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Calongne, Lisa J. "Self-efficacy for employee participation: an exploratory investigation". Diss., Virginia Tech, 1995. http://hdl.handle.net/10919/39145.
Pełny tekst źródłaPh. D.
Chauke, Helani Elisa. "The influence of learning portfolios in learner self-efficacy belief / Helani Elisa Chauke". Thesis, North-West University, 2005. http://hdl.handle.net/10394/2411.
Pełny tekst źródłaFrontiera, Joe. "The relationship between leadership, efficacy belief, and performance among boys' high school basketball players". Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4557.
Pełny tekst źródłaWhite, Victor Nollen. "The Use of the Expanded Health Belief Model (EHBM) To Evaluate Osteoporosis Attitudes, Knowledge, Beliefs and Self Efficacy of Nez Perce Tribal and Non Nez Perce Tribal Members in Nez Perce County, ID". OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1199.
Pełny tekst źródłaXu, Zhi Jin. "An Osteoporosis Intervention Program for Chinese Women--Knowledge, Self-Efficacy, and Intention". Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214815.
Pełny tekst źródłaPh.D.
Osteoporosis is a disease of the bone and skeletal system which weakens bone structure and results in fractures. The disease has caused a heavy economic burden in the U.S., especially among Americans over the age of 50. According to The Surgeon General's report on bone health in 2004 (U.S. Department of Health and Human Service (USDHHS), 2004), an estimated 10 million Americans over age 50 have osteoporosis, and another 34 million have osteopenia and are at risk of osteoporosis. The projected cost directly associated with osteoporosis is $34.0 billion in 2005 and will rise to more than $41.4 billion in 2025 (Vanness & Tosteson, 2005). Osteoporosis also results in serious and often devastating health problems for affected individuals (Riggs & Melton, 1995) because of the fractures it causes. Riggs and Melton (1995) estimated that each year 1.5 million people suffer an osteoporosis-related fracture. Unlike genetic risk factors that can be nearly impossible to modify, living on a calcium-rich diet is a lifestyle choice. Effective intervention programs can be useful tools to educate people to adopt a calcium-rich diet. Studies have shown that a calcium-rich diet can increase bone mineral density and intervention programs can facilitate the process of the lifestyle change (Wong, Lau, E.M., Lau, W.W., & Lynn, 2004; Lv & Brown, 2011). However, effective intervention programs against osteoporosis are limited for minorities, and specifically, for elderly Chinese women. The prevalence of osteoporosis in Chinese women is high but the knowledge level is low (Babbar et al., 2006; Lau, Woo, Leung, Swaminathan, & Leung, 1992), which provides an opportunity for intervention. A community-based intervention program was designed based on the modified health belief model (HBM). Its content was specifically tailored to the cultural background and the characteristics of the Chinese women living in the Greater Philadelphia area, based on the findings from previous studies. The intervention program was implemented and its effectiveness was evaluated in a 2-group quasi-experimental study. The study recruited eight (8) Chinese community organizations and assigned them to receive either the intervention program or the control program according to the timing of their agreement to participate and the balance of total participants recruited for each study group at the time. A total of 102 Chinese women were enrolled from the three (3) organizations that were assigned to the Intervention Group and 90 from the five (5) organizations that were assigned to the Control Group. Participants in the Intervention Group received a 30-mintue education session delivered in Chinese (Mandarin). The education focused on the Health Belief Model constructs in the context of osteoporosis intervention. It provided information about osteoporosis, including the functions of the bones, prevalence and risk factors. It highlighted participants' susceptibility to osteoporosis, the consequences and severity of the disease, and targeted messages to increase self-efficacy and decrease barriers. The contents were tailored to the study population. The osteoporosis education was delivered in plain language to suit the population's low educational level and used examples relevant to their cultural background. Participants in the Control Group watched a 30-minute video about liver functions and hepatitis B transmission and prevention. The study tested three (3) primary hypotheses that, compared with the Control Group, the Intervention Group at post-intervention would have 1) a higher knowledge level of osteoporosis, 2) a higher self-efficacy for adopting a calcium-rich diet, and 3) a higher intention level to consume more calcium-rich food items. The data were collected at three time points: baseline, post-intervention, and three months