated sample (N=37) which based on a mini randomized control trial and a quasi-experiment sample data, the intervention effect size has been evaluated, linear regression and structure equation modelling was used to explore the intervention’ predictor and moderator variables. Results of the conceptualization (N=224) show work stressors alone do not lead to burnout factors. Perceived stress is mediator from effort–reward imbalance to burnout factors. General self-efficacy modifies negative impact of perceived stress on personal accomplishment and directly depersonalization. Coping mechanism of depersonalization and personal accomplishment strengthens one-dimensional approach of burnout. Results of the intervention evaluation show that significant high improvement can be achieved related to the emotional exhaustion (N=37 d=0.89, p?.01). For prevention, all kind of stress-management techniques, improving teachers’ perceptions of work success are presumable. In order to reach higher involvement of the participants for further research cultural adaptation is needed."
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