after the intervention. The scores of knowledge level and self-efficacy were analyzed by mixed linear regression models with adjustment of the baseline variables and accounted for the correlations among the participants from the same site. The intention stage was analyzed by a multinomial logistic regression model with adjustment of baseline intention stage and the baseline variables. The results for the study were consistent with all three primary hypotheses. The intervention program increased the knowledge level of osteoporosis and perceived self-efficacy in the Intervention Group. At post-intervention, the differences between the two study groups was 0.17 (95% CI: 0.02, 0.32; p-value<0.037) for the knowledge scores, and 0.34 (95% CI: 0.12, 0.56; p-value<0.001) for the self-efficacy scores. The results also suggested that the intervention program moved the participants in the Intervention Group to higher intention stages. The odds ratio (Intervention/Control Group) of being at a higher intention stage was 3.29 (95% CI: 1.23, 8.82; p-value=0.016). The study showed that the community-based and culturally tailored intervention program designed for the elderly Chinese women was effective. It increased the osteoporosis knowledge level and self-efficacy for adopting a calcium-rich diet and moved participants to a higher intention stage of consuming more calcium-rich food items. Additionally, the study showed that more than 50% of the participants had low bone mass. In conclusion, this intervention program reached a hard-to-reach population of elderly Chinese women and provided public health professionals a useful tool to work with. The high provalance of low bone mass in this population provided the public health agencies useful information to aid their decisions on resource allocation.
Temple University--Theses
Carlisle, Alexandra. "Examining the self-regulatory model in women with rheumatoid arthritis : relationships between illness representations, coping procedures, self-efficacy belief and outcomes". Thesis, University of Surrey, 2001. http://epubs.surrey.ac.uk/1023/.
Pełny tekst źródłaChan, Yung. "A study of changes in belief structures of preservice primary teachers involved in peer collaboration in science". Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36666/1/36666_Digitised%20Thesis.pdf.
Pełny tekst źródłaOzkan, Sule. "A Thesis Submitted To The Graduate School Of Natural And Applied Sciences Of The Middle East Technical University". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1051010/index.pdf.
Pełny tekst źródła#8217
motivational beliefs (self-efficacy, intrinsic value, test anxiety) and learning styles on tenth grade students&
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biology achievement. In this study Turkish version of the Motivated Strategies for Learning Questionnaire, Learning Style Inventory, and Biology Achievement Test were used as measuring instruments. Motivated Strategies for Learning Questionnaire was adapted into Turkish and pilot tested with 238 tenth grade students from two representative schools. The main study was conducted in 11 randomly selected schools throughout the Ç
ankaya and Yenimahalle districts of Ankara with a total of 980 tenth grade students in fall 2002-2003 semester. The data obtained from the administration of the measuring instruments were analyzed by using analyses of covariance (ANCOVA) and bivariate correlations. Results of the statistical analyses indicated that students&
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learning styles had a significant effect on their biology achievement when students&
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motivational beliefs were controlled. The most common learning style type was found to be assimilating for the subjects of this study. Moreover, the biology achievement test mean scores of assimilators were found to be higher than that of convergers, divergers, and accommodators. Bivariate correlations revealed low positive correlations between each of the three components of motivational belief and students&
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biology achievement.
Rogan, Ann I. "Negotiating a path to professional efficacy a narrative analysis of the experiences of four pre-service educators /". Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-06062005-091616/.
Pełny tekst źródłaEde, David E. Jr. "Self-Care Confidence Predicts Less Depression in Heart Failure". Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1624135356324155.
Pełny tekst źródłaDoherty, Kathryn Laing. "From Alarm to Action: Closing the Gap Between Belief and Behavior in Response to Climate Change". Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1406552403.
Pełny tekst źródłaNishino, Takako. "Communicative Language Teaching in Japanese High Schools: Teachers' Beliefs and Classroom Practices". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/54812.
Pełny tekst źródłaEd.D.
This study was an investigation of Japanese high school teachers' (N=139) beliefs and practices regarding communicative language teaching (CLT). Four research questions were posited concerning the beliefs that Japanese high school teachers hold regarding CLT, how Japanese high school teachers use CLT in the classroom, how Japanese teachers' beliefs and practices differ between academic and vocational high schools, and how the beliefs of Japanese high school teachers, their classroom practices, their learning experience, pre- and in-service training, perceived teaching efficacy, and contextual factors relate to and influence each other regarding the use of CLT. In order to provide answers to these questions, a survey, classroom observations, and interviews were conducted. Before conducting the quantitative analyses, the questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the questionnaire and to transform the raw scores into equal interval measures. Regarding the first and second research questions, the descriptive statistics showed that despite holding positive beliefs about CLT, the respondents to the survey did not frequently use communicative activities. With respect to the third research question, a MANOVA indicated that the types of schools (academic and vocational) did not significantly influence the survey respondents' beliefs and practices regarding CLT. Concerning the fourth research question, the Pearson correlation coefficients showed relatively strong correlations between (a) Classroom Practices and Student-related Communicative Conditions (r = .56) and (b) L2 Self-confidence and CLT Self-efficacy (r = .55). Also, the best fitting path model indicated that (a) Student-related Communicative Conditions impacted Classroom Practices, (b) Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self-efficacy, and (c) Exam-related Expectations affected most of the indicator variables and Classroom Practices. Related to this, qualitative results indicated that the respondents' learning experience, in-service training, and contextual factors influenced their beliefs and practices.
Temple University--Theses
Cereser, Cristina Mie Ito. "As crenças de autoeficácia dos professores de música". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/31429.
Pełny tekst źródłaThe current work aimed to investigate the music teachers’ self-efficacy belief to teach in school related to demographic variables and context. The theoretical framework is based on social cognitive perspective, specifically on Bandura's self-efficacy theory. The survey has shown to be the most appropriate method to conduct this research. A self-administered questionnaire published on the internet was used as the data collection tool. This questionnaire was composed of questions about personal information and 21 items in 5-point Likert's scale. The scale items were grouped in five dimensions of music teacher self-efficacy belief to teach in school context: a) teach music; b) manage students' behavior; c) motivate students; d) consider the students' diversity; and e) cope with changes and challenges. This tool was called Music Teacher's Self- Efficacy Scale. The sample consisted of 148 teachers and trainees working on school teaching curricular music classes. Methodology was split into two phases. Phase 1 aimed testing the research design, following these stages: a) development of the scale to investigate music teachers' self-efficacy belief; b) a pilot study to check the reliability of the measurement tool; and c) its layout and logistics via internet. In phase 2 data collection and data analysis were performed. For data analysis we used descriptive statistics and inferential statistics. The results showed that teachers usually gave high and medium indexes in all self-efficacy belief dimensions. The dimensions showing the lowest self-efficacy scores were: manage students' behavior and motivate student. This result suggests that music teachers have lower self-efficacy belief when dealing with dimensions related to interpersonal relationship (teacher-student). Furthermore, it has been learned that the greater the age and work experience of the teacher, the higher is the average score in the dealing with managing students' behavior dimension. This research intends to contribute with the music education field providing a theoretic-methodological perspective to help understanding the music teachers’ self-efficacy belief.
Gungoren, Savas. "The Effect Of Grade Level On Elementary School Students'". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610449/index.pdf.
Pełny tekst źródłamotivational beliefs (self-efficacy, intrinsic value, mastery goals and performance goals) in science, and second to examine the relationships between students&rsquo
motivational beliefs and their science grades. The Turkish version of the Approaches to Learning Instrument (mastery goals and performance goals) and the Motivated Strategies for Learning Questionnaire (self-efficacy and intrinsic value) were used as data collection instruments. The Turkish version of the Approaches to Learning Instrument (ALI) was adopted into Turkish and pilot tested with 390 elementary school students. The main study was applied to 900 elementary school students in Grades 6 through 8 from 5 randomly selected schools in Bolu. The data obtained from the measuring instruments were analyzed by using Multivariate Analyses of Variance (MANOVA) and correlation analyses. Results of the analyses revealed that grade level has a significant effect on students&rsquo
motivational beliefs and as grade level increases student motivation in science declines. Accordingly, 6th grade students are found to be more self-efficacious in science and they show more intrinsic interest in science and study science course for the reasons of learning and mastering as well as showing their abilities to others compared to 7th grade and 8th grade students. Concerning the motivational level of 7 and 8 graders, results also showed that 7 graders&rsquo
motivational beliefs are more favorable than 8 graders. Moreover, results revealed significant positive relationships between all motivational belief variables and science grade in all grade levels except for the performance goal orientation. Additionally, significant positive relationships were found among all motivational belief variables.
Rocha, Diego Marceli. "Crenças de autoeficácia e práticas docentes: uma análise de professores de física em um contexto de inovação". Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-31052012-103004/.
Pełny tekst źródłaIt has been already presence in the Physics teaching a set of consolidated practices that give more emphasis to the contents of the Classic Physics in detriment those that relate with Modern and Contemporary Physics (MCP), even though the research has shown in recent years the necessity of updating the resumes. But, why such changes do not occur? The self-efficacy beliefs (BANDURA, 1977) form a construct that has an interesting influence on the human behavior, in this manner, it is important to understand how those self-efficacy beliefs contribute for this reality establishment. The aim is to try to observe, through a qualitative research, how the self-efficacy beliefs of teachers about their practices act within a context of innovation. The innovation context in which this work is related concerns about the practices linked contents to the Modern and Contemporary Physics. To contemplate these objectives they used three instruments for the data collection: a Likert questionnaire, that was used for the gauging of the level of self-efficacy beliefs of the participant teachers of a course of formation in MCP; a intermediate instrument called of Situations, that assisted in the final definition of the sample, as well provided to know a little more about the practical of the teachers; and the semi-structuralized interviews. For the interviews, six teachers had been selected that presented distinct levels of personal self-efficacy beliefs to understand how their selfefficacy beliefs have an influence at their work with MCP. The data allowed us to conclude that: i) the teachers that had presented a high level of personal self-efficacy beliefs are more inclined to the adoption of diversified methodologies and the implementation of the contents related to the MCP for the promotion of interest often pupils; ii) the recognition of its work by the pupils, as well the affective relation with the knowledge are interesting factors that contribute for the organizations of the self-efficacy beliefs of the individuals; iii) the teachers that had demonstrated a high index of personal self-efficacy beliefs search for alternatives for dealing with the difficulties presented in their daily life; iv) the verbal persuasions, done in pairs, have an influence in a considerable form at those teachers that had presented basses levels of self-efficacy beliefs and seem not to be so decisive in the teachers with a high self-efficacy beliefs; v) the different levels of self-efficacy beliefs had shown that teachers interpret and deal with similar situations in distinct forms; vi)the formation of the teachers is a relevant factor in the constitution of its self-efficacy beliefs. This study could also make it possible to visualize the intrinsic relation presence among levels of self-efficacy beliefs of the individuals and its manifestation in specific contexts. And finally, this work has made it possible to emphasize the inherent problematic to the declarative instruments for gauging the self-efficacy beliefs of the individuals, what has strengthened the necessity of studies in a qualitative nature in this seek area.
Sarge, Melanie Ann. "Are Your Eyes Really Bigger Than Your Stomach? An Investigation of the Importance of Selective Exposure to Weight Management Articles Featuring Exemplification and Conveying Efficacy for Potential Weight Management Belief and Behavior Change". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345227600.
Pełny tekst źródłaJaina, J. "Relationships and self efficacy beliefs". Thesis, Cranfield University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392249.
Pełny tekst źródłaKaui, Toni Marie Mapuana. "Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79845.
Pełny tekst źródłaPh. D.
Nye, Gary D. Adkison Judith Ann. "Principals' leadership beliefs". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9747.
Pełny tekst źródłaSantos, Rivanna Conceição. "A influência da satisfação no trabalho e da crença de autoeficácia do professor no seu engajamento profissional: o caso dos docentes do ensino médio da rede pública estadual da cidade de Aracaju - Sergipe". Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29787.
Pełny tekst źródłaHall, Natasha. "Provider-Initiated Condom Education, HIV, and STDs Among Older African American Women". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1646.
Pełny tekst źródłaUzoff, Phuong Pham. "Virtual school teacher's science efficacy beliefs| The effects of community of practice on science-teaching efficacy beliefs". Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646176.
Pełny tekst źródłaThe purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument.
The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.
Federici, Roger Andre. "Principal Self-Efficacy : The Benefits of Efficacy Beliefs for Adaptive Functioning". Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Pedagogisk institutt, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-16371.
Pełny tekst źródłaHolleb, Aimee Joy. "Principal Self-Efficacy Beliefs: What Factors Matter?" Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70909.
Pełny tekst źródłaEd. D.
Pyros, Anne M. "Suburban Poverty: Teachers' Knowledge, Beliefs, and Efficacy". Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1575889423556482.
Pełny tekst źródłaHerr, Scott William. "High School Health Education Teachers' Attitudes and Perceptions Related to Teaching HIV Prevention". University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1311274350.
Pełny tekst źródłaSpardello, Mollie E. "Creativity Beliefs of Elementary Students: Self-efficacy, Self-esteem and Beliefs in Between". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/art_design_theses/123.
Pełny tekst źródłaEvans, G. A. "Causal explanation, social class and perceived efficacy". Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235066.
Pełny tekst źródłaMatoti, Sheila N., i Karen E. Junqueira. "Assessing the teaching efficacy beliefs of teacher trainees". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82870.
Pełny tekst źródłaCleveland, Ann Pollard. "Breastfeeding personal efficacy beliefs of women university students". Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1673.
Pełny tekst źródłaTitle from document title page. Document formatted into pages; contains vi, 99 p. Vita. Includes abstract. Includes bibliographical references (p. 81-89).
Kerr, Patricia Reda. "Design and validation of a standards-based science teacher efficacy instrument". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155806476.
Pełny tekst źródłaRibery, Florence. "Usage de la sophrologie et du numérique en EPS, en vue de l’émergence et l'optimisation de la confiance en soi notamment des sentiments d’auto-efficacité". Electronic Thesis or Diss., Guyane, 2023. http://www.theses.fr/2023YANE0005.
Pełny tekst źródłaIn the framework of our research, we have opted for an action (active) research relatedto Physical Education courses. We have noticed that, during sports activities and physicaleducation classes, some students voluntarily withdrew or minimized their participation,depending on the activity. Others, on the other hand, invested themselves fully andsustainably regardless of the activity.Psychologists specialized in motivation such as Famose (2005) and Bandura (19772003)attempted at grasping the reasons behind such behaviors. They have identified severaldeterminants, beliefs and motivational strategies such as self confidence, personal self efficacyand the importance of the goal. For the teacher, being aware of these determinants allows fora better understanding of the psychological factors of motivation. He or s he can then find moreeffective and optimal solutions to bring young people to learn and progress. Therefore, wehave been concerned with how to influence intrinsic motivations, including self confidence andself effi cacy beliefs.We know that, at the academic level, from cycle 1 to cycle 4, the French National Educationrecommends educational actions aiming at the well being of the students. The programs,especially section 4 of the common base of competences, aim at instructing about healthtogether with the competence: teaching how to maintain one's good health through regularactivity and knowing and applying the principles of a healthy lifestyle. In addition, theteaching methods with the teacher's decision making and authority will have an impact on thestudents' commitment and learning.Our study has taken into consideration the period of adolescence for it will allows the teenagerto rework, with his close environment, the structure of his personality, which is generally builtduring the first five years. "Adolescence is the last 'chance' to address childhood conflicts andresolve them spontaneously" (Giffard, 2012). We have also looked at the contribution ofsophrology techniques in PE since they act on the acceptance of the body schema and theregulation of emotions in order to stimulat e self confidence. Moreover, we have beeninterested in the use of video s in class because students can observe themselves, understandand also observe their peers in the same situation, thus stimulating feelings of efficiency.Finally, with our approach, inspired by Barlow & Hersen's "single case experimental research"method (1976, 1984, 2009), we have been able to verify the influence of these two variables (the use of the videos and the sophrology techniques) on the students' behaviors, and to testthe hypothesis: The development of sensations of well being triggered by the sophrologytechniques and associated with the criterion referenced feedback (criteria of success andachievement) by the use of the video s is a major factor in the students' development of theirself confidence.Following the analysis of the results, the hypothesis has been positively validated. Indeed, wehave noted that the use of videos promotes feelings of efficacy and engagement in PE. On theother hand, the sophrology techniques (relaxations and non dissociated MI) d id not generatefeelings of efficiency and commitment in PE but developed self confidence and autonomy
Huzzie-Brown, Annette. "Beliefs vs Behavior of Elementary Teachers Integrating Technology in Mathematics". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4733.
Pełny tekst źródłaBaccus, Ayanna Asha. "Urban fourth and fifth grade teachers' reading attitudes and efficacy beliefs : relationships to reading instruction and to students' attitudes and efficacy beliefs". College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1420.
Pełny tekst źródłaThesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Looney, Lisa. "Understanding teachers' efficacy beliefs the role of professional community /". College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/174.
Pełny tekst źródłaThesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Ceylandag, Fatma Rana. "Teacher Self-efficacy Beliefs Toward Measurement And Evaluation Practices". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610951/index.pdf.
Pełny tekst źródłabelief in their abilities to perform an action. In the present study, a new scale was developed to measure teacher self-efficacy beliefs toward measurement and evaluation practices, called &ldquo
Teacher Self-Efficacy toward Measurement and Evaluation Practices Scale&rdquo
(TEMES). The purpose of this study was to test a model of relationships among teacher self-efficacy toward measurement and evaluation practices, teachers&rsquo
sense of efficacy, year in teaching, and frequency of using traditional and alternative measurement and evaluation tools. Three hundred ninety-four teachers participated in the study. Confirmatory Factor Analysis (CFA), Multivariate Analysis of Variance (MANOVA), Canonical Correlation Analysis, and Structural Equation Modeling (SEM) were conducted to answer the research questions. CFA provided evidence for five-factor structure of the TEMES. Cronbach&rsquo
s alpha coefficients of these five factors were satisfactory, ranging from .76 to .87. Teachers reported more frequent use of traditional measurement and evaluation tools than alternative tools. Separate MANOVAs yielded non-significant effect of gender on the factors of TEMES, but of teaching level. In addition, findings of canonical correlation analysis indicated that factors of TEMES were correlated with factors of Turkish teachers&rsquo
sense of efficacy scale (TTSES). Results of the SEM indicated that teacher self-efficacy toward measurement and evaluation practices was positively correlated with frequency of using traditional and alternative measurement and evaluation tools. Year of teaching was found to be a non-significant predictor of teachers&rsquo
sense of efficacy, teacher self-efficacy toward measurement and evaluation practices, and frequency of using traditional and alternative measurement and evaluation tools.
Jackson, Ben Stuart. "Efficacy Beliefs in Sporting Dyads: A Mixed-Methods Approach". Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485746.
Pełny tekst źródłaShirling-Rooke, Katherine. "Addiction beliefs and perceived self-efficacy in problem drinkers". Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/31202.
Pełny tekst źródłaStiffler, Kim. "Exploring Teacher Leadership Practice, Efficacy Beliefs, and Student Achievement". Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10791844.
Pełny tekst źródłaPurpose. The purpose of this study was to explore teacher leadership practice in an effort to understand how the behaviors of teacher leaders, and interactions among them, contribute to teacher and collective efficacy for the purposes of increasing student achievement and closing student achievement gaps.
Methodology. A grounded theory approach to qualitative research was used to establish a theoretical foundation among the constructs of teacher leadership, efficacy beliefs, and student achievement. Data were primarily collected through an examination of the perspectives of 33 formal and informal teacher leaders in a county in Northern California.
Findings. A theoretical framework called teacher leadership for efficacy and equity is proposed, which outlines direct and indirect pathways for teacher leadership to improve student achievement. Teachers who improve student achievement and close student achievement gaps through teacher and collective efficacy (a) focus on equity and improvements to teaching and learning; (b) take ownership over the learning of all students and speak positively about them; (c) build relationships with students and show they care; (d) take initiative, are positive, and go above and beyond; (e) collaborate, use data to inform practice, and share ideas and strategies; (f) learn, mentor, coach, and watch each other teach; (g) are flexible, adaptable, customize instruction, and try new things; and (h) experience and celebrate success and share success with others. These practices are guided and supported by shared leadership, collaboration, and school culture.
Conclusions. Existing teacher leadership research supports elements of Facets A, D, E, F, and G of teacher leadership practice. New findings include teacher leaders’ maintaining an explicit focus on equity (A), taking ownership over the learning of all students and speaking positively about them (B), building relationships with students and showing care (C), and experiencing and sharing success (H). New findings are supported by research in other areas.
Recommendations. Teacher leaders who impact student achievement should be considered teachers as well as leaders. Stronger attention should be paid to informal teacher leadership, teacher leadership practice, and fostering equity through teacher leadership. Recommendations include operationalizing this framework in quantitative studies, putting it into practice, and replicating the study in other contexts.
Williams, Jonathan C. "Examining the Relationship Between Louisiana Principals' Self-Efficacy Beliefs and Student Achievement". ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1492.
Pełny tekst źródłaEsterly, Elizabeth. "A multimethod exploration of the mathematics teaching efficacy and epistemological beliefs of preservice and novice elementary teachers". The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1070405222.
Pełny tekst źródłaPorras-Hernández, Laura Helena. "Transference of efficacy beliefs and effects of self-efficacy performance spirals at group and individual levels". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0017/NQ47687.pdf.
Pełny tekst źródłaShane, Julie. "The Efficacy of Effort: Differences in Teachers' Sense of Efficacy Based on Type of Teacher Training and Number of Years of Experience". Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3739.
Pełny tekst źródłaEd.D.
Department of Educational and Human Sciences
Education
Education EdD
Vera, Perea María. "The power of efficacy beliefs: Looking for teachers' well-being". Doctoral thesis, Universitat Jaume I, 2010. http://hdl.handle.net/10803/83358.
Pełny tekst źródłaPrice, Tracy L. Schommer Marlene Ann. "Examining epistemological beliefs, academic self-efficacy, and calibration of comprehension". Diss., A link to full text of this thesis in SOAR, 2006. http://soar.wichita.edu/dspace/handle/10057/675.
Pełny tekst źródła"December 2006." Title from PDF title page (viewed on Nov. 4, 2007). Thesis adviser: Marlene Ann Schommer. Includes bibliographic references (leaves 30-37).
Berth, Ilona, i University of Lethbridge Faculty of Management. "Efficacy beliefs and team effectiveness : a meso approach / Ilona Berth". Thesis, Lethbridge, Alta. : University of Lethbridge, Management, 2010, 2010. http://hdl.handle.net/10133/2597.
Pełny tekst źródłaix, 105 leaves ; 29 cm
Minett, Rachel. "A qualitative study investigating the sources of teacher efficacy beliefs". Thesis, University of East Anglia, 2015. https://ueaeprints.uea.ac.uk/56883/.
Pełny tekst źródłaColes, Karin Ann Marie. "Academic Self-Efficacy Beliefs of Young Adults with Learning Disabilities". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1153.
Pełny tekst źródła李宛蒨. "A Study on Teacher's Belief and Teacher's Efficacy". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/11674015849981739166.
Pełny tekst źródła國立彰化師範大學
資賦優異研究所
99
The purpose of the study is to investigate the current situation of primary school gifted class teachers' teaching beliefs and teaching efficiency and how their different background factors can affect their teaching beliefs and teaching efficiency. Participants are 189 gifted resource class teachers in Taiwan. A self designed questionnaire is delivered to the participants. The data was treated and analyzed with descriptive statistics, t-test, one-way ANOVA,Pearson's Products-Moment correlation , multiple stepwise regression and other methods. The results are follows: 1.Primary school gifted class teacher's teaching beliefs on overall and each individual level to be middle to high inclination 2.Primary school gifted class teacher's teaching efficiency on overall and each individual level to be middle to high inclination 3.Primary school gifted class teacher's overall teaching belief level can vary depending on their seniority of being in gifted class. 4.Primary school gifted class teacher's teachingbeliefs on " teaching efficiency belief" level can vary depending on their seniority of being in gifted class. 5.Primary school gifted class teacher's overall teaching efficiency level can vary depending on their seniority of being in gifted class. 6.Primary school gifted class teacher's teaching beliefs and teaching efficiency have middle-strength positive correlation. 7."Teacher's teaching efficiency belief" and "students differences" level of primary school gifted teacher's teaching beliefs can be used as a reference for their teaching efficiency prediction. In conclusion, some suggestions were proposed to education administration institutions, school administration and future studies.
Conway, Tara Leigh. "Does belief predict efficacy of a self-compassion induction?" 2014. http://hdl.handle.net/1993/30112.
Pełny tekst źródła